Aspirations-The Views of Foster Children and Their Carers

Aspirations:
The views of foster children and their carers
Full Research Report, Professor Bob Broad

Aspirations:
About the author

Bob Broad PhD, Professor of Children and
Families Research, undertook this research
study in his capacity as Visiting Professor at
London South Bank University’s Social Policy
and Urban Regeneration Research Institute.
He was previously Director of Research at the
National Children’s Bureau, London and at
De Montfort University, Leicester where for
ten years he was Director of the Children and
Families Research Centre and where he is
now a Visiting Professor.
Acknowledgements
The author would like to thank the following, without whom this research study would not have been
possible: all the children, young people and foster carers who took the trouble to complete and return the
questionnaires, as well as those who piloted the original children’s questionnaire, and the TACT staff who
helped them, namely Shirley Thomas, Chris Bacon, and Gaynor McMilan. Further thanks are extended to
Belinda Evans, Sue-Ellen Cottle, Michael Cuevas, Matthew Huggins, Hugh Pelham, and Kevin Williams, as
well as all the area administrative staff who chased up the questionnaires. Finally, thanks are extended
to university colleagues and to Jonathan Broad, who contributed valuable statistical insights at the data
analysis stage.
Published in 2008 by The Adolescent and Children’s Trust
TACT is a national charity for children and young people involved with the care system. Their core services
are fostering and adoption, however they also offer a range of other services to help, support, encourage
and empower young people and their families.
TACT, Central Office, The Courtyard, 303 Hither Green Lane, Hither Green, London SE13 6TJ
Registered charity number: 1018963 ISBN number: 978-0-946786-51-0
Copyright © London South Bank University and TACT
0
Aspirations:
Aspirations:
the views of foster children and their carers
Foreword been talking about improving odds. Successes that they, and we,
outcomes for children in care. can be proud of.
As professionals we sometimes Not only how to improve the
get bogged down with jargon appalling outcomes for this High aspirations isn’t just about
and talking about outcomes most disadvantaged group but educational achievement,
as if it is something abstract, a also how we measure those although important. Its about life
tool for managers to monitor outcomes. Legislatively there achievements, seemingly small to
performance. But outcomes are has been progress; Every Child some but significant to the young
really achievements, and for good Matters, placing five outcomes person. It’s about having dreams
achievements we must set high at the forefront of service and hopes about life and the self
aspirations for children who have delivery. To achieve these global belief that they can be achieved.
had, through no fault of their outcomes, we must focus on each Our job is to help them achieve
own, a bad start in life. It is about individual’s needs and help them those dreams and hopes.
having those high aspirations as to achieve their dreams.
a marker and then working out
what needs to happen to get We know that children that are
there. Amongst the best people looked after have some of the
to tell us what works are children poorest outcomes exacerbating
and young people and the early difficulties that they
carers themselves. have experienced. This report
looks to provide evidence
This desire for high achievements to improve practice to make
led us to commission Professor immediate and long term
Bob Broad from South Bank improvements for the lives of
University to undertake a these children, so that they can
longitudinal research study into have a better adulthood.
the views and experiences of
foster carers and their children. What saddens me is the lack
The result of the first stage of this of aspiration felt by some
work you are reading and I do children about their educational Kevin Williams
not plan on taking any time in my attainment levels. I am clear Chief Executive TACT
introduction taking you through that as a corporate parent I
the report; I will, however, have the same high aspirations
congratulate Bob on an excellent as I do for my own children.
and thorough study and extend I am consistently impressed
my thanks to all the carers and by our own young peoples
young people who have given achievements. Achievements
their time to take part in it. in circumstances that most
of us would find difficult.
In the last ten years, from Every Achievements often with little
Child Matters to the Children and support from a bureaucratic
Young Persons Bill, everyone has system. Achievements against the
1
Aspirations:
Aspirations:
The views of foster children and their carers - Research Report
CONTENTS List of Tables

Title Page numbers Title Page number
1 Research aims, objectives, methodology 5 Table 1 Involvement in decisions about friends
Overall project aims 5 contacts/social services: children’s views 13
Detailed objectives 5 Table 2 Involvement in decisions about review
Research methods and issues 5 meetings: children’s views 14
Children –sample 6 Table 3 Involvement in decisions about the
Producing the sample in this study: placement: children’s views 15
July–December 2007 7 Table 4 How much say do children have?
Ethical framework for conducting research 7 Children’s responses 16
Research strategy and methods 8 Table 5 Children’s participation:
Comment on methodology 8 foster carers’ views 17
Data analysis 9 Table 6 Foster carers’ comments on their child’s
2 The children’s report 11 participation on arrival in placement
Introduction 11 and changes 18
The 56 children in the study - age, gender, Table 7 Most positive children’s responses to
Ethnicity, location 11 schooling questions 21
Children’s participation and involvement: Table 8 Least positive childrens responses to
Living in foster care 13 schooling questions
The children’s views about their schooling 19 about children’s schooling 22
Children’s life skills 23 Table 9 Life skills of under 11 year olds 24
Connections - family & friends 28 Table 10 Life skills of over 11 year olds 25
Activities and participation 31 Table 11 Boys’ responses to questions
If you had a magic wand what more would you about their life skills: boys 26
want from being in foster care? 34 Table 12 Girls’ responses to questions
3 Foster carers report 36 about their life skills: girls 26
Foster carer’s sample and profile 36 Table 13 The importance of different people in
Experience as a foster carer 39 children’s lives 29
Foster carers’ views of supports provided Table 14 Children’s participation in
by TACT and other organisations 43 leisure activities 30
4 The children’s well being - on arrival Table 15 Indoor and outdoor
and current situation 50 oriented activities 31
Children’s arrival and changes since arrival - Table 16 Foster carers’ views on support the
TACT regional level 57 receive from TACT 41
5 Summary of key research findings 59 Table 17 Support needed from TACT 42
6 Recommendations regarding future Table 18 A comparison of support findings
research at TACT 61 from TACT and MFCA survey 43
References 63 Table 19 Foster carers’ responses to‘ support
Appendices 64 from organisations and others’ questions 44
Table 20 Children’s situations on arrival in
placement: foster carers’ perceptions 48
Table 21 Changes in the children’s situation since
arriving at placement: foster carers perceptions 50
Table 22 Comparing children’s arrival and
changes since arrival 52
2
Aspirations:
List of Charts List of appendices

Title Page number Title Page number
Chart 1 Children in the study: by age 9 1 Initial research proposal 64
Chart 2 Children’s location by TACT Area 10 2 Foster carers views of support received
Chart 3 Distribution of children by TACT region 10 from TACT, other organisations and others:
Chart 4 Involvement by children in decisions by region 66
about foster care 11
Chart 5 Children’s views about their school Acknowledgements
and schooling 20
The author would like to thank the following
Chart 6 Overview of all children’s responses 23
without whom this research study would not have
Chart 7 Connections between children
been possible: all the children, young people and
and others 28
foster carers who took the trouble to complete
Chart 8 Ethnic background of carers 34
and return the questionnaires; all the children and
Chart 9 Length of previous foster
young people who piloted the original children’s
care experience 36
questionnaire and the TACT staff who helped them,
Chart 10 Previous organisations fostered for 37
namely Shirley Thomas, Chris Bacon, and Gaynor
Chart 11 Length of time foster carers
McMilan. Further thanks are extended to other
approved by TACT 38
TACT staff Belinda Evans, Sue-Ellen Cottle, Matt
Chart 12 Length of current placement 38
Higgins, Michael Cuevas, Hugh Pelham, and Kevin
Chart 13 Age of foster carers’ children 39
Williams as well as all the area administrative staff
Chart 14 Foster carers’ views of support
who chased up the questionnaires. Finally, thanks
provided by TACT 40
are extended to university colleagues and Jonathan
Chart 15 Foster Carers’ views of support
Broad who contributed valuable statistical insights
provided by organisations other
at the data analysis stage.
than TACT 41
Chart 16 Foster carers’ perceptions of
Professor Bob Broad
children’s situation on arrival 47
London South Bank University 2008
Chart 17 Changes in children’s situations
Copyright © TACT and the author 2008
since arriving at placement: foster
carers’ perceptions 49
Chart 18 Arrival and changes: by TACT region 55
3
Aspirations:
Aspirations:
Overall project aims

To research and gather the experiences and Research methods and issues
outcomes of being looked after in foster The project aim was to have a core research cohort
care, and their foster carers experiences of 100 children from TACT aged between 6 and
and perceptions. 18 from across all the TACT regions. In order to
increase the chances of the 2007/08 cohort of
To produce a data baseline to be used for a children still being in placement in 2008/09 for any
follow-up longitudinal study of the 2007 cohort follow-up research study, it was also decided to
in 2010, and follow through the 2007 cohort and focus on children and young people who had been
a 2010 cohort into 2013. in placement (as at June 2007) for between 12 and
36 months. This 2007/08 research study provides:
Detailed objectives
To produce an independent report for TACT of 1. A comprehensive overview of 56 children in TACT
the outcomes for TACT children of 2007 foster care
2. These children and young people’s perceptions
To examine and record child welfare outcomes of their health and well being, covering education,
and professional practice and services participation, schooling, life skills, connections
(family and friends) and activities
To gain feedback about the experiences and
perceptions of children and foster carers to 3. Foster carers’ assessment of these children’s
inform and further improve TACT’s work with health and well being upon arrival at current
them and the services it provides to them placement
4. Foster carers’ perceptions of any post-placement
To analyse children’s explanations of what brings changes to children’s health and well being since
about these outcomes, and foster carers’ views their arrival
of what factors contribute to outcomes
5. Profiles of foster carers, including demographical
In the original research proposal (Appendix 1) it information, and information about their
was stated that this research report would help to experiences as foster carers
further encourage and contribute to outcomes- 6. Foster carers’ views of the support they receive
based organisational accountability and genuine from TACT and other agencies as well as support
partnership working. With an organisational culture they have asked for, and not received
that supports learning, skills to analyse and use
7. A children’s baseline framework (CBF) of the
information, and information system to store,
types of data TACT needs to collect for ongoing and
retrieve, and produce reports, this will enhance
future research and evaluation studies
understandings of what is happening to children on
a daily basis and help to further drive up standards.
4
Aspirations:
1 Aspirations:
Aims, objectives and methodology
London South Bank University to the 131 children

Sample of children used
and their 79 foster carers in September 2007.
Based on previous experience of questionnaire
based research, it is known that on average 33% of Between September and December 2007 three
questionnaires are not returned. In this study we reminder letters were sent to foster carers by the
aimed to get replies from 100 children and young researcher. Foster carers were also reminded to
people in TACT foster care. In other words we return their questionnaires by TACT local offices,
needed to send about 150 questionnaires in order managers and TACT social workers.
to get 100 returned.
By the end of December 2007 a ‘thank you’ letter,
However it was found that the original research plus £30 high street voucher, had been sent to
sample (criteria of minimum 12 months in each child who had completed and returned their
placement) provided a list of just 106 children and questionnaire. A thank you letter was also sent out
young people at June 2007. Therefore, because it to each foster carer.
was anticipated that this would produce a smaller
return it was decided by the researcher and TACT to The total number of questionnaires returned by
extend the criteria from a minimum of 12 months children in TACT foster care was 56 (62.2%) 2 62%
in placement to a minimum of 6 months, and to is a good response rate for questionnaire
extend the upper placement length from 24-36 based research.
months to 36 months and above. Between two and
three months into the study it was discovered that
the number of children found to be eligible, i.e.
currently in placement for at least 6 months and at
least 8 years of age, was 901 .
The original version of the children’s questionnaire

was piloted by 20 TACT children at an activity
weekend, and as a result was substantially
amended, edited and made more child-friendly in
July-August 2007. Given that it was impracticable
to conduct face-to-face interviews with so many
TACT children across England and Wales, and as a
result of feedback from the children in the pilot,
the decision was made to use a clear and colourful
questionnaire with limited ‘closed questions’ tick
boxes rather than open-ended questions requiring
1
lengthy hand-written answers. A £5 goody bag The difference between 131 and 90, i.e 41, represents the number of
children who left placement in the 2-3 months between the time the
was given as a token of thanks to each of the initial sample was identified, the questionnaires being sent, and the
children participating in the pilot. The foster carers’ researcher being informed by the foster carer or TACT that the child
questionnaire was written, and amended in July- had left the placement.
August 2007. Two questionnaire booklets, one for 2
33 children did not reply, and an additional child was not able to
foster carers and one for children, were posted from understand the questions because of learning difficulties.
5
Aspirations:
Producing the sample for

this study
July–December 2007
participate, so their children were not contacted.
1. 106 children - the original number of children Furthermore, to help encourage children and foster
identified through Softbox as meeting the carers to provide as full and honest responses as
original criteria. possible, questionnaires were returned directly
2. 31 children - the total number of children after to the researcher, and not to TACT. All research
extended criteria were introduced. correspondence was between the university and
TACT, although TACT did provide valuable help
3. 131 questionnaires - posted to 131 children. and updates to the researcher about children’s
4. After the questionnaire was posted to the 131 placement moves and other information.
children, the researcher was informed that 41 of
those 131 children were no longer in placement to Initial information about the study’s aims was sent
complete their questionnaires. to all foster carers asking them and their child (ren)
if they would like to participate in the study. For
5. This left 90 children in the study who met the
the pilot study of 20 children, as well as the final
criteria of currently being in placement, aged 8-18,
sample, all questionnaires were anonymised and
and had been in placement for at least 6 months.
given a UCN (unique code number). All data about
6. 90 questionnaires Of these 56 (62%) were foster carers and children was anonymised so that
returned to the university to process. no individuals, children or young people or areas
Ethical framework for conducting research could be identified in the research.
The research was conducted in accord with All completed questionnaires were kept in secure
professional and academic standards research storage at the university and used for this research
ethics used by the Social Research Association study, and then destroyed. Written consent was
and the British Sociological Society. These cover required from all children before the researcher
issues about respondents, participation, consent, sent the £30 voucher to the child.
anonymity, and data use, storage, protection.
The main ethical issue involved in this type of

research study is ensuring a procedure and system
is in place to guarantee childrens and foster
carers’ anonymity. So that no child or foster carer
could be identified, each child and foster carer
was given a unique code numbers (UCN) by the
university. This information was only known to
the university. Children and foster carers were
invited by letter to participate in the research and
informed that they could change their mind and
withdraw at any time. Four foster carers declined to
6
Aspirations:
Research strategy and methods

