Who needs to attend foster carer training courses?

Foster carer training is primarily attended by the adults who are applying to foster and will be assessed for approval. The exact attendance arrangements can vary according to whether the application is from one person or a couple, the type of fostering being considered and the requirements of the fostering service.

For a joint application, both applicants need to engage with the training rather than relying on one person to pass information on to the other. This is because fostering is a shared responsibility in the household, even if one applicant is likely to take the main caring role. Both people need to understand the expectations, develop the relevant skills and have the opportunity to ask questions about fostering.

Other people in the household may be asked to attend part of a course, join a discussion or take part in an information session. This can include:

• adult children or relatives living in the home;
• birth children and other young people in the household, where the content is suitable for their age;
• a partner or family member who does not form part of the application but will have regular involvement with the household; and
• people who may provide regular support, such as helping with transport, childcare or contact arrangements.

These household members do not normally complete the same assessment as the applicants. Their involvement helps them understand how fostering could affect family life, what confidentiality means and how they can contribute safely. The fostering service will explain whether their attendance is required for a particular session or recommended as part of the wider assessment.

Children in the household are not expected to take responsibility for fostering decisions or attend every adult training session. However, their views and feelings may be considered during the assessment, particularly where a fostered child would share their home, space or family routines. Age-appropriate conversations can help children understand the proposed changes and raise concerns in a supported way.

Applicants should also tell their assessing social worker about anyone who will have a significant role in supporting a foster placement. A support network may not need to attend the full course, but selected training or guidance can be useful for understanding boundaries, confidentiality, safer caring and what to do if difficulties arise. Anyone providing regular care or supervision may need additional checks or approval, depending on their role and the fostering service’s procedures.

Training may continue after approval, so attendance is not limited to the initial preparation course. Foster carers may later be expected to take part in learning linked to the needs of a particular child, changes in practice or their ongoing development. Where a couple fosters together, both carers should continue to engage with relevant learning, even when their day-to-day responsibilities differ.

If an applicant cannot attend a scheduled session, they should discuss this with the fostering service rather than assuming that missed content can be ignored. The service can explain whether the session must be completed, whether an alternative arrangement is available and how attendance affects the assessment. Keeping both applicants and relevant household members involved from the outset gives the assessing team a clearer understanding of the support available around a potential placement.

Before training begins, ask the fostering service for an attendance plan. It should clarify which applicants must attend, whether household members will be invited, what preparation is expected and how ongoing training will be arranged after approval.