What is the difference between Fostering Agencies and Local Authorities?

All children in the care system are legally the responsibility of local authorities (councils). Initially, local authorities seek placements with their own foster carers. When a suitable match isn't found, they turn to private fostering agencies like Skylark Fostering. This is often because the child has complex needs or the local authority lacks carers in the right area.

What’s the difference between Fostering and Adoption?

Both fostering and adoption provide vulnerable children with safe, nurturing environments. However, they have fundamental differences. Fostering is usually temporary, with the goal of reunification with birth families, while adoption is a permanent legal transfer of parental rights. Understanding these distinctions can help you decide whether fostering or adoption is right for you.

What is the age range for becoming a foster carer?

There is no upper age limit for fostering; as long as you have the energy, dedication, time, and space to welcome a child, you could be a great foster carer. The minimum age requirement is 21 years. We welcome applications from individuals in their 20s and 30s, provided there is evidence of stability and security in their living arrangements.

What is the employment status of foster carers?

All foster carers must be registered as self-employed and are responsible for their taxes. Registering is straightforward and can be done online through HMRC. Foster carers can also qualify for the Qualifying Care Relief Scheme, which allows some payments to be tax free, potentially reducing annual tax liability. Skylark can offer further financial advice and guidance regarding all aspects of this.

Can I work full time and foster?

Children in foster care require stability due to their previous experiences. At Skylark Fostering, we stress the importance of a nurturing and stable environment. We expect our foster carers to be available to offer full-time, personalised care, which includes avoiding full-time daycare for young children and reducing dependency on before or after-school care for school-aged children. It's also worth noting that fostering can be a viable career choice; for instance, fostering two children with us can equate to an annual salary of around £60,000.

Can foster children share a bedroom?

Foster carers must have a spare room for fostering. Siblings of the same gender can share a room if it's large enough, but as children grow, they will need their own space. This consideration is discussed during initial planning and matching stages. Fostered children should not share a bedroom with your own child unless matched to you on a long-term basis and all parties (including the children!) are in agreement.

How will Skylark Fostering match a child to my family?

Our matching process ensures that potential foster families can meet the specific needs of children taken into care. We consider the preferences, lifestyles, and interests of the foster family, as well as their ability to meet the child’s needs. Through a thoughtful approach, we aim to create successful and resilient fostering arrangements.

Supporting Children Back to School

2 Sept

Written By Trish Kelly

Elizabeth Duffell, one of our Independent Panel Members, brings a wealth of experience in education to her role at Skylark Fostering. In this blog, she shares some practical and thoughtful tips on supporting children with the transition back to school…

Ready for Back to School

Back to school after the long summer holiday can be a time of mixed feelings for all children and especially for looked after children. There can be a mixture of feeling excited about going back to school along with feeling a little apprehensive about a new teacher or classroom.

If you are new to your foster child’s school, try to arrange an appointment before term starts for the rest of the children. All schools have an admin day at the start of the academic year and often there is an Inset (staff training day) for the next day. Check the school calendar on the website and ring or email to see if you can pop in with your foster child.

Primary School

You can ask to meet their teacher and see their new classroom. Things like knowing where their tray, coat-peg, toilets are will really help in the first few days. Ask to see the playground and where they will have lunch. Find out about points for drop off and pick up, so you and your foster child know where these are on the school site.

If an appointment isn’t possible, ask if you can arrive 10 minutes early on the first day – it really helps if this can be arranged.

Secondary School

Ask if you can meet their tutor as this will be the teacher who sees your foster child every day. Get their email address so that you can easily contact them about any queries or worries – important to get these sorted quickly, especially in the first few days and weeks.

Practical things to consider

Uniform: Check the information from the school – this will be on their website – use the search function if you can’t see it on the landing page. Make sure that all uniform is labelled – this is essential as your foster child may not be used to looking after their belongings and will need help in this area.
School registration: Confirm enrolment if going to a new school, update contact info (this should be done annually), and complete consent forms, for example for local visits – check with Skylark about these if you are given them. Schools will usually ask for 2 -3 additional contacts for emergencies. These will need to be from your support network arranged with Skylark.
Transport arrangements if you are not providing transport or for older foster child who may be using a bus: Sorting out how your foster child or young person will get to and from school safely and arrange with them a routine for when they get home. Again, talk with staff at Skylark if you are unsure about making arrangements.