Initially the research strategy aimed to collect data These topics were chosen because:
about the children from three sources:
1. These areas can be compared year on year.
1. A questionnaire sent to children to complete and
return to the university. 2. Gathering childrens views about themselves is
valuable and necessary.
2. A separate questionnaire sent to the foster carers
of these children. 3. The type, and level, of involvement by children
and young people in these five different areas
3. TACT’s information management system, Softbox.
provide resilience indicators.
Using these three sources it was planned to
Issues around crucial and social inclusion, child
triangulate data about each child in the study:
safety, resilience for children in care are covered
Specifically the child’s self-assessment, the foster
by the five different questionnaire sections. For
carer’s perspective, and Softbox headline data
example, Gilligan (2001) identifies the following as
about the child’s current and previous placement,
resilience factors:
their legal status, and their current health and
education circumstances.
Helping children stay connected to key people
including family and friends
Initially, following consultation with TACT a number
Getting the most out of school opportunities
of additional data fields were set or use with the
and experiences
TACT Softbox system. These are described in
Emphasising the vital role of adults in
Appendix 2.
children’s lives
Developing positive, supportive relationships
The child questionnaire covered five main areas in
Stable, loving placements
the child’s life:
Training and support services for
foster placements
Living in family foster care and involvement
Not moving placements unless
in decisions
absolutely necessary
School activities and engagement
Activities and involvement
Life, self-care and communication skills
Connections with family, friends and
social workers
There was an additional section for children to

record their own ideas in their own way, through
picture or words.
7
Aspirations:
Methodology
Due to the children living across the length and A note about terms used and data presentation
breadth of England and Wales, it was not possible Throughout this report the term ‘respondents’ is
for the researcher, or indeed others within TACT, to used to describe both foster carers and children/
conduct face-to-face interviews with the children. young people who completed and returned their
questionnaires. It is made clear in the text to which
Another possible research tool, Goodman’s group the term ‘respondent’ applies.
Strengths and Weaknesses Questionnaire was Each table and chart has the symbol N=. This
considered but not taken up because it is designed means the number of respondents; e.g. in a chart
as a clinical tool to identify weaknesses (for clinical on respondents (children’s) views, if it states N=53,
interventions) rather than strengths. Furthermore, then the table represents 53 children’s responses.
identifying specific strengths and weakness was not
the purpose of this study, which had the brief of The coloured charts show overall trends and
focusing on children’s views on living in foster care, numbers. The tables provide more detailed
the supports they received and the relationships information, and are usually followed by
and connections they valued, rather than comments and analysis.
producing individual psychological profiles. On the
other hand, using a custom research instrument of
this kind makes wider data comparisons difficult,
though trend analysis was still possible.
Data analysis
All the data on the two questionnaires was entered
manually by a research assistant using Microsoft
Excel software, checking 6200 data entries, as well
as qualitative data from the open–ended questions
in the questionnaire. There were three sweeps
of children and foster care data analysis prior to
the version presented here, the main difference
between earlier versions and this version being the
sifting out of irrelevant, large tables to focus on
the most important, relevant and helpful research
findings for this study. When possible, comparisons
have been made between the findings of this study
and other foster care research studies which have
focused on users and carers views.
8
10
Aspirations:
2 Aspirations:
The children’s report
Introduction
This research study set out to obtain the views The 56 children in the study - age, gender,
of children in TACT foster care by inviting them ethnicity, location
to complete a questionnaire. This covered the
following topics:
Chart 1 Children in the study: by age
Demographics, including age, gender and
ethnicity 6-7 yrs
Living in foster care 16-17 yrs 5%
8-9 yrs
Life skills 15% 11%
Views on schooling
Connections and relationship with family 3
and friends 9 6
Involvement in activities
A “wish list” question
This report will present its findings on each section

14-15 yrs
25%
11 13 10-11 yrs
24%
separately and there will be some breakdown by
TACT region. With two exceptions (the “magic
wand” and activities questions) all the questions in
the report required the children to tick one option 14
from a series of ranked options. For example, in
the first series of questions (about education), the
children were given different statements, such as 12-13 yrs
‘how I behave at school,’ and asked to tick ‘excellent’, 24%
‘good,’ average’ ‘below average’ or ‘need more
help’. In the analysis of this data, each answer was
recorded onto Excel spreadsheets for data analysis Gender and ethnicity
and the generation of tables and charts.
Of the 56 children in this study 24 (43%) female and
32 (57%) male. Of the 48 children responding to the
ethnicity questions, 35 (73%) children described
themselves as ‘white British,’ 4 (8%) as Asian and 3
(6%) as ‘mixed other.’ The remaining 6(13%) were
Black African/Caribbean, or Black British (2), African
(1) , white British Asian (1), white British Middle East
(1) and ‘other’ (1).
9 11
Aspirations:
Chart 2 Children’s location by TACT area Chart 3 Distribution of children (N=56) by TACT
region
A B
C
D
London
22%
Wales Midlands Wales
38% Kettering 9% Wales
38% and
South West
40%
Midlands
Liverpool 11%
Midlands
East London
38%
11%
Midlands
Birmingham 18%
Bristol 2% South London 4% Note

A C
The Wales and South West region includes 21
Surrey 2% Kent/London 5%
B D children from Wales and 1 child from Bristol. The
London region includes 4 from South London, 6
Given the small numbers of respondents from
East London and 3 from Kent. The Midlands region
some TACT areas (i.e. one from Bristol) they are
includes 10 children from Birmingham, 5 from
grouped in this study by region as shown in the
Kettering, and 6 from Liverpool.
following chart.
10
Aspirations:
Aspirations:
Children’s participation and involvement: living in foster care
Chart 4 Involvement by children in decisions about foster care
100%
90%
Decisions 80%
70%
60%
50%
40%
No say
30%
Some say 20%
A lot of say 10%
0%
Having friends to Whether I stay Attending my Contact with birth Decisions made at Where/when
come here where I am or review meetings parents planning meetings review meetings
move on are held
Who I can Being involved At my review If and when I can Which placement Coming to this
talk to at my review meetings see my social decisions are made placement
meetings worker
How much say do TACT children consider they have? Each column is ordered according to their relative
position on a scoring system where each reply of
For this question respondents were asked how
“no say” scores 0; “some say” scores 1; and “a lot of
much say they get on:
say” scores 2. Each score is then divided by the total
1. Friends, contacts and social services
number of responses.The graph shows percentages
2. Review meetings
of each reply.
3. Decisions about their placement
They were then offered three answer options: ‘a lot
According to these findings, the children consider
of say’ ‘some say’ and ‘none at all’
themselves to ‘have a lot of say’ or ‘some say’ about
a wide range of issues. When going into further
Chart 4 Presents the children’s answers.
detail about the areas in which they have more say
than others, (see the three smaller charts below),
the variation between different areas becomes
more apparent.
11
Aspirations:
Chart 4 Involvement by children in decisions about foster care (continued)

Different categories of decision
100%
90%
Decisions about 80%
friends/contacts/ 70%
social services
60%
50%
40%
No say 30%
Some say 20%
A lot of say 10%
0%
100%
90%
Decisions about 80%
review meetings 70%
60%
50%
40%
No say 30%
Some say 20%
A lot of say 10%
0%
100%
90%
Decisions 80%
about placement 70%
60%
50%
40%
No say 30%
Some say 20%
A lot of say 10%
0%
Having friends Whether I stay Attending my Contact with Decisions made Where/when
to come here where I am or review meetings birth parents at planning review meetings
move on meetings are held
Who I can Being involved At my review If and when Which Coming to this
talk to at my review meetings I can see my placement placement
meetings social worker decisions are
made
12
Aspirations:
The three catagories of data are presented below as

three separate tables, with more detail and analysis.
Table 1 Involvement in decisions about friends, contacts, social services: children’s views
Question A lot of say Some say No say Responses
Having friends to
come here 58.93% 41.07% 0.00% 56
If/when there is contact
between me and my
Parents 45.10% 43.14% 11.76% 51
Deciding who I can talk
to about big decisions
in my life 65.45% 29.09% 5.45% 55
If and when I can see
my social worker 44.44% 40.74% 14.81% 54
Comment
A majority of responses, 65% and 59% respectively,
have ‘a lot of say’ on who they can talk to about
the big decisions in their life and having friends
to come over. A significant minority, 43% and 41%
respectively, have ‘some say’ about friends visiting
and if and when they could see their social worker.
Very few (less than 15%) responses indicated they
had no say at all. (Of this 15%, 15% had ‘no say’ on
if and when they saw their social worker, and 12%
had no say on contact with their birth parent(s).
13
Aspirations:
Table 2 Involvement in decisions about review meetings: children’s views
Questions A lot of say Some say No say Responses
Attending my
review meetings 57.14% 30.36% 12.50% 56
Being involved at my
review meetings 65.45% 25.45% 9.09% 55
At my review meetings 46.43% 42.86% 10.71% 56
Where/when review
meetings are held 31.48% 33.33% 35.19% 54
Comment Practice implication

