What training do foster carers receive in Warwickshire?

Foster carer training is a structured programme that develops the knowledge, practical skills and confidence needed to care for children and young people who may have experienced neglect, abuse, loss or several previous moves. It begins before approval, continues through induction and is reviewed throughout a carer’s fostering career.

Pre-approval training

People considering fostering normally complete preparation training before their assessment is completed. This gives applicants a realistic understanding of fostering and helps them consider how it would affect their household, relationships, work and daily routines. Training may include:

• the role and responsibilities of a foster carer;
• the fostering assessment and approval process;
• safe care, household boundaries and managing risk;
• confidentiality, record keeping and information sharing;
• safeguarding responsibilities and recognising signs that a child may be at risk;
• how children’s experiences can affect their emotions, behaviour and development;
• attachment, separation and the impact of trauma;
• working with birth families, social workers, schools and other professionals;
• equality, identity, culture, religion and individual needs; and
• the importance of listening to children and involving them in decisions about their care.

The preparation also allows applicants to ask questions and identify areas where they may need additional guidance. Everyone involved in caring for a child, including other members of the household where appropriate, needs to understand the expectations and the importance of maintaining a safe, stable home.

Training after approval

Once approved, foster carers receive induction relevant to their role and the type of fostering they undertake. This normally covers practical arrangements such as preparing the home, receiving information about a placement, contributing to care plans, keeping appropriate records and communicating concerns. Carers are also guided on safer caring arrangements, online safety, transport, contact arrangements and how to maintain appropriate relationships with children in their care.

Further learning commonly focuses on the needs that fostered children may present in everyday life. Topics can include managing behaviour without using inappropriate sanctions, supporting emotional regulation, promoting education and health, helping children understand their identity, and responding appropriately when a child is distressed or withdrawn. Where a child has particular medical, developmental or emotional needs, specific training may be arranged so that the carer understands the relevant condition and care requirements before or during the placement.

Ongoing professional development

Training does not end when a carer is approved. Foster carers are expected to keep their knowledge current and take part in further learning identified through supervision, reviews, placement experience or changes in guidance. Some learning may be delivered in groups, while other support may involve one-to-one discussion, practical guidance or training linked to a specific child.

Common areas for continuing development include first aid, safeguarding updates, allegations and complaints, safer caring, medication, mental health, exploitation, self-harm, substance misuse, sexualised behaviour, attachment and supporting children as they prepare for independence. The exact programme depends on the carer’s approval, previous experience and the needs of the children placed with them.

How training is linked to support

Training is one part of a wider framework. Foster carers use what they learn alongside supervision, placement planning, records, reviews and advice from their fostering team. If a placement becomes more complex, the support plan can identify new learning or specialist guidance. Carers should raise questions early rather than trying to manage unfamiliar situations alone.

Applicants can ask the fostering team which preparation course is used, what subjects are included, how training is recorded and which courses are expected after approval. It is also useful to discuss how the organisation helps carers apply learning to real placement situations, because fostering requires judgement as well as knowledge.