What training do foster carers in Birmingham complete?

Foster carers in Birmingham complete a staged training programme before and after approval. It normally begins with preparation training, continues through the assessment process and develops into personalised learning once a child is placed. The exact programme depends on the fostering service, the carer’s experience and the needs of the children they may care for.

Before approval

Prospective carers usually attend an introductory or preparation course, often based on the national Skills to Foster framework. This helps applicants understand the practical and emotional responsibilities of fostering before they decide whether to proceed. It commonly covers:

• the role of a foster carer and how fostering differs from other forms of childcare;
• the effects of abuse, neglect, separation and loss on children and young people;
• attachment, identity and children’s emotional development;
• safe caring, safeguarding and recognising potential signs of harm;
• working with birth parents, social workers, schools and other professionals;
• managing behaviour through consistent, non-physical approaches;
• recording information, confidentiality and professional boundaries; and
• how fostering can affect the carer, partner, children and wider household.

Training is also an opportunity for applicants to ask questions and consider how fostering would fit with their circumstances. Attendance does not replace the assessment: the fostering service will still explore the applicant’s suitability, household arrangements, health, relationships and ability to provide safe care.

Training during assessment and induction

As the assessment progresses, applicants may receive further guidance about safer caring plans, household expectations and the types of placement being considered. Where more than one adult is applying, both applicants are expected to understand their responsibilities. Children and other household members may also be included in age-appropriate discussions, because fostering affects everyone living in the home.

After approval, the fostering service provides an induction into its policies, procedures and recording systems. This can include the process for reporting concerns, notifying incidents, administering or recording medication where relevant, handling personal information and seeking advice from the supervising social worker. Carers need to know not only what to do in routine situations, but also when an event must be reported promptly to the fostering service or another professional.

Core subjects after approval

Post-approval learning is normally based on the needs of the carer and the child. Common subjects include:

• safeguarding, child protection and safer caring;
• trauma-informed care, attachment and emotional regulation;
• supporting children who display distressed or challenging behaviour;
• de-escalation, boundaries and positive behaviour support;
• first aid and responding to accidents or health concerns;
• online safety, exploitation and safer use of technology;
• equality, diversity, culture, religion and children’s identity;
• supporting education, contact arrangements and preparation for independence;
• health, nutrition, personal care and any specific medical needs; and
• maintaining accurate records and sharing information appropriately.

Additional training may be arranged when a child’s circumstances require particular knowledge. For example, a carer may need learning related to disability, therapeutic needs, harmful sexual behaviour, missing episodes, substance misuse, exploitation or caring for siblings. This should be matched to the child rather than treated as a single identical course for every household.

The Training, Support and Development Standards

Foster carers in England are expected to work through the Training, Support and Development Standards for foster care. These standards provide a framework for demonstrating practical knowledge and competence, including safeguarding children, promoting health and education, supporting relationships, working as part of a professional team and maintaining safe care. Evidence may come from training, supervision, observations, written work and everyday fostering practice. The supervising social worker normally helps the carer identify what remains to be completed and records progress.

How learning is delivered

Training may be delivered through group sessions, discussions, online modules, written materials, practical exercises or one-to-one support. Some subjects, such as first aid, may include a practical element. A carer’s previous qualifications or experience can be taken into account, but the fostering service will decide whether refresher training or additional evidence is needed.

Training does not end when the initial course is finished. Supervising social workers review learning during supervision, placement reviews and annual household assessments. Carers should keep their knowledge current, complete required refresher courses and raise questions whenever a child’s behaviour, health, education or family circumstances create a new care issue.

The most useful question to ask a fostering service is not simply how many courses are included, but how it identifies individual learning needs, records completion and provides training linked to a particular placement. A clear programme should explain what must be completed before approval, what is required after approval and how ongoing development is supported.