Between 46% and 65% of children said they had It is most important that adults value and prioritise
‘a lot of say’ on their review meetings, and on children’s participation, and continue to involve
attending and being involved in them. A significant children and young people in review meetings.
percentage (32%) said they had a ‘lot of say’ on However, the research found that children were
where and when their review meetings were much less involved in decisions about the timing
held. Combining the ‘some say’ with ‘a lot of say’ and location of these meetings should be. More
responses, we find 87% get ‘some’ or ‘a lot’ of say attention paid to this important issue so that
about attending review meetings, 90% ‘a lot of children, as well as adults, can plan for these
say’ about being involved in them, and 88% about meetings. For example, in some local authorities
being at their review meetings. 35% said they had children are trained and supported to chair their
no say on where and when their review meetings own review meetings.
were held. A significant majority (69%) said that
they either had ‘no say’ or ‘some say’ about where
and when their review meetings were held.
14
Aspirations:
Table 3 Involvement in decisions about the placement: children’s views
Questions A lot of say Some say No ay Responses
Whether I stay where I

am or move on 60.71% 33.93% 5.36% 56.00
Which placement
decisions are made 29.63% 53.70% 16.67% 54.00
Coming to
this placement 26.53% 48.98% 24.49% 49.00
Decisions made at
planning meetings 36.36% 20.00% 43.64% 55.00
Comment
In the critical area of whether the child stays or These findings show the limits of current
moves on from current placement, 94% of children involvement by children and young people about
said they had either ‘a lot of say’ (60%) or ‘some their reviews and placement decisions. Perhaps
say’ (34%). This is the highest involvement level the limits of their involvement should not come as
one might expect to see, but examining the other a surprise. According to one view these findings
three questions reveals the least involvement by reflect the difficulties inherent in these issues, but
the children in decision making. Thus 71% said they an alternative view would be that they show a low,
either had ‘some say’ (54%) or ‘no say’ (17%) about unsatisfactory level of involvement by children in
which placement decisions made; 78% had either key decisions affecting their lives.
‘some say’ (54%) or ‘no say’ (24%) about coming to
the current placement, and 64%, had either ‘some The study will now compare foster carers’ views
say’ (20%) or ‘no say’ (a significant 44%) about of their childrens participation with the
decisions made at planning meetings. childrens own views.
15
Aspirations:
Table 4 How much say do children have? children’s responses
Issues Responses
Totals A lot of say Some Say No Say Responses
Having friends to
come here 58.93% 41.07% 0.00% 56
Deciding who I can talk
to about big decisions
in my life 65.45% 29.09% 5.45% 55
Whether I stay where I
am or move on 60.71% 33.93% 5.36% 56
Being involved at my
review meetings 65.45% 25.45% 9.09% 55
Attending my
review meetings 57.14% 30.36% 12.50% 56
At my review meetings 46.43% 42.86% 10.71% 56
If/when there is contact
between me and my
mum and dad 45.10% 43.14% 11.76% 51
If and when I can see
my social worker 44.44% 40.74% 14.81% 54
Decisions made at
planning meetings 29.63% 53.70% 16.67% 54
Which placement
decisions are made 26.53% 48.98% 24.49% 49
Where/when review
meetings are held 31.48% 33.33% 35.19% 54
Coming to this
placement 36.36% 20.00% 43.64% 55
Total responses (%) 310 (48) 310 (36) 102 (16)
16
Aspirations:
Table 5 Children’s participation: foster carers views
Foster carers’ opinions of children’s contribution and participation
All the Regularly As and Sometimes Not at all Responses

time when needed
School 39.47% 21.05% 10.53% 18.42% 10.53% 38

Home 27.50% 25.00% 25.00% 20.00% 2.50% 40
Life changes/
challenges 18.92% 21.62% 21.62% 29.73% 8.11% 37
Relationships 23.08% 10.26% 28.21% 28.21% 10.26% 39
Other settings? 18.75% 15.63% 34.38% 15.63% 15.63% 32
Community 12.12% 3.03% 36.36% 24.24% 24.24% 33
Totals 23.74% 16.44% 25.57% 22.83% 11.42%
40.18% 48.4% 11.42%
Comment
Overall, there is a high level of consensus between
the children and the foster carers about whether
the children participate in decision making. This
is an important finding, and it would have been
worrying had carers and children had contradictory
views. Looking at the foster carers’ responses it
is significant that in the more community-based
settings and scenarios outside school and home,
namely ‘life changes/challenges’, ‘other settings’,
‘community’, and ‘relationships’ the children are
much less likely to contribute ‘all the time’ or
‘regularly’. This maybe because foster carers are less
sure about how their children act in such settings,
or it could be because children are less confident,
supervised or protected outside their school and
home. Further research would be necessary to
explore possible explanations.
The following table provides examples of the
children’s interaction with others on arrival at the
placement, placement length, age of child, and any
subsequent changes.
17
Aspirations:
Table 6 Comments from foster carers about their child’s participation on arrival in placement, and
subsequent changes
Upon arrival Length of placement/ Changes

Age of child
Hostile and quite argumentative/bossy/ not 21 months/ 13 years Integrating well, No longer socially excluded
a lot of tolerance of others’ kids /joined a drama group/has become a valued,
popular member of the team
Mixed well with other children 30 months/ 11 Is lovely with other children
OK 30 months/ 13 More helpful with other children, and now has

more confidence
Could not relate to peers and sometimes 60 months/ 15 Has taken a long time but has now improved
became violent greatly. Member of local football team
Had no problems relating to children but 30 months/ 7 Interacts well with his peers, He can still be a
doesn’t know how to play with boys on his leader, but is also easily led. Still looks to us
own to be told what to do when he is told to go
and play with boys. Still lacks concentration, is
easily distracted
Relates to children younger than himself. 30 months/ 13 Still tends to interact with younger children
Likes to be in charge - didn’t know how to and is easily distracted. Quite often needs to
play with boys and didn’t like sharing toys be told what to do - needs TV all day as he did
with sibling. Would keep the best toys to when at home with his (birth parent). Doesn’t
himself and was apt to break and dismantle like to be told ‘no’
toys but couldn’t put them back together
again
Problems making friends, unsuitable friends, 15 months/ 13 Some improvements, but lack of empathy
rude, boasting, bullying others towards others of same age
Finds it difficult to play with children 20 months/ 10 Still finds it difficult
Would take over/very bossy/would not 28 months/7 Still very bossy and takes over if given the
share chance, does not like to share (does so if told)
30 months/ 8 Done really well with help of health service

Could only play like a baby had no and us
imagination needed to be shown how to
play
96 months/11 Improving but sometimes is still too pushy
No skills, too aggressive at first
18
Aspirations:
Aspirations:
Children’s views on schooling
Introduction
Education is one of the most important elements Nationally, some progress has been made: since
in any child’s upbringing, it is especially important 2003 there has been an increase of 11% in the
for children in care: their levels of educational proportion of all young people gaining 5 A*-C
attainment are much lower than those of children GCSEs. In this study, children were asked a series of
in the general population, and educational questions about their schooling in order to find out
attainment levels for children in care form part of whether school was a place of achievement, safety,
the government’s performance framework and friendship, or one of worry, bullying or stigma.3
for local authorities. Chart 5 illustrates the children’s views on their
schooling. This is followed by more detailed
44% of children in or leaving care have one tables and comments.
or more GCSEs, compared with 96% of all year
11 children
7% of children in or leaving care have 5 or more
GCSEs, compared with 56% for all children
3
The initial plan was to triangulate data about educational attainment
levels from TACT’s Softbox management information system with
children’ and foster carers perspectives about schooling. Because
Softbox was relatively new at the time and its education attainment
data not available, the research study is based exclusively on children’s
and foster carers’ perspectives. These are valuable but would have been
greatly enhanced had Softbox data been available.
19
Aspirations:
Chart 5 Children’s views on their school and schooling
100%
90%
80%
70%
60%
50%
Excellent 40%
Good 30%
Average 20%
Below average 10%
Need more help 0%
How often I Having someone Taking care of Doing out of How I behave Doing other Getting on with
attend school to talk to myself if people school activities in school things at school exams/tests
when I am try to bully me
ill
How safe I feel Friendships How I make friends How I get on Getting out to Saying how I feel How I get
at school with children with teachers see friends and contributing on with
my age homework
Note
Each column is ordered according to their relative
“need more help” scores 0; “below average” scores
1; “average” scores 2, and so on. Each score is then
divided by their total number of responses, and the
graph shows percentage of each reply.
Comment
Overall, the combined ‘excellent’ and ‘good’ answers
easily account for the majority of all replies. The
vast majority of responses, ranging from 96%
(school attendance) to 77% (getting on with
homework) were given as ‘excellent’ or ‘good’
by the children.
20
Aspirations:
It was somewhat surprising that so few responses

indicated a need for ‘more help’, all despite a wide
range of ‘average’ and below average’ scores. This
may be because children believe they are doing so
well they do not need further help; alternatively,
they may know their school performance is OK,
but lack higher expectations of themselves.
Further research would be needed to explore these
possibilities in more detail.
Table 7 Most positive children’s responses to questions about their schooling
Questions asked Excellent Good Average Below average Need more help
How often I attend school 83.93% 12.50% 1.79% 1.79% 0.00%

How safe I feel at school 63.64% 30.91% 1.82% 3.64% 0.00%
Having someone to talk to
when I am not feeling well 50.91% 41.82% 5.45% 1.82% 0.00%
My friendships with children my age 48.21% 35.71% 12.50% 1.79% 1.79%
How I make friends 43.64% 41.82% 12.73% 0.00% 1.82%
How I get on with teachers 39.29% 44.64% 12.50% 3.57% 0.00%
Taking care of myself if people try to
bully me 43.64% 38.18% 14.55% 0.00% 3.64%
Doing out of school activities 43.40% 37.74% 11.32% 7.55% 0.00%
Doing other things at school 37.04% 42.59% 14.81% 5.56% 0.00%
21
Aspirations:
Table 8 Least positive responses to questions about children’s schooling
Questions Excellent Good Average Below average Need more help
Saying how I feel and contributing 33.96% 43.40% 16.98% 3.77% 1.89%
How I behave in school 37.50% 33.93% 21.43% 5.36% 1.79%
Getting out to see friends 43.40% 24.53% 20.75% 11.32% 0.00%
Getting on with exams/tests 27.27% 41.82% 23.64% 5.45% 1.82%
How I get on with homework 22.22% 50.00% 20.37% 5.56% 1.85%
Comments
The children rated their school experiences very
highly, and this is a highly positive set of responses.
However although numbers are small the social
schooling questions about friendships/bullying/
out-of –school activities attracted many more
‘average’ scores than other categories.
A significant majority of answers (68%-70%)

indicated that children were ‘excellent’ or ‘good’
about the ways they contributed in school.
The least positive scores related to academic
achievement, behaviour and friends, specifically
exams and tests, homework, behaviour in school
and seeing friends.
The children were also invited to say what they

most liked about school. The majority of answers
(33 of 67 answers) pointed to ‘sports’ and ‘making
friends’ as the things they most enjoyed at
school. There was very little gender variation
in terms of responses.
22
Aspirations:
Aspirations:
Children’s life skills
Introduction
in how the children saw themselves – did they
In the pilot questionnaire, examining children’s life
think they were ‘excellent’, ‘good’, ‘average’, ‘below
skills was identified as a crucial area for research.
average’, or ‘needing more advice’ about thirteen
This part of the questionnaire focused on more
different life skill areas?
practical issues, including cooking, time keeping,
and budgeting. We were particularly interested
Chart 6, gives an overview of all the children’s responses.

100%
90%
80%
70%
60%
50%
Excellent 40%
Good 30%
Average 20%
Below average 10%
Need more help 0%
Talking with Personal Keeping to Saving money Helping at Budgeting Ironing

others hygiene time home
Using a Listening skills Using services Travelling Helping Washing clothes
computer on my own to cook
Chart 6 Children’s life skills

Each column is ordered according to their relative
“need more help” scores 0; “below average” scores
1; “average” scores 2, and so on. Each score is then
divided by their total number of responses and the
graph shows percentages for each reply.
Comment
The two tables that follow provide a more detailed
breakdown of answers by age.
23
Aspirations:
Table 9 Life skills of under 11 year olds (n = 23)
Aged 11 And Under

Using a computer 59.09% 27.27% 4.55% 9.09% 0.00%

Talking with others 52.17% 30.43% 13.04% 4.35% 0.00%
Saving money in money box 30.43% 30.43% 21.74% 8.70% 8.70%
Personal care/hygiene 21.74% 43.48% 17.39% 13.04% 4.35%
Listening skills 17.39% 39.13% 34.78% 4.35% 4.35%
Using local services 40.00% 25.00% 5.00% 5.00% 25.00%
Time keeping 14.29% 42.86% 28.57% 4.76% 9.52%
Helping out around the house 13.64% 45.45% 22.73% 9.09%
Helping to cook 10.00% 35.00% 20.00% 25.00% 10.00%
Travelling independently 15.79% 36.84% 5.26% 10.53% 31.58%
Budgeting 10.00% 15.00% 35.00% 15.00% 25.00%
Washing clothes 5.56% 0.00% 33.33% 5.56% 55.56%
Ironing 5.88% 0.00% 17.65% 5.88% 70.59%
Comment
The under 11 group’s answers demonstrate a wide
range of life skills, at various levels. The highest
scoring categories include, ‘using a computer’
‘talking with others’, ‘saving money’, and ‘personal
care/hygiene’. Middle ranking, life skills for under
11s included ‘listening skills’, keeping to time’ and
‘helping round the house’
The lowest rankings were ‘helping to cook’,
‘travelling independently’, ‘budgeting’ ,‘washing
clothes’ and ‘ironing.’ It should be borne in mind
that under 11s are much less likely to have been
involved in these activities then over 11s.
24
Aspirations:
Table 10 Life skills of over 11 year olds (n = 33)
Aged Over 11

