Contact with Birth Family: Supervised, Supported and Virtual

Contact—often called family time—is how children in care stay connected with the people who matter to them: parents, siblings, grandparents and close friends. It’s not “nice to have”; it’s a core part of every child’s care plan and should set out who the child keeps in touch with, how often, where, and how they’ll be supported. The specifics will look different for every family, but the golden thread is always the same: what arrangement best serves this child’s welfare, right now.

What “family time” means in practice

Family time isn’t one-size-fits-all. It can be weekly meet-ups in a contact centre, a relaxed Saturday in the park, a carefully supervised session with a trained worker, or a short, frequent video call when distance or safety makes face-to-face tricky. The plan should name the purpose (for example: maintaining relationships, assessing parenting capacity, supporting reunification), set the frequency and venue, and be reviewed regularly so it can adapt as the child’s needs change. That review habit matters: research and statutory guidance both emphasise that the type and amount of contact should reflect the child’s best interests and can change over time.

The purpose behind contact (and why that purpose should be explicit)

Being clear about why contact is happening helps everyone:

• For the child, it can anchor identity, reduce anxiety about family, and maintain sibling bonds.
• For birth parents, it’s a chance to remain meaningfully involved, show change, and learn what helps their child feel safe.
• For carers and social workers, it guides the level of supervision, the venue, and what to record.

Social workers should consider the benefit–risk balance for the child, decide the minimum level of oversight needed to keep them safe, and revisit that decision after significant events (new assessments, school changes, incidents, court directions, etc.).

Types of contact at a glance

1) Supervised contact

A trained worker is present throughout the session, stays within sight and sound, and provides observations or reports afterwards. It’s used where there are safeguarding concerns, ongoing court proceedings, or where the purpose includes assessing parenting capacity. Think of it as the most structured option—designed to keep a child safe while still preserving connection.

2) Supported contact

This is lighter-touch. Staff are on hand and can pop in and out, help with introductions, and manage logistics, but they don’t continuously supervise and don’t produce formal reports. It suits situations where risks are understood and manageable, and the main goal is to help the family rebuild routines and confidence.

3) Unsupervised contact

Parents and child spend time together without staff present. It normally follows a period of lower-risk supported sessions or where the court/local authority is satisfied it’s safe. The child’s views, prior history, and any court orders shape how and when this step is taken.

4) Indirect contact (letters, photos, updates)

Sometimes called “letterbox”, indirect contact can keep information flowing where face-to-face is not safe, is restricted by court order, or is not in the child’s interests right now.

Virtual contact: when screens help (and when they don’t)

Virtual contact—video calls, recorded messages, shared photo diaries—became more common during the pandemic and has kept its place for good reasons. Done well, it supplements in-person time, helps with midweek check-ins, and lets children share everyday moments (a new certificate, a completed art project) without a long wait for the next session. For younger children, shorter, more frequent calls work better; planning the time of day and keeping routines predictable helps regulation. Evidence and practice guidance support using virtual family time alongside physical contact, not instead of it, unless there are compelling safety or welfare reasons.

Practical tips for virtual:

• Agree a clear structure (who calls whom, at what time, for how long).
• Keep devices stable and backgrounds calm; use headphones if privacy is a concern.
• Have a backup plan if the call drops.
• Prepare young children with a visual timetable or a simple “hello-goodbye” routine.

Choosing the right level: safety, purpose and the child’s voice

Decisions about supervision and frequency should follow the care plan and any court orders, and be proportionate to the risks and the purpose of family time. Consider:

• Risk factors (history of violence, substance misuse, abduction risk, unmanaged mental health).
• Protective factors (co-operation with plans, insight, supportive extended family, positive school feedback).
• The child’s wishes and feelings, captured in an age-appropriate way and balanced against safeguarding.
• Practicalities (travel time, siblings’ schedules, contact with wider family).

The Children Act 1989 guidance makes clear: local authorities must plan, monitor and review contact arrangements, and follow statutory guidance unless there’s a strong reason not to.

Venues and logistics that keep everyone regulated

Where contact happens matters as much as what happens.

• Contact centres: good when structure and neutrality help, or when supervised sessions are needed.
• Community venues: libraries, parks and cafés can feel more “normal”, especially for supported contact.
• At the carer’s or parents’ home: appropriate for lower-risk, relationship-building sessions—privacy and homeliness are positives when the care plan supports it.

