What evidence of learning is required before foster carer approval?

Evidence of learning before foster carer approval usually shows that you can apply the knowledge from your preparation training to the practical responsibilities of fostering. The fostering service considers this evidence alongside your assessments, references, checks and home visits; completing a course alone does not determine whether approval is recommended.

Typical evidence may include:

• Training participation records: the fostering service will record which preparation sessions you attended and whether you took part in discussions, exercises and group work.
• Learning activities: you may complete case studies, written questions, quizzes, worksheets or scenario-based exercises. These are used to explore how you would respond to issues such as safeguarding concerns, behaviour, contact with birth family and a child’s individual needs.
• Reflective work: you may be asked to explain how fostering could affect your household, what you have learned from your own experiences and how you would respond when a child’s behaviour or history is difficult to understand.
• Trainer feedback: tutors can provide observations about your participation, understanding, communication and willingness to consider different viewpoints.
• Assessment records: where formal checks are used, the results or assessor’s notes may be added to your fostering file. An assessment is normally intended to identify understanding and any further development needed, rather than test academic ability.
• Evidence from the wider assessment: social workers may revisit learning during interviews and home visits. Your answers should show how you would use the information in day-to-day situations, not simply repeat definitions.

The subjects considered commonly include safeguarding, safer caring, attachment and trauma, children’s development, identity, equality, managing behaviour, health, recording information, confidentiality and working with professionals. The exact content and the way it is evidenced depend on the fostering service and the preparation programme it uses.

Fostering services are generally looking for evidence that you can understand a child’s needs, recognise risks, follow agreed procedures, ask for help and reflect on your own practice. For example, it is more useful to explain how you would report a concern and maintain appropriate boundaries than simply to state that safeguarding is important.

If evidence is incomplete or a learning need is identified , this does not necessarily mean that your application will end. Your assessing social worker may discuss the gap with you, arrange further learning, ask you to complete an additional task or record how the issue will be addressed in your development plan. However, approval cannot normally be recommended until the fostering service is satisfied that the required preparation and assessment have been completed.

Where a disability, health condition, language difference or other circumstance affects how you demonstrate learning, tell the fostering service early. It may be possible to agree a reasonable adjustment, such as providing information in another format, allowing additional explanation or using a different method of recording your understanding. Any adjustment should still allow the service to assess the knowledge and skills required for safe fostering.

Keep copies of any work you are asked to complete and note questions that arise during training. You can then discuss them with your trainer or assessing social worker and make sure your evidence reflects your current understanding. The final records are considered as part of the complete fostering assessment before the application is presented for a recommendation on approval.