Using a computer 45.45% 42.42% 6.06% 6.06% 0.00%
Time keeping 43.75% 40.63% 12.50% 3.13% 0.00%
Helping around the ouse 30.30% 42.42% 21.21% 6.06% 0.00%
Budgeting 30.30% 33.33% 27.27% 6.06% 3.03%
Helping to cook 25.00% 43.75% 21.88% 6.25% 3.13%
Washing clothes 24.24% 36.36% 24.24% 6.06% 9.09%
Ironing 21.21% 45.45% 12.12% 15.15% 6.06%
Comments
Three of the top four rankings are identical for both from under 11s than over 11s. Indeed, other then
age groups, specifically personal care/hygiene, for ‘using a computer’ and ‘talking to people’, under
talking with others, and using a computer. ‘Using 11s put a ‘need more help’ response against every
local services’ emerges as an issue in which children issue. However these answers may illustrate only
need more help. Washing clothes’ and ironing that the under 11s are more willing to indicate that
are also identified as issues needing more help, they need more help than over 11s. It is difficult
but on the whole the overwhelming majority are to know.
confident about their life skills. The over-11s scored
themselves higher than the under-11s in three The issues attracting the highest number of
areas: listening skills, keeping to time, and ‘needing more help’ responses were ‘ironing’ (71%
personal hygiene. -possibly because under 11s are unlikely to be
allowed to use an iron unsupervised) and ‘washing
The over 11s had only one different life skill listed clothes’ (56%). ‘Travelling independently’ (38%),
in their highest ranking group, and this was ‘budgeting’ (25%), and ‘using local services’ (25%)
‘travelling independently.’ Under the ‘need more were all middle ranking answers. Arguably, children
help’ category there were many more responses aged under 11 are almost totally dependent on
carers and parents in these matters.
25
Aspirations:
Aspirations:
Life skills: responses divided by gender
Table 11 Boys (n=23)
Using a computer 56.25% 34.38% 6.25% 3.13% 0.00%

Time keeping 43.33% 36.67% 13.33% 6.67% 0.00%
Helping out around the house 21.88% 46.88% 25.00% 6.25% 0.00%
Helping to cook 23.33% 43.33% 13.33% 16.67% 3.33%
Washing clothes 13.33% 23.33% 26.67% 3.33% 33.33%
Ironing 13.79% 27.59% 13.79% 10.34% 34.48%
Table 12 Girls (n = 24)
Questions Excellent Good Average Below Average Need More Help

Using a computer 45.83% 37.50% 4.17% 12.50% 0.00%
Keeping to time 16.67% 50.00% 25.00% 0.00% 8.33%
Helping out around the house 25.00% 37.50% 20.83% 8.33% 8.33%
Washing clothes 27.27% 22.73% 27.27% 9.09% 13.64%
Helping to cook 13.04% 34.78% 30.43% 13.04% 8.70%
Ironing 22.73% 31.82% 13.64% 13.64% 18.18%
Budgeting 8.33% 25.00% 41.67% 8.33% 16.67%
26
Aspirations:
Comments
‘Talking with others’ is the top life skill (87% Boys said they needed most help with washing
‘excellent’ or ‘good’) identified by girls, and using a clothes, ironing, and ‘travelling independently’. Girls
computer (91% ‘excellent’ or ‘good’) is the top skill said they needed the most help with ironing and
for boys. otherwise, three of the top four life skills cooking (albeit to a lesser extent than boys) but
identified by boys and girls are the same. Both also with budgeting and using local services.
boys and girls gave ‘ironing’, ‘helping to cook’ and
‘washing clothes’ as their lowest skills areas.
27
Aspirations:
Aspirations:
Connections - family and friends
The purpose of this section is to discover the strength of the connections between the child and their
family and friends, past and present. Children were provided with 11 different categories person including
their present foster carer, their birth parents. An overview of answers is provided in Chart 7, followed by a
detailed table and comments.
Chart 7 Connections between children and others
60%
50%
40%
30%
20%
Least Important
Less Important
10%
Very Important
0%
Foster carer now Best friend Friends Aunt or uncle Birth father Other
Brother/sister Birth mother Other family Grandparents Previous carer

member
Note Comment
Each column is ordered according to their relative Moving from left to right Chart 7 illustrates those
position on a scoring system where each reply people who received the highest proportion of
of “least important” scores 0; “less important” ‘very important’ answers through to the right hand
scores 1; “very important” scores 2. Each score is side where people received higher promotions of
then divided by their total number of responses. ‘least important’ responses. This chart shows the
Answers given in the ‘other’ category (n=25) include overall importance of connections for children in
foster sibling/family (8), social worker (6), cousins foster care as well as identifying those groups of
(4), pet (3) and teacher/friend/boyfriend/TACT (1 people who are especially important to them now
each). These people are listed in Table 13. and prior to their current placement. Let us now
consider the findings in further detail in Table 13.
28
Aspirations:
Table 13 The importance of different people in children’s lives, by ranking
Category Very Important Less important Least important Responses
Foster carer now 94.64% 5.36% 0.00% 56

brother/sister 86.54% 11.54% 1.92% 52
Other 81.82% 18.18% 0.00% 25
Best friend 79.63% 18.52% 1.85% 54
Birth mum 73.21% 23.21% 3.57% 56
Friends 76.36% 16.36% 7.27% 55
Other family member 48.94% 31.91% 19.15% 47
Aunt or uncle 47.27% 29.09% 23.64% 55
Grandparents 43.14% 35.29% 21.57% 51
Birth dad 46.43% 26.79% 26.79% 56
Previous carer 14.89% 38.30% 46.81% 47
Note
Answers in the ‘other’ category (n=25) includes
foster sibling/family (8), social worker (6), cousins
(4), pet (3) and teacher/friend/boyfriend/TACT
(1 each).
Comment
Clearly a wide range of people are very important It is significant that for family members other
to these children, including family and friends, than ‘birth mother’ and ‘brother and/or sister’, the
current and past. Current foster carer(s), siblings, strength of connection is less pronounced. This
friends and birth mother, were all seen as being may be simply because children are currently
very important. more out of touch with these relatives, because of
geographical distance, or that some ambivalence
Though still important, the previous carer was has resulted from previous family problems and
generally identified as being the least important difficulties. It is also possible that a wider survey
person at the current time. Given that children of non - looked after children would generate
often move between placements because of similar results, similar results would be given, with
problems with their previous carers, this prominence given to birth mother, brother and
is not surprising. sisters, and less to aunts, uncles and grandparents.
Birth fathers attracted a low level of answers and
the highest proportion of ‘least important’ answers.
29
Aspirations:
Aspirations:
Activities and participation
Introduction
Leisure and physical activities are an important availability of a wide range of activities. Table 14
aspect of a child’s development. This section covers two types of activity: indoor and outdoor.
presents findings about the nature, form and
Table 14 Children’s participation in leisure activities
Activity I do this I do this mainly Activity is not I choose not On my own & Responses
mainly on with others available to do this one with others
my own
Art 18 19 14 1 1 53
Caring for pets 10 22 15 7 0 54
Chess 1 12 35 4 0 52
Computer games 22 18 7 1 6 54
Creative writing 15 13 21 3 0 52
Reading 30 11 7 0 7 55
Playstation 18 16 12 1 6 53
Drawing 23 18 11 0 1 53
Music instruments 9 12 27 4 0 52
Outdoor pursuits 4 29 17 1 1 52
Being with friends 10 40 1 3 0 54
Football 3 36 16 0 0 55
Days out 2 46 5 0 2 55
Cadets 1 5 38 7 0 51
Scouts/Guides/Cubs 2 5 37 8 0 52
Church/Religious place 2 16 32 1 1 52
Dancing 12 17 19 3 2 53
Singing 14 20 15 1 4 54
Cycling 15 23 9 3 3 53
Swimming 6 41 7 0 0 54
Tennis 3 21 28 1 0 53
Sub totals 88 308 194 27 11
Totals 226 452 375 49 34
Note
20 additional replies indicated involvement with
‘other’ activities but did not specify which ones.
30
Aspirations:
Table 15 Indoor and outdoor oriented activities listing
More indoor oriented activities More outdoor oriented activities
Art outdoor pursuits

Caring for pets Being with friends
chess Football
Music instruments days out
computer games Cadets
Creative writing scouts/guides/cubs
reading Dancing
play station singing
drawing cycling
Swimming
tennis
church/religious place
Comment
Some activities and games will require travel, 32% of the indoor activities involved
payment, and equipment (tennis, swimming, participation with others.
football/netball) more than others (reading) and 61% of the and indoor were undertaken alone.
may depend on the child’s age. The children took 68% of outdoor activities involve participation
part in a wide range of activities on their own with others.
or with others, and both inside and outside the 39% of outdoor activities were undertaken
house. 61% of these activities were indoor based, alone.
but indoor activities were not necessarily all solo
activities or vice versa.
31
Aspirations:
Aspirations: If you had a “magic wand” what more would

you want from being in foster care?
The final question in the survey was ‘If you had

a magic wand what more would you want from
being in foster care?’ This attracted a wider range of
answers, which can be broken down into a number
of categories. See friends more (3 responses)
Get the chance to bring my girlfriend over to
Be treated normally (4 responses) place and allow her to sleepover without any
Get the chance to bring my girlfriend over to our problem.
place and allow her to sleep over without any Make more friends.
problem. See friends more.
To be able to go on holiday abroad with my
foster family Nothing (2 responses)
Freedom to do things that people that are not in There is nothing I can really think of; living here
care do e.g. go on holiday with friends at my foster home is like any other normal house
I do feel sometimes restricted and as though I and home.
live in Big Brother by being in care. I love everything about where I am!
See my family more (4 responses)
More gadgets –real and imagined (3 responses)
My family around me and contact with them.
laystation
P
To see my mum every week and to go to my
Mobile phone
friends’.
Rocket boots
See mum every two weeks.
Like to live with cousin.
Other research (Sinclair et al, 1999) shows that what
Social workers (3 responses) most foster children want most of the time is to be
‘treated normally’ this can mean maintaining contact
More reliable LA social worker who don’t change with members of their birth family, or having normal
all the time. friendships with their friends and boy / girlfriends.
Would make all of the social workers and social Each of these wishes for normality can produce
services disappear. conflicts within family settings, which need to be
To be able to see my social worker more often discussed and resolved.
to help me more with my schooling (pre-GCSE
year).
Spend more time with me (1 response)

Foster parents to play with me more.
32
Aspirations:
3 Aspirations:
Foster carers report
Introduction
The findings presented in this part of the report The average age was 49 and 55% were aged 50 or
derived from a questionnaire posted to all TACT foster over.
carers looking after a child aged at least 8, and who 5% were 61 or older, compared with 11% elsewhere
had been in placement for at least 12 months. Carers
were asked a series of questions: about their profile, 35% were aged 51-60, compared with 38%
age, ethnicity and other demographic questions, as elsewhere
well as the length of time they had spent as foster 50% were aged 41-50, compared with 33%
a carer, the number of children they fostered, and elsewhere
their own sons and daughters.
10% were between 31-40 compared with 9%
They were also asked for their opinion about their elsewhere
assessment of the child on arrival in placement None were aged under 30 years of age, compared
across 10 health and well being dimensions. with 1% elsewhere7
Foster carer’s sample and profile6

This section reports the views of the 53 foster carers
of the 56 children who completed the children’s
questionnaires. The number of questionnaires
returned (61) is explained by the fact that some
foster carers look after more than one child and as a
result a total of 61 questionnaires were received.
Age, gender and status

The foster carers ranged from 32 to 64 years of age.
6
The questionnaire was initially sent to 95 TACT foster carers looking
after 106 children. It was subsequently found that 79 of these were
eligible to participate in the research (i.e. still had a child in placement
with them who met the research criteria). In other words it was found
that 16 of the original 95 foster carers had either ceased being a foster
carer or did not wish to participate in the research most frequently,
however the child had moved on to another placement. 67% of the 79
eligible foster carers returned their questionnaires after four months.
7
All comparative figures: Collis and Butler. 2003, 25
33
Aspirations:
Aspirations:
Ethnicity and faith
In terms of gender 87% of foster carers were female 7% were divorced. This is almost identical to Sellick
and 13% male. By comparison other studies have and Connolly’s (2002) study which found that
produced findings of 94%/6% female/male ratio 78% of foster carers were married. All foster carers
(Sinclair et al, 23). 79% were married, a further 8% reported that they live in a house, not a flat.
were living with a partner, 7% were single and 4 or
Chart 8 Ethnic background of carers (n=54)
40%
36
35%
30%
25%
20%
15%
10%
6 7
5%
3 2
0%
White British Black Caribbean Pakistani Other Asian Other

