What training do foster carers in Worcestershire receive?

Foster carers in Worcestershire complete a structured programme of preparation, assessment and development training. It covers the practical responsibilities of fostering, the impact of abuse and neglect, safeguarding duties, safer caring and the skills needed to support a child’s health, education, relationships and emotional wellbeing.

Before approval , applicants normally complete a preparation course such as Skills to Foster, or an equivalent programme provided by their fostering service. This is not simply an introduction to fostering. It gives applicants an opportunity to examine the realities of caring for children who may have experienced trauma, separation or disrupted attachments, while also considering how fostering could affect their household.

Pre-approval learning commonly includes:

• the reasons children enter care and the different types of foster placement;
• the effects of neglect, abuse, loss and instability on development and behaviour;
• attachment, trauma-informed care and helping children to build trust;
• safeguarding, safer caring and recognising signs that a child may be at risk;
• managing behaviour without using inappropriate or prohibited forms of discipline;
• promoting health, education, identity and positive relationships;
• working with birth families, social workers, schools, health professionals and other members of the care team;
• confidentiality, information sharing, record keeping and the responsible use of social media; and
• the expectations placed on foster carers, including attending meetings, contributing to plans and raising concerns.

Training is also part of the fostering assessment. Applicants are expected to reflect on what they have learned, discuss how they would respond to realistic situations and consider whether their household can provide safe and consistent care. The assessment may identify additional learning needs, particularly where a proposed placement involves a specific age group, complex behaviour, disability or health requirement.

After approval , training becomes more tailored to the children placed with the household and to the carer’s developing experience. A fostering service may ask carers to complete learning in areas such as first aid, medication, safer caring plans, managing allegations, online safety, supporting contact with family members, sexualised behaviour, exploitation, missing-from-care risks, or helping children prepare for independence. Not every carer will need exactly the same courses; the relevance of a subject depends on the placement and the carer’s role.

Foster carers in England also work towards the Training, Support and Development Standards for Foster Carers . These standards provide a framework for demonstrating competence in areas including safeguarding children, promoting development, communicating effectively, keeping records and working as part of a professional team. Evidence may come from completed training, supervision discussions, written reflections, observations and examples from day-to-day fostering practice.

Training is delivered in different ways. Depending on the subject and the fostering service, it may involve group sessions, online learning, workshops, reading, practical exercises or discussions with experienced professionals. First aid and other practical subjects may require participation rather than completing an online module alone. Some learning is completed by all approved carers, while other sessions are arranged when a particular placement or responsibility makes them necessary.

Training does not replace support and supervision. Carers can use supervision and placement reviews to discuss situations they have found difficult, identify gaps in their knowledge and agree further development. Learning can then be applied to matters such as supporting a child who struggles with routines, responding to distressed behaviour, maintaining appropriate boundaries or helping a child manage contact arrangements.

Applicants should ask their fostering service for its current training pathway, including which preparation course is used, what is required before approval, how the standards are completed and which subjects are mandatory after approval. It is also sensible to ask how training needs are reviewed when a child’s circumstances change. The exact programme can vary between fostering services, but the purpose remains the same: to ensure carers have the knowledge, practical skills and professional understanding needed to provide safe, consistent and child-centred care.