What training do voluntary foster carers receive?

Voluntary foster carers receive structured preparation and development training designed to help them understand the responsibilities of fostering and apply that knowledge in everyday care. The programme is not simply a one-off course: it normally combines learning before approval with further training linked to a carer’s skills, household circumstances and the needs of the children placed with them.

Before approval, preparation training helps applicants consider whether fostering is suitable for their household and gives them a clearer understanding of the role. It commonly explores:

• the responsibilities of a foster carer and how these fit alongside family life, work and other commitments;
• safe caring arrangements, including boundaries, supervision, privacy and appropriate use of technology;
• how to work with the child’s social worker, the fostering service, education professionals and birth family;
• the importance of accurate records, professional communication and sharing relevant information;
• how fostering may affect everyone in the household, including birth children and other family members;
• the impact of moves, family contact and changes in plans on a child’s day-to-day life; and
• the procedures to follow if a concern, complaint, allegation or safeguarding incident arises.

Training is usually interactive rather than limited to reading information. Applicants may take part in discussions, exercises, case studies and reflective activities. These help the fostering service understand how they would respond to realistic situations and give applicants an opportunity to ask questions about the practical demands of caring for a child.

After approval, a carer’s learning continues. Further sessions may cover subjects such as first aid, safer caring, medication, health and safety, equality and inclusion, online safety, education, family contact and preparing a child for a move. The precise requirements depend on the fostering service, the carer’s existing experience and the needs of each child. Some learning may be completed in a group, while other subjects may be provided through guided reading, online modules, discussions or individual support.

Training is also used to prepare carers for a particular placement. For example, a carer may need additional guidance about a child’s communication, health needs, routines, cultural identity, relationships or behaviour before agreeing to care for them. Information is shared on a need-to-know basis, while the carer receives enough relevant guidance to provide safe and consistent care.

Carers are expected to keep their knowledge up to date and to reflect on how training applies in practice. This can involve recording completed learning, discussing progress with a supervising social worker and identifying subjects where further development would be useful. Training needs may change as a carer gains experience, accepts different types of placement or supports children with more complex needs.

Voluntary foster care does not remove the need for proper preparation or ongoing professional development. The training should equip carers to meet the responsibilities of fostering, work as part of a professional network and make informed decisions about a child’s welfare. Before applying, it is sensible to ask the fostering service for its current training plan, any compulsory courses, how learning is assessed and what additional preparation is provided for a specific placement.