Future of foster care: consultation analysis – updated final report

6. Retention – Learning, Development and Practical Support

Issues relating to the retention of foster carers were set out in Part 7 of the consultation paper, and it was recognised that recruitment and retention are inextricably linked. This chapter presents the analysis of questions that explore the need for and value of learning, development, and practical support for foster carers.

Q13. What is your experience of the SSSC ‘Standard for Foster Care’ and do you find it helpful?

Views were sought on experiences and perceptions of the Standard for Foster Care, published in 2017 by the Scottish Social Services Council (SSSC). This sets out learning expectations for foster carers at different learning stages: pre-approval, post-approval and continuous professional development.

Around three quarters of all respondents left a comment at Q13. Equal numbers provided positive or negative comments on the Standard. Thereafter, themes included having no or limited awareness of the SSSC Standard for Foster Care, suggested areas for development and examples of similar support offered by other agencies.

The SSSC Standard is helpful

Several respondents expressed a view that the SSSC Standard is helpful. Reasons included that it provided insight into legislation, demonstrated the simplicity and complexity of caring, ensured an understanding of the need for pre- and post-approval and continuous professional learning, that it was a ‘great safeguarding tool’ and that it offered a ‘comprehensive and standardised’ training programme.

“The Standard works for our local authority. We use them as a framework for our carers, for both pre- and post-approval training expectations. In addition to this the standards are helpful to promote needs led approach to unplanned learning needs which are required to promote safe practice and meet the needs of children and young people on an individual basis. The standards provide a pathway for Continuous Professional Development which the fostering service promote with the provision of in-house training, online training and bespoke training in line with individual learning needs.” - Aberdeen City Council

The SSSC Standard is not helpful or not used

Comments that the Standard is either not helpful or fully implemented were given by several respondents. Challenges highlighted in using the Standard included that there is no formal requirement to use it, or that it is poorly publicised, overly prescriptive, or not user friendly e.g. it contains significant amounts of information or is too complex. Others commented that the Standard had not been well implemented or not been used. A lack of awareness of the Standard was expressed by several respondents, mostly individuals.

“Reflecting the diversity of the fostering population in our area, some carers have found this more helpful than others. Whilst we retain reference to the SSSC Standards our professional development discussions are less focused on linking carers training to the Standards.”- East Ayrshire Council

Suggested areas for development

Areas where improvements could occur in light of new developments were suggested by several. In terms of making the Standard more robust, recommendations included updating the descriptors, ensuring sufficient capacity exists to assess, review and deliver any new national learning framework and to take account of the work of The Promise. Some respondents recommended designing learning opportunities that took account of caring roles and enabled people to attend, such as events during school hours or online.

“It would be helpful for one set of competencies to be developed nationally that could be used as standard across the sector and used consistently by all agencies – e.g. local authorities, independent agencies and Care Inspectorate alike.” - Barnardo's Scotland

Topics respondents felt should be better integrated into the Standard included:

• How to address the impact of complex trauma, and therapeutic parenting.
• Self-care and wellbeing of carers, and dealing with the emotional impact of caring.
• Support for unaccompanied asylum-seeking children and children with complex needs.
• Child development, including the needs of infants and young children, and brain development.
• Insight into a child’s perspective of being in foster care and what they value from carers.
• Clarifying the role of independent advocacy as distinct from the type of representation foster carers could offer children and young people.
• Support for those leaving care in the form of Continuing Care provision.

Alternative learning materials

Some respondents outlined other forms of learning or standards for foster carers. Two highlighted the Care Inspectorate standards, with others mentioning organisations or qualifications including TURAS, the Fostering Network, NEST and SVQs. Training from local authorities was also highlighted, though views varied as to the usefulness and quantity of such provision.

“The Care Inspectorate standards are much better at covering what support, learning and development foster carers need to care for a child.” - Individual

“Luckily my local authority have a fabulous training program. I have completed my SVQ 4, I have attended 3 x 22 week trauma/attachment training schemes. Plus, so many training events that I've lost count.” – Individual

Q14. Should there be a new national learning framework for foster carers which could also be a pathway for continuous development?

Of those answering Q14 (69% of all respondents), 83% agreed there should be a new national learning framework for foster carers which could also be a pathway for continuous development, while 17% disagreed. Both individuals and organisations supported the proposal at 78% and 92% respectively.

Four fifths of respondents left a comment at Q14. The most prevalent themes were comments on how a framework could operate, views that a national framework would encourage consistency across Scotland (see Q15) and support that foster carers would need. One individual and East Ayrshire Council felt a framework would not be a good use of resources, particularly if current arrangements are satisfactory.

