What are the TSD standards for foster carers?

The TSD standards are a competency framework used to show that a foster carer can apply the knowledge and skills needed in day-to-day fostering. They are not a test or a separate qualification. Instead, they provide a structured way to review a carer’s practice, identify learning needs and record evidence of development.

They apply to foster carers in England and are used alongside the fostering service’s own policies, procedures and training programme. The standards are intended to be achievable by carers with different backgrounds and levels of experience, so evidence is considered in the context of the carer’s role, the children placed with them and the support available.

What do the standards cover?

The standards address the main areas of responsibility involved in fostering, including:

• understanding the role of a foster carer and working as part of a professional team;
• protecting children from abuse, neglect, exploitation and other risks;
• promoting children’s health, emotional wellbeing, education and development;
• supporting children who have experienced loss, trauma, disrupted relationships or uncertainty;
• helping children maintain appropriate relationships with their birth family and other important people;
• respecting identity, culture, religion, language, sexuality and individual needs;
• setting appropriate boundaries and managing behaviour safely and consistently;
• communicating effectively with children, families, social workers, schools and other professionals;
• keeping accurate records and sharing relevant information appropriately;
• maintaining a safe home environment and responding to health and safety issues;
• understanding confidentiality, consent, information-sharing and safeguarding responsibilities; and
• reflecting on practice and continuing to develop as a foster carer.

The standards are concerned with how a carer uses their understanding in practice. For example, it is not enough to know that children may communicate distress through behaviour. A carer should also be able to explain how they responded, why the response was appropriate, what changed and what they would do next time.

When are the standards completed?

Work usually begins during preparation and induction, then continues after approval. A newly approved foster carer is generally expected to complete the standards within the first year of fostering, although the exact arrangements and timescale are set by the fostering service. The process should take account of the carer’s circumstances, the type of fostering undertaken and the experiences available through placements.

Completion is not intended to be rushed or treated as paperwork for its own sake. Some parts can be evidenced through training and discussion, while other parts require experience of caring for a child or young person. If a particular experience has not arisen, the supervising social worker may agree another suitable way for the carer to demonstrate their understanding.

How is evidence collected?

Evidence can come from several sources, such as:

• training attendance, learning activities and reflective notes;
• discussions with the supervising social worker;
• examples from daily care and placement records;
• feedback from social workers, schools, health professionals or other members of the professional network;
• observations of the carer’s practice or the home environment;
• records of meetings, reviews and supervision; and
• the carer’s own explanation of what they have learned and how it affects their practice.

Evidence should protect the child’s privacy. Carers should not include unnecessary identifying information in a portfolio or reflective record. The fostering service will explain how records should be stored, what can be shared and how confidentiality should be maintained.

What part does the supervising social worker play?

The supervising social worker normally helps the carer understand the standards, agree priorities and connect the requirements with real situations. Supervision provides an opportunity to discuss what is going well, consider difficult incidents, review training needs and identify evidence that can be added to the carer’s record.

This is also a two-way process. A carer can use supervision to ask for clarification, raise concerns, request additional training or explain why a particular standard needs more time. The standards should support honest professional discussion rather than encourage carers to present every situation as problem-free.

What happens if a carer has not completed them?

Incomplete standards do not automatically mean that a person cannot continue fostering. The fostering service should review the reasons, consider whether the carer has had suitable opportunities to gain experience and agree a realistic development plan. Further training, additional supervision, mentoring or other support may be appropriate.

However, the standards are important evidence that a carer is developing the capability required for the role. If there are significant gaps in safeguarding knowledge, safe practice or the ability to meet a child’s needs, the fostering service may need to take further action. This could include setting specific requirements, reviewing the types of placements considered or addressing concerns through the service’s formal procedures.

Are the TSD standards a legal requirement?

The standards themselves are not a law that replaces fostering regulations. They are part of the professional framework used to support foster carer development and demonstrate competence. Foster carers must still follow the relevant regulations, national minimum standards, their fostering agreement and the policies of their fostering service.

They should therefore be viewed as one part of the wider support and quality-assurance process. Regulations establish formal duties and safeguards, while the TSD standards help translate good practice into knowledge, behaviour and evidence that can be discussed and reviewed.

What should a prospective foster carer ask about?

Anyone considering fostering should ask the fostering service:

• when TSD work starts and how it fits with preparation training;
• how the standards are recorded and reviewed;
• what support is available when a carer is collecting evidence;
• how the process is adapted for different types of fostering;
• what happens if a carer has limited opportunities to demonstrate a particular standard; and
• how ongoing training and development continue after the initial standards have been completed.

Understanding the TSD standards can make the assessment and early fostering process clearer. They provide a practical structure for turning training into safe, thoughtful care and for identifying the knowledge or support a carer needs to keep developing.