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Government of

Information and public services for the Island of Jersey

L'înformâtion et les sèrvices publyis pouor I'Île dé Jèrri


The States of Jersey recognises the excellent care, support and commitment shown by foster carers and the invaluable role they play in the lives of Jersey’s looked after children and young people.

This charter aims to re-enforce that recognition, demonstrate the joint responsibilities to the children and young people in our care, and build on the success the achievements for fostering in Jersey. 

‘A good quality foster placement helps achieve stability for the child, satisfaction for the carer and, most important of all, it’s a vital element in helping children and young people to have a decent second chance to a safe and fulfilling childhood’ (Tim Loughton MP, Children’s Minister, 2011 The Foster Carer’s Charter, Department for Education). 

The English Government launched the Forster Carer’s Charter in March 2011. It was jointly produced with fostering organisations, charities and young people. Recognising the invaluable work of foster carers, it sets out clear principles, based on the core belief that children come first, on how foster carers should be treated; the role of carers and the pivotal role played by carers in helping children achieve their full potential. 

The States of Jersey embraces the principles of the Charter and through consultation with foster carers we have developed our own Jersey Charter. 

The Charter builds on existing solid foundations and includes the ongoing commitment with the States of Jersey to carers through day-to-day support, events and activities for foster carers, to listen to carers, children and young people, to value highly the contribution of carers in all areas, to have high aspirations for the children and young people in our care and to further develop and expand foster care in Jersey. 

Mission statement

Children come first

  • children in foster care deserve to experience as full a family life as possible as part of a loving foster family, with carers who can make every day decisions as they would with their own child and without the child feeling that they ‘stand out’ as a looked after child
  • children must be given every support to develop their own identities and aspirations, fulfil their potential, and take advantage of all opportunities to promote their talents and skills. Above all, they should be listened to

The States of Jersey, Children’s Services and the Fostering Service must:

  • recognise in practice the importance of the child’s relationship with his or her foster family as one that can make the biggest difference in the child’s life and which can endure into adulthood
  • listen to and involve foster carers and their foster children in decision-making and planning, and provide foster carers and their foster children with full information about each other
  • in making placements be clear about the continuing care or support there will be (including for the young person into adulthood), be sensitive to the needs of the foster carer and the child in making and ending placements and have contingency plans should the placement not work
  • treat foster carers with openness, fairness and respect as a core member of the team around the child and support them in making reasonable and appropriate decisions on behalf of their foster child
  • ensure that foster carers have the support services and development opportunities they need in order to provide their foster child with the best possible care. That includes liaising with local foster carers groups and seeking to respond to problems and disseminate practice
  • make sure foster carers are recompensed on time and are given clear information about any support, allowances and fees they will receive including in case of dispute with the service or during gaps in placements

Foster carers must:

  • provide positive adult role models
  • treat the foster child as the would their own child
  • be a ‘pushy parent’ in advocating for all aspects of the child’s development, including educational attainment and physical and emotional wellbeing
  • co-operate fully as part of a team with other key professionals in the child’s life
  • support their foster child and do all they can to make the placement work
  • take part in learning and development, use skills and approaches that make a positive impact and enable the child to reach his or her potential
  • support their foster child to help them to counter possible bulling and discrimination as a result of their care status

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