Ways a national learning framework could operate

Many commented on how any framework could operate, including at Q15, which have been incorporated into the analysis below. Considerations that could be addressed in any national learning framework included:

• Ensuring individual learning styles are reflected.
• The use of a variety of training formats such as in-person, live online, shadowing, and self-learning, as well as opportunities that include practical elements. One suggested providing training about life story work ‘as standard’.
• The need for a clear implementation plan that includes responsibilities for delivery and includes ‘Pathways’ planning and meets a diverse range of ages and needs of children and young people, such as specialist support needs.
• Identifying whether such a framework would have unintended consequences.
• Considering use of core or foundational elements supplemented with optional and specific elements or peer mentorship programmes and addressing whether training would result in qualifications.
• To align or integrate with other frameworks, such as the Skills and Knowledge Framework for the United Nations Convention on the Rights of the Child, the Who Cares? Scotland model of training, the 2023 Learning and Development Framework produced by Staying Together and Connected National Implementation Group or the Fostering Network and AFKA Cymru framework for post-approval training.
• The use of online materials, such as a centralised ‘hub’ of resources. One respondent suggested an app, individualised to each local authority, that allows training to be uploaded and captures learning and reflection.

Several respondents commented on whether training should be mandatory. Views varied, from those who felt at least a minimum level of training should be required to those who felt compulsory training may be off-putting, not relevant, or challenging for some to attend. Attendees at one engagement event expressed a preference for a qualification on completion of training, to offer a sense of achievement. At another engagement event, attendees noted carers currently had nothing to show for the training they had received and were not interested in training if the aim was to make them ‘do more with less’, and advocated a motivational rather than punitive approach to training.

“It seems that some foster carers are well informed and take on professional development in a variety of forms, but other foster carers seem to attend no training/support groups. There should be an expectation that all foster carers participate in ongoing training/ development/support groups and reflective supervision. Foster caring is a complex task and this needs to be recognised - typical parenting approaches for example may not work or can make matters worse!” – Individual

“The development of trauma training and resourcing is a positive step, particularly for foster carers working alongside children who have experienced significant trauma. In addition to pilot programmes in 2025, ongoing trauma-informed training must be integrated into the continuous professional development (CPD) framework for all foster carers”. – Promise Scotland

Respondents felt any learning framework could cover topics aligned to those suggested in Q13, with some also suggesting topics at Q18, incorporated here. Other suggested topics included first aid, confidentiality, legal frameworks, safeguarding, and restorative practices. Respondents recommended the need for specialised training or to address ‘new’ components of the flexible fostering approach, such as understanding the specific needs of children, communication or case recording skills, de-escalation techniques, how to help children process family time and how to undertake reflective practice. The needs of specific children mentioned by respondents included brothers and sisters, unaccompanied asylum-seeking children and those with specific disabilities, where training could address topics such as lifting and handling training or autism. Attendees at one engagement event suggested all members of a fostering family should have access to training, given they were all impacted by caring for children, while attendees at another event called for training for young people in foster care.

Support required for foster carers or children

The need for support for foster carers to enable them to attend training or supplement training was mentioned by some, with some others also commenting on support for children. Suggested supports foster carers may require included providing study leave, childcare, recognising practical experience or demands on time.

Attendees at one engagement event called for a career pathway to be in place. One respondent highlighted that younger foster carers may be more likely than older ones to seek recognised qualifications and may be more incentivised to become a foster carer if there was a more defined career development structure in place:

“Fostering as described under the previous paragraph [of the consultation paper] has little appeal to younger generations – whilst they share the same altruistic ideals, they want more practical support, recognised qualifications, and a professional status along with an acceptable balance between leading a professional life (e.g. continuing their own career, combining this with fostering) and fostering …Younger generations may not share the same values, ideals and expectations.” – Individual

Q15. What more can the Scottish Government do to nationally support the learning and development of foster carers?

Three quarters of respondents provided a wide range of comments at Q15. The most prevalent themes were that the Scottish Government could help promote consistency of learning and development for foster carers, that digital resources could be developed and that training should be flexible and accessible.

Promote consistency

Nationwide consistency was advocated by several respondents at Q14, expressing a view that a national framework would help achieve this. Similarly, several respondents at Q15 felt the Scottish Government could help promote consistency. Perceived advantages of increased consistency included equal access to learning opportunities, greater standardisation and an ability to transfer learning or have learning recognised across providers. It was suggested that the Scottish Government could assist in greater consistency through standardising training, such as through a centralised resource, devising learning pathways or setting criteria or targets. A few suggested specialist roles could be created such as a national learning coordinator, or to review workforce planning.