Background
Comment
The findings here are confirmed by other research Similarly, large foster carers survey conducted in
studies e.g. Sinclair et al) pointing to variation Wales found that 99% of foster carers were white
by area regarding the ethnicity of foster carers. (Collis and Butler, 27); Sellick and Connolly’s study
Nevertheless 67% of foster carers here described of Midland Foster Care Associates (1999) found
themselves as ‘white British’ whereas Sinclair et al’s that 95% of foster carers were white, and a Scottish
study found 83% of foster carers were white British. study has shown that 99% of foster carers there
were white (quoted in Sellick and Connolly, 9).
67% of foster carers described themselves as white
British, 11% as Black Caribbean, 9% as Pakistani
or other Asian background and 13% as ‘other’
(including Black British, White Asian British).
34
Aspirations:
Ethnicity of carers and children In Sinclair, Gibbs and Wilson’s study of foster carers
(2004, 20), the proportion of carers in full time
In 34 cases, both carers and children described their
employment varied between 9 and 27% (average
ethnicity. 97% (all but one) of children were placed
15%). Clearly, in TACT a significantly higher
with a carer from the same or a similar ethnic
percentage. Similarly, this study found that 8%
background. (e.g. White Irish and White British
of the main foster carers were in part-time work,
marked as similar ethnic background, but African
compared with 25% in Sinclair et al’s study. Of
and Asian marked as different ethnic backgrounds.)
TACT foster carers’ partners (n=45), 16 described
The National Minimum Standards for Foster Care
themselves as full time foster carers, 16 as working
require that ‘placement decisions consider the
full time, 5 part time, 4 were retired, and 4 ‘other’.
child’s assessed racial, ethnic, religious, cultural
and linguistic needs and match these as closely
The high percentage of carers whose sole
as possible with the ethnic origin, race, religion,
occupation is being a foster carer illustrates the
culture and language of the foster family’ (Standard
importance of maintaining proper and professional
8), which presumes that these characteristics are
levels of payment and allowances.
known and recorded for each foster carer. However,
it is worth noting that currently no requirement
exists for local authorities to register the ethnicity,
language, religion, education or employment
history of foster carers.
Faith
75% of carers identified with a religious faith, and
18 (25%) did not identify with any religious faith. In
another foster carers study, based in Wales (Collis
and Butler, 26) a slightly smaller proportion (66%)
identified themselves with a religious faith. Here, of
the 51 carers identifying with a religious faith 52%
described themselves as Christian, 6% as Muslim
and 4% as Jehovah’s Witness. By comparison in
another study, 92% of those stating religious
affiliation were Christian and the remainder Hindi,
Muslim, spiritualist or pagan (Collis and Butler, 26).
Work status of foster carers

The study found that for 85% of foster carers, ‘being
a foster carer’ was their primary source of income.
(5% worked full-time. 8% part-time and 2% stated
other). This is virtually the same percentage (87%)
of the children’s foster carers who were female,
married or living with a partner.
35
Aspirations:
Aspirations:
Previous fostering experience
Chart 9 Length of previous foster care experience

10
9
8
7
6
5
4
3
2
1
0
84+ months 60-83 months 36-59 months 12-35 months Up to 12 months
Comment
In terms of previous fostering experience, It was something of a surprise and different from
17 foster carers have between 36-84 months some other foster care studies’ to find that 58%
experience of foster carers in this study, had no fostering
4 foster carers have between 12 and 35 months experience prior to joining TACT.
previous experience
4 foster carers have 12 months or less Sellick’s study of MFCA foster carers found that a
significantly higher percentage (90%) have previous
In a separate foster care study it was noted that fostering experience.
‘Experienced foster carers who have taken many
foster children or who have fostered for a long We also asked foster carers which organisations
time may need less support than newly recruited they had previously fostered for. Chart 10 shows
ones’ (Sinclair, Gibbs and Wilson, 34). However here, the responses of the 18 foster carers who answered
despite testing no correlation was found between this question.
the length of previous fostering experience and
carers’ views of the supports they needed or the
age of the child.
36
Aspirations:
Chart 10 Previous organisations fostered for
Voluntary LA Combined LA IFP TACT

organisation and IFA
Comment
28% of those responding had previously been a
foster carer for TACT, 22% for another independent
fostering provider, 17% for combined local
authority and IFP, 17% for local authority and
11% for a voluntary organisation. Sellick and
Connolly’s, by comparison, found that of the
90% of foster carers with previous fostering
experience, 65% had been carers with local
authorities, 20% with multiple/private, and 5%
for voluntary organisations (Sellick and Connolly,
8). The considerable differences between the two
studies may be partly explained by the much larger
proportion of foster carers in Sellick and Connolly’s
study who had previously fostered (90%), compared
with the proportion (37%) here. Chart 11 shows the
length of time foster carers in the study had been
approved by TACT.
37
Aspirations:
Chart 11 Length of time foster carers approved by TACT

35
30
25
20
15
10
Up to 12 months Between 12-35 Between 36-59 Between 60-83 Up to 84+

months months months months
The average length of time since being approved by TACT was 3.6 years (42 months). Similarly, Sellick and
Connolly, found an average 3.2 year post-approval by the IFA.
Chart 12 Length of current placement

45
40
35
30
25
20
15
10
5
0
84+ months 60-83 months 36-59 months 12-35 months Up to 12

months
38
Aspirations:
Comment
72% of placements covered in this study are By comparison Sinclair et al have found that 56% of
between 12 and 35 months old. 13 children have carers had children, and of these 23% had one, 19%
been in placement for either 35-59 months (12 had two and and 8% have three or more children.8
children) or 60-83 months (1). In other words, 55 of
the 58 placements described here were mid to long
term placements. These longer placements might
be expected to contribute to greater placement
stability, providing a platform for improvements to
health and well being.
Birth children
59% of carers had a child or children living at home.
Of these, 58% had one, 33% had two and 8% had
three children of their own living at home.
Chart 13 Age of foster carers’ children

16
14
12
10
8
6
4
First child
2
Second child
0
0-4 years 5-9 years 10-14 years 15-19 years 20+ years
8
It should be borne in mind that there are some definitional
differences here which may impact on these different findings from
these two studies. These comparisons are based on this study’s
definition of foster carers’ children living at home, contrasting with
Sinclair et al’s definition of foster carers’ children as being dependent
children. Whilst these two groups are similar they are not
necessarily identical.
39
Aspirations:
Foster carers’ views of supports provided by TACT

and other organisations
Chart 14, Foster Carers views of support they receive from TACT’
60%
50%
40%
30%
20%
Least Important 10%

Less Important
Very Important 0%
Foster carer now Best friend Friends Aunt or uncle Birth Father Other
Brother/sister Birth Mother Other family Grandparents Previous carer

member
Comment Note regarding Chart 15

The majority (72%) of foster carers’ sons and Each column is scored as follows: “excellent” scores
daughters are older than 14. Combined with 5; “good” scores 4; and so on. Each score is then
information about foster carers’ age and length of divided by the total number of responses, and the
placement, this chart confirms a trend of the vast graph shows percentages for each reply.
majority of foster carers being 50+, female with
children aged 15 or more and working full-time as a In the following, more detailed table, responses
foster carer. about support from TACT are ranked from the top
(most positive) to the bottom (least positive).
Respondents were asked to provide their views of
the supports they received from TACT and from
non-TACT organisations (such as education, leisure
and health authorities). They were asked to rate
twenty different categories of service as excellent,
good, varies, inadequate or poor or not applicable.
They were then invited to state any supports they
had asked for but still needed from TACT and from
other organisations.
40
Aspirations:
Chart 15, Foster Carers views of support they receive from organisation other than TACT
100%
90%
80%
70%
60%
50%
40%
Excellent
30%
Good
20%
Varies
Inadequate 10%
Poor
0%
Help with child’s From TACT With additional Current TACT TACT out of hours Training you TACT social
leisure needs education services payments payments service receive from TACT workers
TACT counselling
During holidays Respite care Requests acted on Listened to by Treatment by TACT
service
arrangements TACT staff staff
Table 16 Foster carers responses to the support they receive from TACT
Support from TACT Excellent Good Varies Inadequate Poor Responses
TACT social workers 77.05% 18.03% 4.92% 0.00% 0.00% 61

Treatment by TACT staff 75.00% 23.33% 0.00% 0.00% 1.67% 60
The training you receive from TACT 62.71% 28.81% 8.47% 0.00% 0.00% 59
Listened to by TACT staff? 56.67% 36.67% 6.67% 0.00% 0.00% 60
TACT out of hours service? 52.83% 33.96% 9.43% 0.00% 3.77% 53
Requests acted on 45.76% 40.68% 11.86% 0.00% 1.69% 59
Help with contact with birth family 43.48% 43.48% 10.87% 2.17% 0.00% 46
Current TACT payment 45.61% 42.11% 10.53% 0.00% 1.75% 57
From TACT counselling service 42.11% 36.84% 21.05% 0.00% 0.00% 19
With additional payments 30.43% 39.13% 19.57% 4.35% 6.52% 46
The arrangements for respite care 31.11% 37.78% 15.56% 11.11% 4.44% 45
From TACT education services 41.18% 11.76% 35.29% 0.00% 11.76% 17
During holidays 27.03% 24.32% 29.73% 5.41% 13.51% 37
Help with child’s leisure needs 19.44% 30.56% 22.22% 16.67% 11.11% 36

Totals 324 214 80 23 23 664
41
Aspirations:
Comment
The responses show exceptionally high satisfaction Although still attracting between 20% and 30% of
rates from foster carers about the level of support ‘good’ or ‘excellent’ responses. ‘Help with child’s
they receive from TACT. This reflects the findings of leisure needs’, ‘Support during holidays’, help
other foster care satisfaction surveys (e.g Sinclair, from TACT education services’, ‘respite care’ and
Gibbs and Wilson, 2005). ‘additional payments’ received the least positive
Here, 81% of all responses were ‘excellent’ or ‘good’. responses. These are clearly the most pressing
‘Support from TACT social workers’ attracted 77% arising from this survey for TACT to address, in order
of ‘excellent’ answers, and 95% either ‘excellent’ or to further meet needs, and to improve services to
‘good’ responses. ‘Treatment by TACT staff’, ‘support foster carers and children.
from TACT social workers’, Training from TACT’ and
‘being listened to by TACT’ all attracted the highest Respondents were also asked what supports, if any,
number of ‘excellent’ or ‘good’ responses. they needed from TACT, but had still not received.
A total of 33 answers were received, shown in the
It is important to foster carers that TACT staff ‘listen following table:
to them’ and ‘act on their requests’. In those two
crucial categories very high satisfaction levels
were recorded, with 86%-92% of responses stating 9
Other replies received 2 or less responses: specifically a computer (2),
‘excellent’ or ‘good’. school uniform (1), better decision making by management (1), and
legal support (1)
Table 17 Foster carer supports still needed from TACT
Tact supports still needed Number of responses (n=33)

Nothing more needed 6
Additional payments and bonuses 6
Paid respite 5
More information about the child 5
More training 3
More help during holidays 39
42
Aspirations:
These answers reflect the findings above - i.e. a foster carers, a significant proportion, ranked
significant proportion of carers (18%) were satisfied additional payments, paid respite care, help during
with services, but a majority (82%) still needed holidays and help with children’s leisure needs
support in a number of areas. Again, lack of paid as areas where support from TACT was the least
respite care emerges, as do additional payments positive and consistent.
and lack of information provided about the child.
As we saw earlier, between 59% and 75% of TACT
Table 18 Foster carers’ views on support: TACT and MFCA 10
How helpful Tact MFCA TACT MFCA

responses responses response response
(N=61) (N=20) (N=61) (N=20)
Excellent Excellent Good Good

Training 62% 23% 28% 34%
Counselling 18% 25% 27% 25%
Respite care 31% 34% 37% 19%
Payments 45% 40% 42% 40%
Leisure activities 19% 38% 30% 27%
Compared with a similar survey of foster carers’ findings can be found in other research studies
views in an Independent Fostering Agency, TACT (e.g. Sinclair et al, 2005) which shows that, when
foster carers seems at least as satisfied, about a asked, foster carers tend to give high satisfaction
range of services and supports. ratings of supports and services. It seems likely
that foster carers will have a strong sense of duty
Are all these findings too good to be true? and responsibility - ‘getting on with it in the face of
Ultimately we can only report on what foster carers adversity’- coupled with strong values and, indeed,
have told us (and the questionnaire incorporated a faith base, (here of 75%)
built in all the usual anonymised controls in order Let us now look at the survey’s findings about foster
to ensure, open and honest answers). Perhaps carers’ views on support they receive from non
the explanation of these largely very positive TACT organisations.
10
Midlands Foster Care Associates (Sellick and Connelly, 1999)
43
Aspirations:
Table 19 Support from non TACT organisations and others
Excellent Good Varies Inadequate Poor Responses
Support from sons and daughters 55.56% 33.33% 8.89% 0.00% 2.22% 45
Education staff 35.09% 36.84% 26.32% 1.75% 0.00% 57
If child is bullied 20.69% 51.72% 20.69% 3.45% 3.45% 29
Other agencies 10.53% 47.37% 34.21% 0.00% 7.89% 38
Social services 23.33% 25.00% 36.67% 6.67% 8.33% 60
Counselling staff 18.18% 27.27% 42.42% 6.06% 6.06% 33

