What training do foster carers complete before their first placement?

Before a first placement, foster carers usually complete two stages of preparation: pre-approval training during the assessment process, followed by further induction and role-specific learning once approval is granted. The exact programme depends on the fostering service, the type of placement being considered and the applicant’s previous experience, but the purpose is to make sure carers understand the role and can provide safe, consistent care from the start.

Initial preparation training is commonly known as Skills to Foster. It helps applicants examine what fostering involves in practice, including how it may affect household routines, relationships, privacy and existing children in the family. It also gives applicants an opportunity to consider which types of placement may be suitable for them and whether they need any further preparation before approval.

Training is normally linked closely to the fostering assessment rather than treated as a separate course. Applicants are expected to participate, ask questions and reflect on how they would respond to realistic situations. Their discussions with trainers and assessing social workers can help identify strengths, support needs and subjects that require more attention before a recommendation is made.

Alongside the core programme, prospective carers may complete practical preparation in areas such as:

• preparing bedrooms, belongings and household arrangements for a child arriving with limited notice;
• developing clear household expectations, routines and boundaries;
• understanding how to share information appropriately while protecting a child’s privacy;
• keeping accurate records and communicating observations to the professionals involved;
• responding to accidents, illness, medication needs or other immediate concerns in line with the fostering service’s procedures;
• working within agreed plans for contact with birth family members and other important people; and
• recognising when to ask for advice or report a concern.

Some subjects are covered in greater depth after approval, particularly where they relate to a child’s individual needs. For example, a carer may receive additional preparation before caring for a child with specific health requirements, disabilities, educational needs, emotional difficulties or a history of disrupted care. Training may also be tailored for different placement types, such as emergency, respite, parent and child, sibling or teenage placements.

Foster carers should expect learning to continue after the first course. Most fostering services have an ongoing training and development programme, with refresher learning and opportunities to build more specialist knowledge. This may include subjects identified through supervision, reviews, incidents, changes in guidance or the needs of children placed with the carer. The aim is not to expect applicants to know everything before approval, but to ensure they understand their responsibilities and know how to use the support and procedures available to them.

Training can be delivered through a mixture of group sessions, discussion, activities, written material and online learning. Group training is particularly useful because applicants can compare views, consider different responses to a situation and learn from the experiences of others. Applicants should tell the fostering service if they need reasonable adjustments or a different way to access the learning.

Before a placement is made, the fostering service will also consider whether the proposed match is appropriate. A carer’s training, experience, household circumstances and available support are relevant to that decision. Where a child has particular needs, the service should explain the care plan, known risks, routines and expectations, and identify any additional briefing or training required before the placement begins.

Good preparation is therefore more than completing a course. Applicants should use the training and assessment period to consider practical questions about their household, discuss concerns openly with their assessing social worker and understand the procedures they will need to follow. They should also check what training is required before approval, what must be completed before particular placements and how ongoing development will be arranged afterwards.

Completion of training does not mean a carer is expected to manage difficult situations alone. Foster carers work as part of a professional network and should have access to guidance, supervision and further learning through their fostering service. The combination of preparation before approval, placement-specific information and continued development helps carers make informed decisions and provide consistent care from the first placement onwards.