Academic Preparation

Organising equipment:

Primary School

Younger children may be provided with a book bag or you may need to buy one from school. If your child needs to take a water bottle to school, make sure it isn’t carried in the book bag as soggy books cause upset teachers! Pencil cases – check with the teacher – most schools only allow children in Key Stage 2 to take these as items can easily get lost. Your child may need their PE kit in a PE bag, however some schools ask for children to come to school in their kit – find out how it works and when the PE days are which will be set for the week.

Secondary

Check on the school website for equipment lists as these will be specific. Make sure your foster child has a sturdy rucksack/bag to carry equipment/kit. Check if there are any restrictions on colour/size before making an expensive purchase.

Planning ahead for older children and young people: Looking at timetables, curriculum outlines, or extracurricular opportunities.

Mental & Emotional Readiness

Re-establishing routines: Getting back into regular sleep schedules, meal times, and daily routines. Try to start this the week before term begins so you can introduce changes in routine more gradually.
Managing emotions: Addressing excitement, nerves, or anxiety—especially for children starting a new school or year group.

The majority of children have a mix of excitement and some worries at starting a new school year. Reassure them that this is completely normal and is their body and mind getting ready. If you are worried that they are more anxious, talk as soon as possible with staff at the school – don’t delay the start of term as this creates even more anxiety. Help is available from the school and from Skylark to support with any problems.

Setting goals: For older children and young people if they have been in your care previously -think about academic, social, or personal goals for the year ahead.
For younger children, this may be something like putting their shoes on by themselves or doing their coat up on their own. For a younger child who hasn’t had parenting support, putting on their coat can be a real challenge! See ideas for ‘coat independence’!
For both younger and older children, help and encourage them to take part in getting their things ready for each school day. A photo can help to promote independence, for example, a printed photo of what they need to take each day – book bag, water bottle, snack etc.

Emotional Support Strategies for Foster Carers

Validate feelings: Let your foster child know it's okay to feel nervous, excited, or unsure. Talk this through with them so you can find out in more detail what they are thinking or perhaps worrying about.

If they are having trouble finding the words to say what they mean or seem unsure what to say, try an ‘I’m wondering’ statement, for example, ‘I’m wondering if you’re thinking about going to school next week.’ ‘We can think about it together’. Present it as a statement rather than a question that they might feel they need to answer.

Humour/playfulness can also help here – ‘I’m wondering if you might have an elephant for lunch at school!’. You will need to gauge if this is the right approach for your foster child as some may not be ready for this technique.

Use calming techniques: taking a deep breath in and out can really help. Do this together and talk it through. ‘Let’s take a deep breath in through our nose …. And slowly out through our mouth….’. A few slower breaths will help your foster child to calm if they are feeling under pressure.
Create a safe space: Ensure your child has a comfortable area at home to relax and decompress. This will be different for older children and young people who may want to use their room.

For younger children, a space in the living area so they are near you works well. Leave a basket of familiar picture books or a small activity for them to do if they want to.

Encourage expression: Use journalling, drawings, or conversations to help your child express emotions. Sitting side by side and drawing a stick person story of something that happened – either positive or negative will support them to build a better understanding. This can really help if something has caused upset, as you can go back to different parts of the story and move to a more positive outcome.
Maintain consistency: Stick to routines and boundaries to provide a sense of stability. This is especially important for a foster child as it is likely that boundaries and routines were lacking for them previously.
Offer reassurance: Remind your foster child that they are supported and capable of handling challenges. Praise their actions – ‘How great! You put your coat on all by yourself today’. ‘Brilliant! You got everything ready for school today, well done’.

In summary: Tailored Tips for Foster Carers

Start early: Begin preparations a couple of weeks before school starts to avoid last-minute stress.
Involve your foster child: Involve them in making decisions and getting things like uniform and equipment sorted. Let them help choose supplies or plan their schedule to build ownership.
Practice routines: Ease into school-day routines gradually to help children adjust.
Stay connected: Build relationships with teachers and other school staff to foster a strong support network.
Monitor well-being: Keep an eye on your child’s emotional and physical health during the transition of back to school.
Celebrate milestones: Acknowledge even the smallest achievements and progress to keep motivation high.

School Transition Resources for transition to Secondary School

Website: Anna Freud Centre – Transition to Secondary School Guidance

Provides downloadable guidance for parents and carers to support children emotionally and practically during the move to secondary school.

Trish Kelly

Supporting Children Back to School

Introducing Marie-Anne, Independent Panel Member