Totals 89 110 81 13 14 307
28.99% 35.83% 26.38% 4.23% 4.56% (100%)
Comments
Overall, there are significantly higher levels of satisfaction about TACT than about other organisations:
The average score of foster carers’ views on support provided by TACT was 4.09 (i.e. ‘excellent’ to ‘good’);
for non TACT organisations it was 3.79 (‘good’ to ‘varies’).
‘Support from other children in household’ and ‘education’ were the two categories attracting the
highest support rankings.
Support from ‘other agencies’, ‘counselling staff’ and ‘social services’ were still seen as ‘good’; overall
though, for those categories support levels varied more and were seen as being more inadequate than
any other supports.
44
Aspirations:
Supports still needed from non TACT

organisations
1 Social services - 9 responses 2 Changes to payment system re school uniform
very poor communication, difficult to contact, allowance - 3 responses
don’t return calls, we find out most information 3 Access to counselling services -2 responses
from the child’s birth mother, which is not 4 Medical arrangements - 2 responses
appropriate 5 CAMHS (access problems) - 2 responses
More frequent visits needed
Difficult to locate large offices Overall, social services clearly stands out as the
Dependent on social worker’s personality, main agency not providing the level of service
services not consistent required. Much of this is associated with the
Have to keep chasing them variation in the level of service received, staff
Need more continuity turnover, a perceived lack of attention to carers’
Need more information on child views and insufficient information about the
Poor support from local authority child being provided to carers. In future studies,
Foster carers’ views not listened to gathering the views of social workers would be
valuable way of understanding their perspective on
these issues.
45
Aspirations:
4 Aspirations:
The children’s wellbeing on arrival, and current situation
Introduction
This part of the study reports on children’s
situations upon arrival, and their current situation Foster carers were asked to tick one of 6 rankings
as reported by foster carers. The questionnaire (excellent, good, OK, ‘some problems’, ‘a challenge’
asked foster carers about the childs situation on or ‘not applicable’) against each of the 10
arrival at placement, and about any changes since dimensions. They were also invited to add any
the child’s arrival.11 additional comments. The results are presented
here in full, then broken down by regional level.
The ten health and wellbeing dimensions covered
by the questionnaire were:
1. Physical health
2. Mental health
3. Education
4. Personal identity
5. Ethnic and cultural identity
6. Social relationships
7. Social presentation 11
Initially it was hoped to triangulate the child’s perspectives, the
8. Behaviour foster carers, and Softbox data. Unfortunately this was not possible
9. Self care due to Softbox being a new system, lack of like-with-like indicators,
and incomplete answers from foster carers and children. We were able
10. Participating with children of same age (e.g to compare foster carers’ perceptions of the child’s situation ‘on arrival’
through play).12 and post-placement changes, however the correlation tests we ran
between various variables did not produce any levels of significance. In
any case with relatively small samples such as this one, correlations are
of limited use anyway.
46
Aspirations:
12
There was
Chart 16 also an ‘other’
Foster category
carers’ for respondentsof
perceptions to children’s
add anything situations on arrival
that was not covered by the 10 named dimensions.
Situation on arrival 5 = Excellent

4 = Good
Self care 3 = OK
5 2 = Some problems
Behaviour Relationships
4 1 = A challenge
3
Education 2 Presentation
1
Ethnic Physical
identity health
Mental Personal
health identity
Interacting with other
children the same age
This spidergram presents the average of all the

foster carers’ rating of the children’s situations in
each of the labelled areas on arrival. It represents
average scores and is especially good for showing
comparisons and trends (rather than detail). The
closer to the centre, the closer the average rating
is towards being “a challenge”; the closer to the
outside, the closer it is towards being ‘excellent’. For
example, in relation to ‘self-care’, the average was
between ‘OK’ (3) and ‘some problems’ (2). Table 20
breaks down these results into more detail.
47
Aspirations:
Table 20 Children’s situations on arrival: foster carers’ perceptions
Situation on arrival
Health and well being dimensions Excellent Good OK Some problems A challenge Responses
Self care 14.04% 10.53% 26.32% 22.81% 26.32% 57
Relationships 6.90% 15.52% 18.97% 29.31% 29.31% 58
Presentation 20.69% 32.76% 13.79% 18.97% 13.79% 58
Physical health 21.67% 28.33% 23.33% 20.00% 6.67% 60
Personal identity 16.07% 25.00% 30.36% 19.64% 8.93% 56
Participating with
same age children 8.77% 19.30% 15.79% 28.07% 28.07% 57
Mental health 14.04% 17.54% 10.53% 35.09% 22.81% 57
Ethnic identity 4.17% 14.58% 22.92% 33.33% 25.00% 48
Education 29.82% 26.32% 19.30% 15.79% 8.77% 57
Behaviour 6.90% 18.97% 18.97% 13.79% 41.38% 58
Comments
36% of answers stated that the children’s situation
was either ‘excellent’ or ‘good’ on arrival; 44% of
respondents’ stated that there children presented
‘some problems’ or ‘a challenge’ on arrival. Examples
of these problems and challenges included self
harming, displaying sexualised behaviour, bullying
others in the family, being totally withdrawn or
‘emotionally frozen’. Children assessed as ‘excellent’
on arrival were described as being emotionally
mature, demonstrating empathy towards others,
doing well at school and being able to play well with
others under minimal or no supervision13
13
Foster carers tended to give fuller responses when the child was of
black or minority ethnic origin than for white British children.
48
Aspirations:
On arrival the following issues attracted the highest On arrival the most negative responses were to:
number of ‘excellent’ or ‘good’ responses:
‘Relationships’ issues (34 responses)
‘Education’ (32 responses)
‘Mental health’ issues (33 responses)
‘Personal identity’ (23 responses)
‘Behaviour’ issues (32 responses)
‘Presentation’ (21 responses)
‘Participating with children the same age (32
responses
‘Self care’ (28 responses)
‘Identity’ issues (28 responses)
Chart 17 Changes in children’s situations since arriving at placement: foster carers perceptions
Self care
Areas of improvement
5
Behaviour Relationships
5 = Excellent
4.5 4 = Good
3 = OK
Education Presentation 2 = Some problems
4 1 = A challenge
3.5
Ethnic Physical
identity health
Mental Personal
health identity
Interacting with other
children the same age
49
Aspirations:
The children’s wellbeing – current situation
Chart 17 provides an overview of trends in changes

in childrens situations since arrival
Table 21 presents more detailed findings
Note Comment
For all the “Changes”/Areas of Improvement graphs There were positive changes in or improvements in
the area falls between 3.5 and 5. This means every all the 10 dimensions foster carers were invited to
aspect of wellbeing has improved to some degree. rate and comment on. The overall trend, therefore
The spidergram measures from 3.5 upwards to aid is one of graduated improvements over time. The
presentation therefore: this means that even results areas that were reported as improving the most
which are close to the centre represent a positive are the most identifiable, measurable and tangible
improvement, only less so than in other topics. (specifically, issues of self-presentation, self-care
and physical health. Interestingly, none of these
issues were rated as being especially problematic
on arrival, except possibly ‘self care’).
Table 21 Changes in the children’s situation since arriving at placement: foster carers perceptions
Improved Improved Remained
Worsened
Worsened Responses
a lot a little the same a little a lot
Self care 58.93% 32.14% 7.14% 0.00% 1.79% 56

Relationships 57.89% 28.07% 10.53% 3.51% 0.00% 57
Presentation 59.26% 31.48% 9.26% 0.00% 0.00% 54
Physical 73.68% 15.79% 10.53% 0.00% 0.00% 57
Personal identity 58.93% 23.21% 16.07% 1.79% 0.00% 56
Participating with
same aged children 54.39% 24.56% 15.79% 3.51% 1.75% 57
Mental 53.57% 28.57% 10.71% 5.36% 1.79% 56
Ethnic identity 47.92% 25.00% 22.92% 4.17% 0.00% 48
Education 58.93% 28.57% 7.14% 5.36% 0.00% 56
Behaviour 47.27% 34.55% 12.73% 1.82% 3.64% 55

Totals (552) 57.25% 27.17% 12.14% 2.54% 0.91%
316 150 67 14 5
50
Aspirations:
Comment
96.5% of answers recorded improvements in the ‘amount/direction of change’, ‘child’s situation
children’s situation post arrival in placement. As on arrival’, and ‘previous fostering experience’
the table shows, there were improvements all however, despite testing for these possibilities
round for all dimensions, and 84% of all responses this was not found to be the case. In other words,
showed that situations had either ‘improved a lot’ it seems likely that the changes in the children
or ‘improved a little’. This is a remarkably high score were not associated with these external factors,
for perceived changes in the lives of children who but with intrinsic factors such as the foster carers’
normally arrive in placements with a wide range of personality, family, ‘style’ of fostering, tolerance and
health and well being problems. discipline, value base, acceptance, the ‘click’ factor
between the child and the foster carer. We also
The reported improvements were highest (i.e. found slightly higher improvement ratings when
either improved a lot or improved a little) in the the foster parents still had their own children living
areas of self care, relationships, and physical at home (the average improvement rating with the
health. They were lowest in the area of ‘behaviour’ carers children at home was 4.46; without the carers
‘participating with same age children, ‘mental own children at home, the average improvement
health’ and ‘education’. Though there were rating was 4.27).
improvements in all these areas, they were much
less pronounced, and more long-term. The length The next set of tables compares the children’s
of placement varied between 6 months and 9 years. situation on arrival and subsequent change by
It was initially postulated that there might be some issue, starting with education. It is accompanied by
correlations found between ‘length of placement’, examples in the left hand column about the sorts
of issues raised by respondents (e.g. for education,
attendance at school).
51
Aspirations:
Aspirations:
Comparing children’s arrival and changes since arrival – all results
Assessment on arrival Changes
1 1
Key
0 0
Remained
Worsened
Worsened
Improved
Improved
Excellent
Good
OK
Challenging
No response
No response
problems
the same
a little
a little
Some
a lot
a lot
Education 20 35
15 30
10
25
20
15
5 10
5
0 0
Comments Poor attendance 7 GCSEs

Previously been excluded due to moves Still distracted in class
Low level of literacy and numeracy Can now read and write
Top of the class
Physical health 20 50
40
15
30
10 20
5 10
0 0
Comments Weight issues Child overweight/now eats sensibly

Asthma Nice rosy complexion/ eats fruit & vegetables/
sporty/underweight
Inconsistent hospital appointments
Enjoys routine and outdoor exercise
Dental work needed
Still overweight
Presentation 20 35
15 30
25
10 20
15
5 10
5
0 0
Comments No social skills Able to go out in public but still some indiscretions
Unable to communicate Still very loud
Did not know how to behave socially Better behaved in public
Over familiar with people
Table 22 Assessment of children on arrival in placement and post-placement changes
52
Aspirations:

1 1
Key
0 0
Remained
Worsened
Worsened
Improved
Improved
Excellent
Good
OK
Challenging
No response
No response
problems
the same
a little
a little
Some
a lot
a lot
Comments Low self esteem Much better self image now as willing to
try lots of things
Low confidence
Now has a strong sense of who he is
Very low self esteem
20
Mental health 35
30
15 25
10 20
15
5 10
5
0 0
Comments Difficulty in separating fiction from reality Now realises what is on TV is acting
Temper tantrums We have made huge personal changes to
accommodate child’s needs and they have responded
Withdrawn positively to being accepted
Child confused
Self-care 20 50
15 40
30
10 20
5 10
0 0
Comments Unable to wash or dress properly Now washes himself regularly

Personal hygiene Still needs to be reminded about fresh clothes
Takes more care of himself
Needed to be told to wash/low self-worth
More mature in dress sense
Maintains high standards
Participating 20 35
30
with other 15 25
10 20
children 15
5 10
same age 5
0 0
Comments Unable to make and keep friends Still wants to be bossy with others
Could not play, only fight Integrating well no longer socially excluded /joined a
drama group/has become a valued popular member
Only plays with younger children
Still tends to play more with younger children
Wanted to be in control/be pushy
Table 22 Assessment of children on arrival in placement and post-placement changes (continued)
53
Aspirations:

