A Long Way from Home: Part 3 of 3. Cathy Glass

She attends school from ten o’clock to two o’clock each day.’

      ‘When were her hours reduced?’ the IRO asked.

      ‘At the beginning of December.’

      ‘So three months ago. Whose decision was that?’

      ‘It was a joint decision between the school and the parents – they were still together then. Anna’s behaviour at home had deteriorated badly and she wasn’t engaging at school, so it was thought reduced hours might help her cope. We were thinking she would return to a full timetable by the end of this term, but with all the recent disruption we don’t think she is ready yet.’

      ‘How is her behaviour at school now?’ the IRO asked.

      ‘Very difficult at times. She is behind with her learning and struggles to concentrate. She becomes easily frustrated and then disruptive. She’s working at about a year behind her actual age. We’ve asked that the educational psychologist assess her. I’ve brought some recent test results with me. Would you like to hear them?’

      ‘Yes, please,’ the IRO said.

      Miss Rich read out the test results, which showed Anna was working at reception level – about aged four. Then she went through Anna’s Personal Education Plan, of which I had a copy on file at home.

      The IRO thanked her and said he’d make a note that Anna was working towards rejoining school full-time.

      He asked Jill if she would like to add anything and she said: ‘My role is to supervise, support and monitor Cathy in all aspects of her fostering. We are in regular contact by phone and I also visit her every month when we discuss the child’s progress. Cathy is an experienced and dedicated foster carer and I know she will ask for help and advice if necessary. Clearly Anna is presenting some very challenging behaviour, but I am satisfied that Cathy is doing all she can to meet Anna’s needs. I have no concerns and am happy with the level of care Anna is receiving.’

      ‘Thank you,’ the IRO said, and smiled at me. ‘I have the review forms here that Cathy and Anna have completed,’ he continued, and opened Anna’s. ‘Thank you for helping Anna to complete it,’ he said to me. He knew this from the line at the end of the form where the person giving help writes their name and relationship to the child. ‘It’s important the review hears the child’s views, so I will read out the questions and Anna’s replies. ‘The first question asks, do you know why you are in care? And Anna replied, “Because I have been bad at home.”’

      I heard Lori draw a sharp breath, while Jill said, ‘Oh dear,’ and Miss Rich’s face fell. Pitiful though Anna’s words were, they didn’t hold the same impact for me now as when I’d first heard them.

      ‘I reassured her that wasn’t so,’ I told the review.

      The IRO nodded and looked at Lori. ‘Perhaps you could follow that up next time you see Anna and reinforce that she isn’t to blame for coming into care.’

      ‘Yes, of course,’ Lori said.

      ‘The next question,’ the IRO continued, ‘asks if the child knows who their social worker is, and Anna said she didn’t so Cathy reminded her. The next asks if the child wants to see more of their social worker and her reply was, “No.”’

      ‘Show me a child who does,’ Lori said stoically.

      ‘What do you like about living with your foster carer?’ the IRO continued reading from Anna’s review form. ‘Anna said, “Nothing.” The next question asks what the child doesn’t like about living with their carer and Anna said, “Cathy, Adrian and Paula” – they are your children?’ he asked, glancing up at me.

      ‘Yes.’

      ‘Their cat, their house and having to stay in her own bed,’ he continued.

      ‘Don’t take it to heart,’ Jill said to me.

      ‘The next two questions concern the child’s last review so Cathy has written not applicable. The following is about her friends, and Anna said she doesn’t know who her friends are, nor if she wants to see more of them.’ He looked at Miss Rich. ‘Doesn’t she have friends at school? Most children her age do.’

      ‘Anna finds it difficult to make friends,’ Miss Rich replied. ‘The children are wary of her controlling manner and outbursts of rage. We are teaching her to share and how to relate to her peers. She is joining in more with group activities within the class and team games in PE.’

      ‘Thank you,’ the IRO said, making a note. ‘The next question asks who the child would tell if something was worrying her and Anna replied, “Mrs Taylor.”’

      ‘That’s her class teacher,’ Miss Rich qualified.

      ‘Well, that’s positive. Anna knows she has someone she can talk to,’ the IRO said.

      ‘Mrs Taylor is fantastic with Anna,’ Miss Rich said passionately. ‘She has two nephews who are adopted so knows some of the challenges and issues parents can face. She always makes time for Anna and was working closely with her parents. She was devastated when Anna had to go into care. Cathy has met her.’ I nodded.

      The IRO made a note and looked at Anna’s review form again. I felt my pulse quicken. He had arrived at the last question and I thought of Anna’s response. ‘The final question asks if the child wants to ask anything,’ the IRO read. ‘Anna said she would like to know when she can see her mummy.’

      There was silence. You could have heard a pin drop. Everyone in the room had heard what Lori had said and knew it wasn’t possible, and it was heartbreaking. I looked at the sombre expressions of those gathered around the table, all of us wanting Anna to be happy. ‘It’s so very sad,’ Miss Rich said, close to tears. ‘I knew her parents well, especially her mother, Elaine. We worked together to try to help Anna. We did everything we could, so did Mrs Taylor. We never thought it would come to this.’ I saw her bottom lip tremble.

      ‘It’s not your fault,’ Lori said. ‘I’ll speak to the mother again to see if I can persuade her to change her mind and see her daughter. Even if a child isn’t returning home, it’s in their best interest to have some contact with the parents.’

      ‘Thank you,’ the IRO said. He set the date for the next review and closed the meeting.

      I left the room with Miss Rich, as Jill was staying behind to talk to Lori. ‘Is there really no hope of Anna going home?’ she asked once outside, still visibly upset.

      ‘I honestly don’t know,’ I said.

      ‘If Anna can’t go home, will she be able to stay with you?’ she asked as Mrs Taylor had done.

      ‘It will depend on the social services.’

      She shook her head sadly. ‘She’s not a bad kid.’

      ‘No,’ I agreed.

      Chapter Twenty-Two

       Frightened of Her Daughter

      Anna wasn’t a ‘bad kid’, to use Miss Rich’s term, but she was putting my family and me under huge strain. I usually saw my parents every couple of weeks but with everything going on around Anna, time had slipped by. Also, I wasn’t sure if I should subject my parents to the stress of spending a day with Anna, unkind though that may sound. But when Mum invited us again to their house for Sunday dinner we decided they’d come to us, as I thought Anna would feel more secure being on familiar territory, and also when she did kick off the damage would be done at my home and not at my parents’. They knew Anna had challenging behaviour because of what she’d been through as a child and were very understanding and sympathetic, but the day turned out to be a disaster.