Plan the journey: who transports the child, how handovers work, and what to do if someone is late or distressed. Carers can usually claim mileage and reasonable expenses tied to the care plan; check your agency/local authority policy.

Making contact positive (before, during, after)

Before:

• Prepare the child with a simple plan: where, who, how long, any rules.
• Share ground rules with parents (no gifts that breach safety plans, phone use during sessions, safe topics).
• Bring predictability: consistent days, consistent faces.

During:

• Start with low-demand activities (drawing, board games, a walk).
• Keep transitions gentle: “five-minute warning” before ending helps.
• For supervised sessions, the worker’s role is to observe and support, not dominate. For supported, be close enough to step in but far enough to let family lead.

After:

• Offer the child a debrief—what felt good, what felt wobbly?
• Update the social worker quickly if there were safeguarding concerns or if the plan felt too much/too little.
• Capture strengths (a new routine, calmer goodbyes) as well as concerns; both inform the next review.

Recording and confidentiality

Carers and supervising staff should keep factual, balanced records: who attended, punctuality, activities, the child’s presentation before/during/after, any incidents, and any direct quotes that illustrate the child’s feelings. Avoid speculation; label opinion as opinion. Notes feed into the child’s reviews and, where relevant, court reports—so accuracy and neutrality matter. Data protection rules apply to what you store and share.

When contact needs to change

It’s normal for contact to ebb and flow. Triggers for review include:

• The child shows heightened distress that doesn’t settle with preparation and support.
• Repeated non-attendance or boundary breaches by adults.
• New assessments or court directions.
• Major changes in the child’s life (placement move, school change, new sibling).

The right next step might be more support (e.g., moving from supported to supervised for a period), different timing/venue, shorter and more frequent sessions, or temporary indirect/virtual contact while risks are addressed. Any restrictions must remain proportionate, time-limited, and reviewed regularly against the child’s welfare.

Working with birth parents as partners

Most parents want the same thing professionals want: for their child to feel safe and loved. Where it’s safe to do so, a collaborative stance helps everyone:

• Share practical tips that help the child regulate (likes, dislikes, sensory needs).
• Keep language respectful; avoid shaming.
• Use joint problem-solving when sessions wobble (“What might make goodbyes easier next time?”).
• Celebrate small wins to build momentum.

Partnership doesn’t mean ignoring risk; it means holding risk thoughtfully while modelling the calm, attuned interactions a child needs.

Siblings and wider family

Sibling relationships can be protective and powerful. If brothers and sisters can’t meet together at first, consider staggered or shorter sessions, with a longer-term plan to bring them together when it’s safe. Factor in school timetables, transport and each child’s regulation window. Where appropriate, include grandparents or extended family—with clear boundaries and clarity about who is responsible for supervision.

Contact and education/health commitments

Contact plans should not undermine school attendance or essential health appointments. If timings regularly clash with education, ask for a review; Virtual School Heads expect education to be prioritised and can help problem-solve better slots or transport solutions.

For carers: quick do’s and don’ts

Do

• Advocate for a plan that fits this child (frequency, venue, support level).
• Prepare the child and time-limit big emotions with validation and predictable routines.
• Record factually; raise concerns quickly.
• Use virtual as a top-up, not a replacement, unless safety/welfare requires otherwise.

Don’t

• Promise contact that isn’t agreed in the plan.
• Share confidential information or photos without consent.
• Minimise your own wellbeing—ask for respite or support if family time is taking a toll.

Frequently asked questions

Who decides the level of supervision?
The local authority proposes it (in line with the care plan and any court orders), informed by risk assessment and the child’s needs; it’s reviewed at looked-after child reviews and during proceedings.

What’s the difference between supervised and supported contact?
Supervised means a worker is present throughout and keeps a detailed record; supported is lighter-touch help without constant monitoring or formal reports.

Is virtual contact “enough” on its own?
Usually, no—it supplements in-person time. It can be the main method temporarily when safety, distance or health guidance requires it, but plans should keep the child’s welfare central and be reviewed often.

Can contact happen at home?
Yes, when it’s safe and in the child’s interests. Homes can feel more normal and private; where risks exist, centres or supervised venues are used.

What should I record as a carer?
Facts, not speculation: who attended, timing, activities, child’s presentation, any incidents, and notable quotes—stored and shared according to policy and data protection rules.

Final thought

Good contact is purposeful, proportionate and child-centred. Whether it’s supervised, supported, in person or virtual, the test is simple: does this plan help this child feel connected and safe today—and is it flexible enough to change tomorrow?