1 1
Key
0 0
Remained
Worsened
Worsened
Improved
Improved
Excellent
Good
OK
Challenging
No response
No response
problems
the same
a little
a little
Some
a lot
a lot
Relationships 20 35
15 30
25
10 20
15
5 10
5
0 0
Comments Wanted to be the centre of attention Interacts well with his peers he can still be a leader but
is also easily led. Still looks to us to be told what to do.
Inappropriate relationships Still lacks concentration and is easily distracted
Would not mix with others
Ethnic identity 20 50
40
15
30
10 20
5 10
0 0
Comments Knows where she is from Improved a lot
Is ashamed of where she is from Stayed the same
Behaviour 20 35
15 30
25
10 20
15
5 10
5
0 0
Comments Confrontational Still demanding/wants things their way

Demanding Much calmer/less frequent loss of control
Very challenging behaviour Still tries to get sibling into trouble/behaves well
Head-banging outside the house
Table 22 Assessment of children on arrival in placement and post-placement changes (continued)
54
Aspirations:
Aspirations: Comparing children’s arrival and changes

since arrival - TACT regional level
These spidergrams present an overview of results broken doen by TACT region.
Chart 18 Arrival and changes: by TACT region

Self care Self care
Behaviour Relationships Behaviour Relationships Important note: For
5
4 5 both Arrival and
3
Presentation Education Presentation
Changes graphs the
Education 4.5
2 closer the area to the
4
1 edge, the more positive
0 3.5 i.e. the better the
situation, or the greater
Ethnic Physical Ethnic Physical the improvement. In
identity health identity health
the Changes graph,
though, all scores fall
Mental Personal Mental Personal between 3.5 and 5. This
Participating with Participating with
health identity health identity
other children other children means that the average
London same age same age
change in every topic
Self care
Relationships
Self care
Relationships
is an improvement
Behaviour Behaviour
to some degree. It is
5 5 important to keep in
4
Education Presentation Education 4.5 Presentation mind that even if a
3
2 4
result is closer to the
1 centre, it still represents
3.5
0 a positive improvement,
in contrast to the Arrival
Ethnic Physical Ethnic Physical
identity health identity health
graphs.
Situation on arrival
Mental Personal Mental Personal
health
other children
identity health
other children
identity 1 = Challenging
Midlands same age same age 2 = Some problems
3 = OK
Self care Self care
Behaviour Relationships Behaviour Relationships 4 = Good
5 = Excellent
5 5
4 4.5
Education
3
Presentation Education Presentation Changes
2 4 1 = Worsened a lot
1 3.5 2 = Worsened a little
0 3 = Remained the same
Ethnic Physical Ethnic Physical 4 = Improved a little
identity health identity health 5 = Improved a lot
Mental Personal Mental Personal

health identity health identity
other children other children
same age same age
South-West
55
Aspirations:
Comments14
London Region
On arrival children are less likely to be seen as
having problems or being a challenge compared
with other regions results for this region also
display a more consistent pattern of improvements.
Wales and South West region

Children were much more likely to be seen as
having ‘some problems’ than in the other two
regions. There were the least improvements in the
children compared also with other two regions.
Midlands
The majority of children were perceived by foster 14
It is not possible to provide further explanations behind these broad
carers as being OK on arrival. There were also high trends. To do this and cross tabulate findings would require Softbox
data to be collected about achievements and records of services
levels of improvement reported, except for mental delivered as well as undertaking individual interviews with foster carers
health and ethnic identity. and children.
56
Aspirations:
5 Aspirations:
Summary of key research findings
This report, the first stage of a planned ongoing Children wanted to be treated normally at home, at
study, has produced detailed process outcomes (i.e. school and by authorities, and to be fully included
not interim or final outcomes), about a cohort of in family activities. For the vast majority of children,
TACT children and their foster carers. Interim and their current foster carers was the most important
final outcomes will be examined at a later stage, person in their life, friends and their birth mother
subject to further funding. were also very important, followed by aunts, uncles
and grandparents. A related, key finding was that
The children a majority of children wanted more contact with
their own family, a finding also confirmed in other
The children in this study reported high levels of
studies of children’s views on foster care (reported
participation and involvement in decision making
by Wilson et al, 2004: 32).
inside and outside their home, but especially
the former. Although all reported at high levels,
In terms of practical life skills, children reported
participation levels were highest in relation
competence in personal care, hygiene, talking
to home life decisions, lower in relation to key
with others and using a computer. They reported
placement decisions, and lower again in relation
much lower levels for using local services, washing
to participation in and about review meetings
clothes and ironing - all of which they needed more
(see Appendix 1 for detail). Children felt they
help with. Under -11s seemed more willing than
participated regularly in school, although the
over 11s to acknowledge a need for more life
replies indicate that this was applied more on
skills help.
a social, ‘making friends’ level than in terms of
educational achievement. Friendships at school
were very highly valued, though, not necessarily
straightforward to establish.
57
Aspirations:
The foster carers

42 % of foster carers had previous fostering
The foster carers ranged from 32 to 64 years of
experience, and 58% did not. This is a lower
age. The average age was 49 and 55% were 50 or
percentage than other research studies have
over. Nearly 9 out of 10 of responding carers were
found, and is likely to be linked to TACT’s policy,
female, and of these nearly 9 out of 10 were living
of recruiting people new to foster care wherever
with a partner. 67% described themselves as white
possible. For 85% of the main foster carers, ‘being a
British, a lower percentage than reported in other
foster carer’ was their primary work status, a result
studies, (e.g. 83% Sinclair et al, and 95% Sellick
that emphasises the importance of payments
and Connolly). 33% of foster carers were of ‘other’
and allowances.
ethnic origin. Virtually all (97%) of the children here
were placed with a carer from the same or a similar
ethnic background. 75% of foster carers identify
with a religious faith, much higher than in other
research studies. Further research would be needed
to explain this finding.
58
Aspirations:
Supports for, and needed by, TACT foster carers Changes in children – comparing arrival in
placement and current situation
The responses show exceptionally high satisfaction
rates (excellent or good) from foster carers about
The foster carers reported that on arrival in
the level of support they receive from TACT - this is
placement there were a range of difficulties and
in line with other foster care satisfaction surveys.
challenges facing children. 10 areas of concern were
Overwhelmingly, foster carers reported that TACT
highlighted: self care, relationships, presentation,
staff ‘listen to them’ and ‘act on their requests’.
physical and mental health, participating with
However, ‘help with child’s leisure needs’, ‘support
children of the same age, education, ethnic identity,
during holidays,’ help from TACT education services’,
personal identity, and behaviour.
‘respite care’ and ‘additional payments’ all received
much less positive responses. These pressing issues
In terms of the current placement, positive changes
clearly need to be dealt with if TACT is to meet
were reported across all these dimensions, and
further needs etc.
the overall trend is one of gradual, often dogged
improvements over time. The dimensions that were
89% of responses about the support that carers
reported as improving the most were the child’s
receive from their own sons and daughters were
self-presentation, self-care and physical health.
‘excellent’ or ‘good’, these were easily the highest
Those that had improved the least were ‘behaviour’
ranked answers about non-TACT supports (i.e.
and ‘education.’ One possible explanation for
social services, CAMHS, education staff ). There were
‘behaviour’ is that both gradual improvements
significantly higher levels of satisfaction about
in behaviour, combined with carers’ gradual
the support provided by TACT than about other
acceptance of some ( though not all) behaviours
organisations. Social services stood out as the main
helps to explain the slow pace of behavioural
agency not providing the level of service required;
change and its constant presence. Some of the
much of this is associated with inconsistencies in
examples of positive changes given are quite
the level of service received, high staff turnover,
remarkable and an enormous credit to the children,
lack of sufficient attention being paid to carers’
their foster carers and other key figures. It should
views and a lack of full information about the child.
be recognised that the changes taking place during
any child’s journey are not linear, consistent or
standardised; essentially change is about
journeys, and the lessons learnt, as well as
about arrival points.
59
Aspirations:
6 Recommendations regarding
future research at TACT
It is important to recognise the importance of Length of time at TACT
this research study to TACT, as well as other Total length of time in care
stakeholders concern with the children that TACT Age when entered care
foster carers look after. Apart from TACT’s own
occasional outcome surveys and collection of Health information
management information, this is the first such
Health services received
detailed research study to be undertaken by TACT.
Whether annual medical assessment had been
A wealth of information is now available to drive,
completed?
and inform practice and management, as well as
Whether extra therapy, CAMHS help or
baseline information that can be updated and
counselling has been provided?
compared over time, and used as the basis for
further consultation and research. In order to get to
Education information
the point where this 2007 cohort can be followed
through over time and the baseline for new cohorts School attendance
established, there are four main recommendations I Exam results and other qualifications
would like to make. Completion of personal education plans
Exclusions
Baseline information required about all TACT Statemented
children Special education needs
Extra educational help and support
Demographics/personal information
Age
Gender Recommendation 1)
Ethnicity/nationality That the following data on this 2007 cohort be
Disability collected regularly (recommend bi-annually) from
Learning difficulties TACT’s Softbox or other system and for a 2008 -
Legal status onwards cohort.
Looked after child (LAC) review completed
Siblings Recommendation 2)
Number of siblings? That the identification and analysis of needs,
Whether siblings are in care? concerns and changes in the child’s situation be
Whether siblings are living with child in their undertaken using management information data,
current placement questionnaire and interview material from the
children
Placements
Current placement
Number of previous placements
Recommendation 3)
Type of previous placements That the identification and analysis of needs,
concerns and changes in the child’s situation be
identified by analysing management information
data, questionnaire and interview material from
their foster carers.
60
Aspirations:
Recommendation 4)
To meet even more rigorous requirements,
performance indicators should be introduced,
referring to national standards and
outcome indicators.
Considerations regarding future

research
It is never a straightforward matter either to
identify changes in children’s outcomes over time,
or to identify the causes of such changes. Therefore,
in future TACT may wish to consider looking at the
following questions:
What factors explain the changes in children’s

circumstances over time?
What is the contribution of foster carers, the

child, TACT services and staff to different recorded
outcomes?
How can we explain the regional variations

within TACT?
How can we explain the difference support

needs of foster carers? Do these reflect only the
child’s behaviour needs, or are they related to the
level of foster carer experience?
There will also be further questions that TACT, its

staff and children will want to suggest for future
research and evaluation. In the context of an
organisational culture that supports learning, can
analyse and use this information, and is supported
by a management information system to store,
retrieve, and produce reports, this will - crucially -
enhance our understanding of children in care, and
help to further drive up standards in foster
care provision.
61
Aspirations:
Appendices
Appendix 1: Initial
Research Proposal
Outcomes for children looked after by TACT: a Detail
research and evaluation project
To produce an independent report for TACT of
Project background the outcomes for TACT children of 2007.
TACT wishes to use a longitudinal study to To examine and record child welfare outcomes
demonstrate its achievements and the outcomes of and professional practice and services.
the children whom it looks after.
To gain feedback about the experiences and
TACT is keen for children’s and foster carers perceptions of children and foster carers to inform
views to be gathered as essential elements and further improve TACT’s work with them and the
complementing the statistical data it holds. services it provides to them.
This study is for a range of stakeholders: To analyse children’s explanations of what brings
children, foster carers, TACT staff, and the local about these outcomes, and foster carers’ views of
authorities that work with TACT. what factors contribute to them.
Overall project aims This project can further encourage and contribute
to outcomes-based organisational accountability
To research and gather children in TACT’s and genuine partnership working. With an
experiences and outcomes of being looked after in organisational culture that supports learning,
foster care, and their foster carers experiences and skills to analyse and use the information, and an
perceptions. information system to store, retrieve, and produce
reports, this will enhance understandings of what is
To produce a data baseline to be used for a happening on a daily basis to children in care, and
follow-up longitudinal study of the 2007 cohort in help to further drive up standards.
2010, and to follow through the 2007 cohort and a
2010 cohort into 2013.
62
Aspirations:
Timeline 2010-2013 2013