“At the moment there are 32 different local authorities and all the IFAs all offering their own training and identifying different priorities. There is a lot of content out there, but to have it gathered in one place would be helpful.” - Individual

Develop digital resources

The need for online or digital resources was highlighted by several respondents. These were considered useful for allowing foster carers to access training at a time and location that suited them. Ideas included developing a national online portal or app that could contain free, accredited courses or video-based content. At one engagement event, attendees suggested a suite of online training for carers to undertake independently would benefit social workers as they would not need to be so involved in delivering or monitoring training, and was considered more practical for foster carers, especially those who do not live close to training centres.

“The Scottish Government could support the delivery of the national learning framework through the provision of an online hub with useful knowledge for carers to draw on as they need it; links to training available to them; and signposting to wider support. For example, we provide a free Parenting Smart website which includes an FAQ-style database of hints and tips for parents to support their children and young people.” - Place2Be

Make training flexible and accessible

Several respondents highlighted a need to ensure that training and development opportunities are flexible and accessible. Issues raised included that training should be provided locally, offered at times that suited carers, and with childcare available if needed. Less common views included funding carers to attend training, a call for in-person events and ensuring flexibility to address local issues. These views were also raised by attendees in some engagement events. Attendees at one event suggested having a day system for foster care that could enable those with children at school to take up some flexible fostering roles.

Source high-quality resources

The need for high-quality training was highlighted by some respondents. Comments indicated that relevant and high-quality training should be sourced or developed, such as developing a foster care SVQ qualification weighted towards practice and reflection or on therapeutic parenting approaches. Attendees at one engagement event noted that some local authorities had paid carers to undertake SVQ qualifications and supported the idea of a bespoke SVQ in foster care. Others suggested the use of existing resources, such as Who Cares? Scotland ‘Care Aware’ training, a learning and development framework for foster carers used in Wales and a pilot that integrates the assessment of potential foster carers with a standardised qualification.

Other issues

Some respondents raised the need for more peer support. These comments are incorporated into the analysis of responses Q17. Some also suggested topics to include in training, that mirrored those outlined in Q13, Q14 and Q16.

Q16. What, if any, specific support might be needed to ensure that foster care in Scotland is attuned to the unique and specific needs of infants and very young children?

Almost three quarters of respondents left a comment at Q16. The most prevalent themes were suggested topics to include in learning and development opportunities, the need for training or support for foster carers, ways to deliver training or support, and types of support needed by infants and very young children.

Topics to include in learning and development

Specific knowledge or skills required by care givers to meet the needs of infants and very young children were mentioned by several respondents. Comments emphasised the need to achieve responsive attunement, with an awareness of child health and development and how to support trauma or attachment issues, health conditions and disabilities. In addition, ways to deal with practicalities involved in providing quality care were considered important, such as how to access support or information, developing routines, infant feeding, safe sleeping practices, car safety and how to contribute to planning processes.

The most mentioned topic for training or support was to address foetal alcohol syndrome, such as how to spot symptoms, supporting drug withdrawal in babies, providing enhanced support for pregnant women to help them overcome addictions and ensuring a comprehensive support plan is put in place following a prompt diagnosis.

A few suggested specific training resources they felt were useful, such as:

• mandatory bespoke training for all Children’s Panel Members on Adverse Childhood Experiences and the effects of childhood trauma, developed from a partnership between Children’s Hearings Scotland and NHS Scotland;
• the Solihull two-day foundation course;
• training from foster care providers such as Barnardo’s and TACT
• the PACE model of practice;
• NHS TURAS online trauma training;
• the BUSS model of training related to the early years, and;
• the ‘Foster to Adopt’ model that includes Concurrent Planning.

Education or support for foster carers

Several respondents called for improved access to relevant learning and development resources or support for foster carers to help meet the needs of infants or very young children. Comments varied regarding whether sufficient resources exist to help foster carers support these children. East Ayrshire Council called for the development of a national framework for this age group, focused on recruitment, training and support with a health-led package of approved development and mandatory training for foster carers. A few called for recognition of the learning and experience of foster carers, such as having a ‘badge’ that indicates a certain level of training and experience. A few called for full information about children to be shared with foster carers and a few called for better access to therapy or mental health support for carers (see Q17).

