What training is required for residential foster care?

There is no single qualification called “residential foster care training”. In England, prospective foster carers complete a structured preparation and assessment programme before approval, followed by training that develops the skills required for the children and young people placed with them. The exact programme depends on the fostering service, the type of placement being considered and the needs identified during assessment.

Before approval, applicants usually attend an introductory preparation course, often based on the Skills to Foster framework or an equivalent programme. This normally explores:

• the responsibilities and standards expected of foster carers;
• how fostering affects relationships, routines and other members of the household;
• the impact of separation, loss and previous experiences on a child’s behaviour;
• working with social workers, schools, health professionals and birth families;
• safe care, confidentiality and professional boundaries; and
• the practical demands of different types of placement.

Preparation training is not simply a classroom exercise. It helps applicants consider whether fostering is suitable for their household and gives the assessing social worker an opportunity to understand their strengths, experience and learning needs. Applicants may be asked to complete activities, discuss scenarios and reflect on how they would respond to situations that can arise in family-based care.

Training is considered alongside the wider assessment process. The fostering service will review an applicant’s background, health, home circumstances, support network and ability to work with professionals. If further learning is needed, this can be identified before a recommendation is made. Approval is granted for a particular fostering service and category of care, so training requirements can differ according to the approval sought.

After approval, foster carers generally work towards the Training, Support and Development standards for foster carers. These standards provide a framework for demonstrating practical knowledge and competence. Evidence may come from training sessions, supervision discussions, reflective accounts, observations, records and experience gained during placements. The purpose is to show how learning is applied in day-to-day care, rather than relying only on attendance certificates.

Carers supporting more complex or specialist residential-style placements may be asked to complete additional learning. This could include training linked to a child’s communication needs, emotional or behavioural presentation, medical requirements, identity and culture, or risks identified in the placement plan. Training should be matched to the individual child, rather than treating every placement as the same.

Some subjects require regular updating. A fostering service may set refresher requirements for areas such as emergency procedures, safe care and other core responsibilities. The frequency and format are set by the service’s policies and the relevant expectations for the placement. Carers should keep a record of completed learning and discuss any gaps during supervision or reviews.

Training may be delivered through a mixture of group sessions, online learning, reading, practical exercises, supervision and specialist briefings. Foster carers should have the opportunity to ask questions and relate the material to their own household. Where more than one adult is approved in a household, the service will usually expect both carers to understand the relevant responsibilities, even if their previous experience differs.

Training does not stop when a child moves in. Foster carers continue learning through placement reviews, support meetings, supervision and reflection on incidents or changing needs. New information from a child’s care plan may lead to a briefing or a further course. This ongoing approach helps carers adapt their practice while remaining within the agreed approval terms and placement plan.

When comparing fostering services, ask how preparation is delivered, which standards carers work towards, how specialist training is arranged and how training needs are reviewed during a placement. It is also sensible to ask what happens if a carer has relevant experience or an existing qualification, as this may inform the assessment but will not necessarily replace the service’s own preparation and mandatory learning.