2007-2010
Baseline On Going On Going
2007 2010 2013

Cohort Cohort Cohort
PLUS PLUS
100 children 2007 2007

(target) Cohort Cohort
PLUS
2010
Cohort
Time line 2010-2013 2013

2007-2010
63
Aspirations:
Proposed longitudinal study of

2007, 2010 and 2013 cohorts of
TACT children in foster care
This research and evaluation project proposes Research Methodology
to draw on the Every Child Matters outcomes
This is a multi-method ongoing research and
framework, and on additional information about
evaluation study with both children and adults
foster carers’ services and support they receive
(foster carers), it will generate both quantitative
from TACT.
and qualitative data sets.
Research population15
How will this study be undertaken?
A total of 350 children are looked after by TACT
The study will combine quantitative and qualitative
(2007). Of these 140 have been looked after for
data in order to generate information about the
more than two years.
‘how many’ type questions, as well as the ‘why’ type
For financial and practical reasons, the study does
questions, including:
not seek to establish the outcomes of all these 350
Creating new data fields on TACT’s Softbox
children; instead, it will focus on a statistically valid
system
and representative sample.
Analysing that statistical data from Softbox
Creating ‘outcomes’ and ‘experiences of services’
Therefore it is proposed that the research project
questionnaires for children
examines the outcomes of 100 of those children
Gaining children’s views about the questions to
(the 2007 cohort) who have been in a foster
be asked
placement for at least a year, and who are aged 8+.
Creating ‘outcomes’ and ‘experiences of services’
Since there is always an attrition or fall-away rate
questionnaires for the children’s foster carers
in research studies, it is proposed that in order to
Gathering case studies
supply information about a cohort of 100 the initial
target number should be 130 children.
15
’Research population’ is the term used to describe the group or
population on which the study focuses.
64
Aspirations:
Questionnaire/
interview data
The proposal involves the following data collection There are many different types of questions within
methods and standards: each of the categories that can be asked, as well as
a range of ways to record and analyse the answers.
a) Establishing a 2007 research cohort within This important detail will be clarified in the first
Softbox of 130 children who have been looked set-up phase of the project. The questions will also
after by TACT for at least 12 months relate to TACT’s child performance indicators and its
existing work on these indicators.
b) Creating a separate file within Softbox for
this group For example, some key issues have already been
identified by TACT around performance indicators
c) Additional outcomes fields and data to be for the numbers of children attending their own
entered on Softbox reviews as well as the form, timing and location
of these reviews.
d) Child-friendly questionnaires to be constructed
through discussion between TACT, the It is proposed that a young people’s group would
researcher, a children’s participation group and help to inform this project about the sorts of
some foster carers questions they would like be asked. It is understood
that a young people’s participation group already
e) Different questionnaire formats will be needed meets in the TACT main office in London, the
for different age groupings (6-11, 12-14, 15+) project will liaise with this group and with an
additional group based in Kettering.
f ) ‘Placement experience’ headings will focus on
placement, transitions, and stability The project wants to gather the views of the
different age groups looked after by TACT’s foster
g) There will also be case studies of both ‘good’ and carers. Therefore a stratified sampling technique
‘improving’ practice, and ‘challenges’ will need to be used to ensure that all age groups
are properly represented within the target research
h) A survey of the carers’ views about the population of 130. It will also be necessary to
children’s experiences and outcomes as well as ensure sufficient representation of both genders
the support they receive from TACT and of different ethnic groups. This will ensure, as
far as possible, that all results are representative
Questionnaire headings and inclusive.
These will be set out in accord with the Every It is proposed that this schedule will provide a
Child Matters framework as its reference point: baseline for a follow up study using the same
specifically, being healthy, staying safe, enjoying criteria to measure progress and longitudinal
& achieving, making a positive contribution, and change over time, in 2010 and 2013.
achieving economic well-being.
65
Aspirations:
Appendix 2 Foster carers’ views

of support received from TACT,
other organisations and others:
by region
Covering confidentiality Introduction

One ethical issue especially relevant for this type of The absence of Softbox data together with the
children’s research study concerns data anonymity. research project’s focus means that only a limited
To ensure that individual children cannot be amount of detailed analysis is possible and
identified, each child will be given a unique provided. Thus what is presented here is essentially
code number. The foster carers will also receive an overview of similarities and differences.
a unique code number. The names of individual
children and foster carers will not be used in the As before, each column is ordered according to a
final report. Children and foster carers taking part scoring system where each reply of ‘no say’ scores
in the study will be informed that if at any time 0, ‘some say’ scores 1, and ‘a lot of say’ scores 2.
during the study they do not wish to participate Each score is then divided by the total number of
or continue participating in the study they can do responses, and the graph shows percentages of
so. Furthermore, to help encourage children and each reply. Overall, there are many more similarities
foster carers to provide full and honest responses than differences between the three regions.
questionnaires will be returned directly to the However in the Wales and South West region TACT
researcher, rather than to TACT. and non-TACT support services are rated more
highly (relative average 4.32 or ‘good’ to ‘excellent’)
Outcomes and timescale than in the other two areas (relative average
3.99/3.96 or ‘good’ to ‘varies’).
This project is planned to begin in April 2007. It will
take approximately 12-15 months to complete it. The following charts represent foster carers’
It is anticipated that TACT will want to generate a views of support provided by TACT and other
publication from this project to inform stakeholders organisations, by region with results broken down.
about the quality and impact of its work.
The newly devised outcomes baseline and

questionnaire for recording TACT child outcomes
for 2007 mean that the follow-up and follow-on
cohorts will involve less set-up time, and be more
cost–efficient than the opening stages of the study.
Within the costs of the project, the researcher
Bob Broad will continue to offer advice to, and be
involved with, TACT regarding the planned follow-
up studies and research funding possibilities.
66
Aspirations:
References
Berridge, D (1997) Foster Care: a research review,
The Stationary Office, London
Broad, B (2005) Improving the health and well
being of young people leaving care, Russell House,
Lyme Regis
Collis, A and Butler, J (2003) Fit to Foster? A Profile
of Foster Care and Foster Carers in Wales, Fostering
Network, Wales
DCSF (2007) Care Matters, White paper, DSCF,
London
Gilligan, R (2001) Promoting resilience: a resource
guide on working with children in the care system,
BAAF, London
Harker, R, Dobel-Obel, D, Berridge, D and Sinclair,
R (2004) Taking care of education: an evaluation of
looked after children, NCB, London
Padbury, P and Frost, N (2002) Solving problems
in foster care key issues for young people , foster
carers and social services, The Children’s Society,
London
Sellick, C and Connolly, J (1999) A description and
evaluation of the work of the Midland Foster Care
Associates, University of East Anglia
Sellick, C and Connolly, J (2002) ‘Independent
fostering agencies uncovered: the findings of a
national study’ in Child and Family Social Work, 7, 2,
107-20
Sinclair, I (2005) Fostering Now Messages from
Research, Jessica Kingsley, London
Sinclair, I, Gibbs, I and Wilson, K (2004), Foster carers
why they stay and why they leave, Jessica Kingsley,
London
Wilson, K, Sinclair, I, Taylor, C, Pithouse, A and
Sellick, A (2004) Fostering Success, SCIE, London
67
Aspirations:
Appendix 2 Foster carers’ views of support received from TACT, other

organisations and others: by region (continued)
Southwest region - Support from TACT
100%
80%
60%
40%
Excellent
Good
20%
Varies
Inadequate
Poor 0%
TACT social Training Listened to by Requests From TACT With additional During holidays
workers received TACT staff acted on counselling payments
from TACT services
Treatment by Help with contact Current TACT Respite care TACT Out of Hours From TACT Help with
TACT staff with birth family payment arrangements service education system child’s leisure
needs
Southwest region - Support other than from TACT
100%
90%
80%
70%
60%
50%
40%
Excellent
30%
Good
20%
Varies
Inadequate 10%
Poor 0%
Support from Support if child is Education staff Counselling staff Other agencies Social services
other children in bullied
the household
68
Aspirations:

Midlands region - Support from TACT
100%
80%
60%
40%
Excellent
Good
20%
Varies
Inadequate
Poor 0%
Treatment by Training TACT social Requests Current TACT With additional Help with child’s
TACT staff received workers acted on payment payments leisure needs
from TACT
TACT Out of Listened to by Current TACT Help with contact Respite care From TACT During
hours service TACT staff payment with birth family arrangements education system holidays
Midlands region - Support other than from TACT
100%
90%
80%
70%
60%
50%
40%
Excellent
30%
Good
20%
Varies
Inadequate 10%
Poor 0%
Support from Education staff Support if child is Counselling staff Social services Other agencies
the household
69
Aspirations:

London region - Support from TACT
100%
80%
60%
40%
Excellent
Good
20%
Varies
Inadequate
Poor 0%
TACT social Training Listened to by Requests Current TACT With additional Help with child’s
workers received TACT staff acted on payment payments leisure needs
from TACT
Treatment by From TACT TACT Out of Hours Help with Respite care From TACT During
TACT staff counselling service contact with arrangements education system holidays
services birth family
London region - Support other than from TACT
100%
90%
80%
70%
60%
50%
40%
Excellent
30%
Good
20%
Varies
Inadequate 10%
Poor 0%
Support from Education staff Other agencies Social services Support if child is Counselling staff
the household
70
© Bob Broad/TACT
Designed by Prospectus | Source* 20-22 Stukeley Street, London, WC2B 5LR www.sourcecoms.com www.prospect-us.co.uk
TACT
Central Office
The Courtyard
303 Hither Green Lane
Hither Green
London SE13 6TJ
Tel: 020 8695 8142

Fax: 020 8695 8141
Email: enquiries@tactcare.org.uk
Web: www.tactcare.org.uk
TACT is a national charity for children and young people involved with
the care system. Their core services are fostering and adoption, however
they also offer a range of other services to help, support, encourage and
empower young people and their families.
Registered charity number: 1018963 ISBN number: 978-0-946786-52-7

Copyright © London South Bank University and TACT

Aspirations-The Views of Foster Children and Their Carers

Transféré par

Informations du document

Description originale:

Copyright

Formats disponibles

Partager ce document

Partager ou intégrer le document

Options de partage

Avez-vous trouvé ce document utile ?

Ce contenu est-il inapproprié ?

Droits d'auteur :

Formats disponibles

Aspirations-The Views of Foster Children and Their Carers

Transféré par

Droits d'auteur :

Formats disponibles

Aspirations:

The views of foster children and their carers

Full Research Report, Professor Bob Broad

About the author

Published in 2008 by The Adolescent and Children’s Trust

CONTENTS List of Tables

List of Charts List of appendices

Overall project aims

London South Bank University to the 131 children

The original version of the children’s questionnaire

Producing the sample for

The main ethical issue involved in this type of

Research strategy and methods

There was an additional section for children to

This report will present its findings on each section

Bristol 2% South London 4% Note

Chart 4 Involvement by children in decisions about foster care

Chart 4 Involvement by children in decisions about foster care (continued)

The three catagories of data are presented below as

Question A lot of say Some say No say Responses

Table 2 Involvement in decisions about review meetings: children’s views

Questions A lot of say Some say No say Responses

Comment Practice implication

Table 3 Involvement in decisions about the placement: children’s views

Questions A lot of say Some say No ay Responses

Whether I stay where I

Table 4 How much say do children have? children’s responses

Table 5 Children’s participation: foster carers views

Foster carers’ opinions of children’s contribution and participation

All the Regularly As and Sometimes Not at all Responses

School 39.47% 21.05% 10.53% 18.42% 10.53% 38

Upon arrival Length of placement/ Changes

OK 30 months/ 13 More helpful with other children, and now has

Finds it difficult to play with children 20 months/ 10 Still finds it difficult

30 months/ 8 Done really well with help of health service

Chart 5 Children’s views on their school and schooling

It was somewhat surprising that so few responses

Table 7 Most positive children’s responses to questions about their schooling

How often I attend school 83.93% 12.50% 1.79% 1.79% 0.00%

Table 8 Least positive responses to questions about children’s schooling

Questions Excellent Good Average Below average Need more help

A significant majority of answers (68%-70%)

The children were also invited to say what they

Chart 6, gives an overview of all the children’s responses.

Talking with Personal Keeping to Saving money Helping at Budgeting Ironing

Chart 6 Children’s life skills

Table 9 Life skills of under 11 year olds (n = 23)

Aged 11 And Under

Using a computer 59.09% 27.27% 4.55% 9.09% 0.00%

Table 10 Life skills of over 11 year olds (n = 33)

Personal care/hygiene 66.67% 27.27% 6.06% 0.00% 0.00%

Table 11 Boys (n=23)

Questions Excellent Good Average Below average Need more help

Using a computer 56.25% 34.38% 6.25% 3.13% 0.00%

Table 12 Girls (n = 24)

Questions Excellent Good Average Below Average Need More Help

Talking with others 58.33% 29.17% 8.33% 4.17% 0.00%

Chart 7 Connections between children and others

Brother/sister Birth mother Other family Grandparents Previous carer

Table 13 The importance of different people in children’s lives, by ranking

Category Very Important Less important Least important Responses

Foster carer now 94.64% 5.36% 0.00% 56

Table 14 Children’s participation in leisure activities

Aspirations: Comparing children’s arrival and changes