“Develop specialised, relationship-focused, infant mental health training for all registered foster carers in Scotland who may be providing care to babies, infants and very young children. This should draw on: the substantial evidence base around infant mental health; expertise within the nascent infant mental health landscape in Scotland; the specialism developed through NSPCC infant and family teams.” - NSPCC Scotland

Ways to deliver training or support

Similar to those raised at Q14 and Q15, several respondents left comments about the delivery of training or support to foster carers. Over and above views expressed in these earlier questions, comments included the need to ensure up-to-date advice is provided given rapidly changing knowledge e.g. on safe sleeping practices, to provide individualised practice-based support e.g. through peer mentoring, to offer ongoing support to enable attendance at things like baby massage or baby and toddler groups or to have a toolkit of flexible parenting approaches that support recovery and healing. Attendees at an engagement event noted that experienced foster carers would have different training requirements compared to new carers.

“I am also conscious that support, training and advice to carers of young infants goes out of date very quickly and that within our team, we would not be up to date on the latest advice. The health and safety template checklist we use still refers to plug socket covers, which are not recommended now. Local authority fostering teams use practices (such as re-using cot mattresses and car seats) that are not to be recommended.” - Individual

Support for infants and very young children

Focusing on ensuring the best support for infants and very young children was advocated by some respondents. Suggestions included:

• Providing child-friendly venues for family time.
• Not overly relying on short breaks for those under age four and not using them for babies under 18 months due to the impact of disruption.
• Having more social opportunities such as in nurseries.
• A ‘baby box’ given to foster carers at the start of each caring journey.
• Providing up-to-date equipment and finances to purchase items for newborns, suggested by attendees at an engagement event.
• Specialist infant mental health support.
• Having realistic, safe caring agreements.
• Speeding up decision-making processes.

Qualities of good foster care with infants and very young children were also suggested, including love, care, nurture and attunement, a focus on touch and close proximity and building a sense of safety and trust.

Other issues

Some respondents felt carers should be involved in designing or delivering learning and development opportunities. Some others felt improvements were needed at the matching stage to ensure a good match between carers and children (see Q32). This view was endorsed by attendees at an engagement event where it was noted that social workers would need to know carers well to ensure good matching. A few called for enhanced support for birth parents, such as expanded prenatal care, perinatal mental health support, and parenting programmes. The NSPCC suggested that the Scottish Government should “consider the potential benefits to infants of permitting Dual Registration of Carers as Foster Carer and as potential Adoptive Parents”, to help address delays in making placements and for formal recognition of the role of foster parents in contributing to legal decision-making, particularly for infants.

Q17. What other practical support would help foster carers?

Two thirds of respondents left a comment at Q17. The most prevalent themes were enhanced support from other workers, specific suggestions for practical support, training for foster carers (addressed at Q16) and the need for more mental health support for carers or for children and young people.

Improved support from other workers

Comments on support needed by foster carers from other workers, particularly social workers, were given by several respondents, with some also raising this issue at Q16. Views were wide-ranging and included the need for collaborative opportunities in training, such as involving health or social care practitioners in training delivery or to attend alongside foster carers. Training for others working in early years was highlighted such as for social workers, midwives and health visitors, and education professionals.

Specific practice or training suggestions included:

• Social work and care: social worker training on how trauma impacts infants and very young children, access to independent advocacy, increased communication between foster carers and social workers, social worker or clinical supervision, use of family support workers to strengthen placements and support during challenging times for foster carers, such as dealing with allegations or if children run away.
• Health: specialist health visiting support, midwives entering the crucial information on child medical records regarding prenatal alcohol and drug use and other teratogens^[4].
• Education: play therapy training that includes infant observations, the use of checklists and logs to track behaviour and responses over time, and support workers located in education or employment-related establishments.

Specific suggestions for practical support

Practical support suggestions were made by several respondents. In order of prevalence, these included:

• Some suggested childcare should be provided to enable carers to attend meetings or training, or that they should be reimbursed for refreshment costs associated with meetings held in the foster carer’s home.
• A few who called for help with transport such as help paying for costs associated with needing larger cars or public transport costs.
• Help meeting housing costs, such as accessing larger houses, support to achieve property extensions or adaptations, and a Council tax discount (see also Q36).
• Help keeping foster carers safe, e.g. contextual safeguarding, such as when travelling at night to pick up a young person or when visiting birth family homes.
• Access to digital connectivity and IT devices such as laptops or mobile phones.
• Practical help around the home, such as with gardening, cleaning and washing.
• More community interaction and support or an ability to pursue personal interests.
• Recognition that support is still needed, even when placements are going well, an issue raised by attendees at one engagement event

