What training do foster carers complete after approval?

After approval, foster carers usually follow a continuing professional development plan agreed with their fostering agency. The training is designed to build on pre-approval learning, meet the needs of children in placement and provide evidence that carers are maintaining the knowledge and skills required for safe, effective care.

The exact programme varies according to the agency, the carer’s experience and the children they care for. It commonly includes:

• Core updates: regular learning in areas such as safeguarding, safer caring, first aid, health and safety, recording and confidentiality.
• Child-specific preparation: briefings or courses about a child’s background, health, communication, behaviour, identity, education or emotional needs before or during a placement.
• Developing care skills: learning about attachment, trauma, loss, therapeutic approaches, managing behaviour and supporting children through transitions.
• Fostering responsibilities: training on working with social workers and other professionals, contributing to meetings, keeping appropriate records and supporting contact arrangements.
• Specialist subjects: additional learning where a child’s circumstances require it, such as caring for children with disabilities, complex health needs, harmful sexual behaviour, exploitation or experiences of neglect.

Newly approved carers may also work through the Training, Support and Development Standards for Foster Carers. These standards help carers demonstrate how they apply their learning in everyday fostering practice. Evidence can include reflective accounts, supervision discussions, certificates, feedback and examples from a carer’s work with a child. The supervising social worker can explain which standards apply and how evidence should be recorded.

Training does not only take place in formal courses. Learning may be completed through face-to-face sessions, online modules, workshops, reading, discussions with the supervising social worker, conferences or guided reflection after a placement experience. A carer might therefore complete a course on a particular subject and then discuss how that knowledge affects their practice during supervision.

Training needs are reviewed throughout the fostering journey. The supervising social worker considers the carer’s skills, feedback from professionals, changes in guidance and the needs of any children placed with them. Training may be added when a new situation arises, rather than waiting for a scheduled review. For example, a carer supporting a child with a new health diagnosis may need specific information from relevant professionals.

Foster carers are normally expected to keep a record of completed learning. This may include attendance, online completion records, certificates and notes showing how the training has been used. The record can be considered during supervision and the carer’s review, helping identify further development rather than treating training as a one-off requirement.

Other members of the fostering household may also need to take part in relevant learning. This depends on their role, age and involvement in fostering. Everyone who provides regular care or supports a child should understand the household’s safer-care arrangements, confidentiality responsibilities and how to respond to concerns.

Ongoing training is one part of the support available after approval. Carers can also use supervision, telephone advice, placement meetings, reviews and guidance from the fostering team to consider how learning applies to a particular child. If a carer is unsure whether they have the right training for a proposed placement, they should raise this before agreeing to care for the child so that any preparation or support can be identified.