What training must self-employed foster carers complete?

Self-employed foster carers must complete the fostering service’s required preparation, assessment-related learning and post-approval development. The training is based on the role they are approved for and the needs of the children they may care for, rather than on whether fostering is their main occupation or whether they run a separate business.

Before approval, applicants normally complete preparation training as part of the assessment process. This introduces the responsibilities of fostering and helps applicants decide whether the role is suitable for their household. It commonly covers:

• the purpose of foster care and the different types of fostering arrangement;
• how trauma, neglect, abuse and disrupted attachments can affect a child’s behaviour and development;
• safeguarding responsibilities, including recognising concerns and reporting them through the correct channels;
• safer caring, boundaries, privacy, acceptable physical contact and managing risks in the home;
• working with birth parents, social workers, schools, health professionals and other members of the child’s support network;
• supporting identity, culture, religion, relationships and individual needs; and
• the effect fostering may have on family life, relationships, employment and household routines.

This preparation is usually delivered through a structured course, which may include group sessions, activities, discussions and written work. Applicants should take part fully and ask questions about any subject that affects their circumstances. The fostering service may also identify additional learning needs during interviews, checks or home visits.

Training continues during the assessment and approval process. Some learning is linked directly to the applicant’s assessment, such as understanding the fostering standards, considering how they would respond to realistic situations and identifying strengths or areas for further development. The assessing social worker may recommend additional preparation where an applicant is considering a particular age group, sibling group or type of placement.

Other household members may need to take part in suitable discussions or training. This can include a partner, children of an appropriate age and adults who live in, or regularly spend time in, the household. The purpose is to make sure everyone understands safer caring arrangements, confidentiality, household expectations and how fostering could affect them.

After approval, foster carers complete ongoing learning and development. The fostering service will set out which courses are mandatory and how often they must be refreshed. Common subjects include safeguarding, first aid, safer caring, health and safety, equality and diversity, online safety, allegations and complaints, and supporting children who have experienced trauma. The exact programme varies according to the fostering service, the carer’s approval and the children placed.

Training may also be arranged in response to a child’s individual needs. For example, a carer might need guidance on communication, disability, therapeutic approaches, managing challenging behaviour, medication, education, exploitation, self-harm or caring for a child with a specific health condition. This learning should be completed before, or as soon as reasonably practical after, it becomes relevant to a placement, in line with the fostering service’s instructions.

Foster carers are generally expected to keep a record of completed courses and reflect on how training affects their practice. Ongoing development may include formal courses, supervision, support groups, reading, online learning, discussions with professionals and written reflections. These activities can contribute to the carer’s development plan and reviews.

Self-employed work does not replace or reduce these training duties. A carer may need to organise their working arrangements so that they can attend required sessions, complete learning activities and take part in supervision or meetings connected with fostering. The fostering service should explain the timetable, attendance requirements, any available learning formats and what happens if a course is missed.

Training requirements can differ between fostering services and may change as guidance, legislation or the child’s needs change. Before applying, ask the service for its current preparation and development framework. It is also sensible to check how training is arranged, whether household members are included, how mandatory refreshers are monitored and how training records are used during reviews.