Legislative and Regulatory Framework
The National Minimum Standard (1) for fostering states:
“Children know that their views, wishes and feelings are considered in all aspects of their care; are helped to understand why it may not be possible to act upon their wishes in all cases; and know how to obtain support and make a complaint.”
(1.5) “Children have access to independent advice and support from adults who they can contact directly and in private about problems or concerns, which is appropriate to their age and understanding. Children know their rights to advocacy, how to access an advocate and how to contact the Children’s Rights Director.”
These principles are grounded in the Children Act 1989, the Children and Families Act 2014, and the United Nations Convention on the Rights of the Child (UNCRC), which together affirm every child’s right to be heard, to be taken seriously, and to receive advocacy when decisions affect their lives.
Purpose
This procedure ensures that all children and young people in our care are heard, valued, and empowered, and that they know how to access independent advocacy and support.
It recognises that children and young people may have experienced trauma and therefore may need extra reassurance, time, and understanding when expressing their views or seeking support.
The policy aims to:
- Promote safety and trust when a child shares concerns or wishes.
- Ensure that children understand their right to advocacy and how to access it.
- Uphold respect, collaboration, empowerment, and choice — key principles of trauma-informed practice.
The Positive Aspirations Group
The Positive Aspirations Group plays a vital role in ensuring that the wishes, feelings, and aspirations of children and young people are actively heard, acknowledged, and acted upon.
The group provides a safe and supportive space where children’s views are welcomed without fear of judgment or reprisal.
Feedback and themes raised within this group are used to improve service delivery and inform policy development, ensuring that children’s experiences shape the way we provide care.
The Role of the Supervising Social Worker (SSW)
The Supervising Social Worker (SSW) has a central role in identifying when a young person may benefit from advocacy and in supporting them to access it in a safe, empowering way.
When the SSW becomes aware that a young person may need advocacy support, they should:
- Recognise and respond sensitively
Notice signs that a young person might be struggling to express their views, feeling unheard, or needing extra support. Approach them calmly and in private, using a gentle and reassuring tone. - Explain the role of the Children’s Advocate
Provide a clear, age-appropriate explanation of what an advocate is and what they do. For example:
“An advocate is someone who is independent — they don’t work for the fostering agency or social services — and their job is to help you make sure your views and wishes are heard. They can help you talk about anything that’s worrying you.” - Reassure and give choice
Emphasise that accessing advocacy is the young person’s choice and that the process is confidential (within safeguarding limits). Reassure them that asking for help is a positive and brave step. - Complete the referral process
Support the young person to complete the Children’s Advocate referral form on Base, ensuring that they are involved and informed throughout. Explain what will happen next and when they can expect to hear from the advocate. - Follow up and support
After a referral is made, check in with the young person to ensure they feel supported and know what to expect. Continue to advocate for their emotional safety and well-being.
Key Principles of Trauma-Informed Advocacy Support
All practice under this procedure must reflect the six principles of trauma-informed care:
- Safety – Ensure the child feels physically and emotionally safe when discussing advocacy.
- Trustworthiness and Transparency – Clearly explain each step of the process and follow through on promises.
- Peer Support – Encourage connection with other young people who have accessed advocacy or the Positive Aspirations Group (if appropriate).
- Collaboration and Mutuality – Involve the child as a partner in decisions, not as a passive participant.
- Empowerment, Voice, and Choice – Prioritise the child’s right to express their views freely.
- Cultural, Historical, and Gender Sensitivity – Recognise the impact of background, identity, and past experiences on how advocacy is accessed and understood.
Recording and Accountability
- The SSW must record all discussions about advocacy on the child’s case notes, including their wishes and any action taken.
- The advocacy referral and any feedback from the advocate should be stored securely on Base.
- The fostering service will review advocacy activity regularly to identify learning and ensure continuous improvement in line with National Minimum Standard 1.
Linked Policies and Procedures
- Complaints and Representations Procedure
- Safeguarding and Child Protection Policy
- Children’s Participation and Consultation Policy
- Equality, Diversity and Inclusion Policy
- Supervision and Support Policy for Carers
- Recording and Confidentiality Procedure