“Foster carers, like other caregivers, are not a homogenous group. Their needs differ and so also does the practical support which will assist them to undertake the fostering task. An open approach which ensures that carers are able to access the support they need, practical, psychological, and emotional and which may be needed for a specific child is the important factor; and being able to do so without criticism or stigma.” - Social Work Scotland

Counselling or mental health support

A similar proportion called for more counselling or mental health support for foster carers or for children and young people. These themes were each raised by some respondents, and was also raised by some at Q4, addressed here. Issues raised included that carers experience vicarious trauma, in other words, the psychological and emotional impact of exposure to trauma experienced by others. This was also raised attendees at an engagement event. It was also noted that caring for many of these children or young people presented challenges such as lack of sleep when allegations are made, responding to challenging behaviour, and compassionate fatigue or burnout. Suggested supports included access to counselling, wellbeing opportunities such as free gym memberships, and infant mental health interventions to support the quality of the caregiving relationship. One suggested the continued provision of access to Pathways support that incorporates learning opportunities, peer support and access to clinical and therapeutic consultations for carers.

Some also called for improved therapeutic support for children and young people to help reduce the likelihood of adverse impacts of trauma, such as addiction, offending behaviours and suicide. The importance of timely and sufficient support for children and young people was emphasised, with some referring to the importance of ensuring timely access to Child and Adolescent Mental Health Service (CAMHS) or the need for specialist mental health support for care experienced young people from CAMHS.

“A significant proportion of children and young people in Glasgow being supported in foster care have complex needs, including children and young people with disabilities, neurodiversity, mental health and trauma. Thus, it would be helpful if Scottish Government could help to increase the priority for appropriate specialist support for children in foster placements and reduce wait times, for example, in relation to CAMHS and Community Paediatrics. The Community Mental Health and Wellbeing funding has been strongly welcomed and has provided an infrastructure of support for children, young people and families/ carers at tier 1 and 2 level, with the potential to expand such initiatives.” - Glasgow City Health & Social Care Partnership

Facilitate more social or peer opportunities

Enabling ways foster carers can meet or learn from other carers was recommended by some respondents at Q18 and some at Q26. Ideas included reducing isolation through building communities of support, peer mentoring, peer support groups and networks offering emotional and practical support and hiring a soft play venue with refreshments.

“Better resourced social work services so that foster carers can be better supported and that we have time to organise social groups/outings and celebration events celebrating achievements of foster carers and children and young people in care.” – Individual

Enable short breaks for carers

Some respondents called for foster carers to be able to access short breaks, either to obtain a break from caring or to attend meetings, training, or therapy. A few responses revealed the tension between foster carers being perceived as competent by providing care at all times, and the need for them to be able to have a break. It was highlighted that people did not always understand why foster carers might need to obtain a short break. The Promise Scotland highlighted that children should only ever stay away from their home with other people whom they trust and have an ongoing relationship with, and that it should be a fun, enjoyable experience for them.

“During our discussions about support, access to short breaks was frequently mentioned and must be considered an integral part of the support on offer for kinship and foster carers. This should include, where possible, the child or young person to ensure families have access to positive experiences.” - Includem

Q18. What, if any, additional learning and development would be needed for the ‘flexible fostering’ approach?

Six in ten of respondents commented at Q18. Aside from comments on ways to deliver training or topics to include detailed above in Q14, Q15 and Q16, the most prevalent themes were the need for foster carers to better understand how to work effectively with birth parents, the need for assessment skills and concerns about the flexible approach.

Support to work effectively with birth parents

More training for foster carers on understanding the needs of families and how to work effectively with birth parents were raised by several respondents. Understanding the impact of challenges faced by birth parents, such as poverty, health, housing issues, addictions and family dynamics, was considered important for foster carers. How to provide safe support, setting expectations and boundaries, facilitating family time, and an awareness of what matters to escalate were considered valuable topics training could address. Skills that foster carers were considered to need to work effectively with birth parents included diplomacy, sensitivity, and an ability to overcome cultural divides and maintain positive relationships while also being a ‘critical friend’ to encourage change.

The need for assessment skills

Some respondents highlighted the need for enhanced assessment skills for foster carers. In particular, calls were made for greater knowledge of child protection processes and how to undertake different types of assessments, such as risk, lone working, health and safety, home, or parenting assessments. In addition, understanding the boundaries of foster carers’ role in making professional assessments or decisions and an understanding of what to look for when making a professional judgement was considered important.

“Foster carers might need more training on how to work with families in a wider context, how to do parenting assessments, more about risk assessments as well.” – Individual