Fostering services policies and procedures risk assessment

When designing your organisation fostering services policies and procedures risk assessment the following legislation and standards refer to aspects of risk assessment in foster care settings:

  • Fostering Services Regulations ( England) 2011
  • Regulation 13 (3) – Behaviour management and children missing from the parent’s home 
  • Schedule 7 – Events and Notifications
  • Fostering Services National Minimum Standards 2011 – Standard 5 – Children Missing from Care foster carers 
  • Children’s Act 1989, Guidance and Regulations Volume 4 Fostering Service, Chapter 3 – Ensuring the best for children and young people (paragraph 3.88. to3.94)
  • The Children’s Homes and Looked After Children (Miscellaneous Amendments) Regulations 2013 (Section 29 (a)
  • The Children and Families Act 2014

In addition when designing your fostering services policies and procedures risk assessment also try to relate your information to the wider legislative framework for health, safety and risk management in foster care settings for children and young people: e.g. roles and responsibilities of the Health and Safety Executive (HSE); United Nations Convention on the Rights of the Child; role of service managers and team leaders, employees and service users under the law, e.g. Health and Safety at Work etc. Act 1974; Manual Handling Operations 1992; COSHH 1994 (amended 2002); Human Rights Act 1998; the Management of Health and Safety Regulations 1999 (amended 2003); RIDDOR 2013; Food Safety Act 1990; Food Hygiene Regulations 2006; Regulatory Reform (Fire Safety) Order (FSO) 2005; Working Together to Safeguard Children (2015)

In terms of fostering service policy and procedure risk assessment policies, when working in line with the Fostering: Inspections of independent fostering agencies inspection good grade, the promotion of a good risk assessment policy whilst ensuring staff and foster carers comply to such guidance may well contribute to the experiences and progress of, and outcomes for, children and young people. Ofsted 2014:19 appear to indicate that fostering placement plans and risk assessments must be established with foster carers for each individual child and young person placed and include actions required to protect and support the children/young people concerned. Ofsted 2014:19 also indicates that it good practice for adults to take action to protect children and to review plans for them where they continue to be at risk.


Pearson’s BTEC Level 3 Diploma for Residential Childcare (England) provides good practice guidance

Pearson BTEC Level 3 Diploma for Residential Childcare (England) provides good practice guidance, in relation to competence based training and assessment delivery, whilst using assessment standards. This includes:

  • Offering flexible delivery and assessment to meet the needs of the organisation and learner, through the use of a range of methods, for example virtual
    learning environments (VLEs), online lectures, video, printable online resources,virtual visits, webcams for distance training, e-portfolios.
  • Please contact Evans Management and Professional Training on: 0203 051 1758 to book a place on the Pearson BTEC Level 3 Diploma in Residential Child Care. Click here for further information: Diploma in Residential Child Care – A5_FLYER_DIGITAL. secure pdf 

The Care certificate was introduced in April 2015

The Care Certificate (2015) was developed, as part of the Cavendish Review work (The Cavendish Review –, jointly by Skills for Care, Health Education England and Skills for Health. It:

  • applies across health and social care
  • links to National Occupational Standards and units in qualifications
  • covers what is required to be caring, giving workers a good basis from which they can further develop their knowledge and skills.
    ‘The Care Certificate was introduced in April 2015 and it is now the expectation of all those working as healthcare assistants and adult social care workers to undertake this learning as part of their induction programme. The Care Certificate was created as a result of the Cavendish Review which was published in July 2013. This review was part of the response to the Francis Inquiry into the failings of care at the Mid-Staffordshire NHS Trust. The Cavendish Review found that the training and development of healthcare assistants and adult social care workers was often not consistent or good enough. Cavendish proposed that a new ‘Certificate of Fundamental Care’ be created to improve this and this resulted in the ‘Care Certificate’. The Care Certificate covers the learning outcomes, competencies and standards of behaviour that must be expected of support workers in the health and social care sectors. It aims to make sure that you are caring, compassionate and provide quality care in your work. The certificate builds on and replaces the earlier induction programmes: Common Induction Standards (CIS) and National Minimum Training Standards (NMTS)’. Source: Care certificate introduction workbook (2015:3)

The Care Certificate Standards:
1. Understand Your Role 9. Awareness of mental health, dementia and learning disabilities
2. Your Personal Development 10. Safeguarding Adults
3. Duty of Care 11. Safeguarding Children
4. Equality and Diversity 12. Basic Life Support
5. Work in a Person Centred Way 13. Health and Safety
6. Communication 14. Handling Information
7. Privacy and Dignity 15. Infection Prevention and Control
8. Fluids and Nutrition

9. Awareness of mental health, dementia and learning disabilities
10. Safeguarding Adults
11. Safeguarding Children
12. Basic Life Support
13. Health and Safety
14. Handling Information
15. Infection Prevention and Control

Click below for further information:
Care Certificate


Training and Development

The Education and Training Foundation (website) released a set of aspirational standards in May 2014. The Professional Standards provide a framework for teachers and trainers to critically appraise their own practice and improve their teaching through Continuing Professional Development (CPD). Almost 1,000 sector professionals were involved in the development of the standards to ensure they accurately reflected practitioners’ needs.
To download your copy click here


Some aspects of training and the Fostering National standards (2011)

Training and Development in health and social care     

National standards in foster care

  • NMS 3.8.  Foster carers must receive training in promoting positive care and control of children, including training in de-escalating problems and disputes
  • NMS 4.6.  Foster carers must receive training around appropriate safer-care practice, including skills to care for children who have been abused
  • NMS 6.7.  Foster carers must receive sufficient training on health and hygiene issues and first aid
  • NMS 12.3. Training provided for foster carers should include appropriate training and support to foster carers caring for young people who are approaching adulthood
  • NMS 15.1.  If a fostering household is considered to be a potential match for a child, if gaps in training are identified in the foster carer/s development, the fostering service should work with the responsible authority to ensure the placement plan sets out any additional training, resource or support required
  • NMS 20.2. All foster carers, including all members of a household who are approved
    foster carers, are supported to achieve the Children’s Workforce Development Council’s Training, Support and Development Standards for Foster Care
  • NMS 20.4.  Foster carers must maintain an ongoing training and development portfolio which demonstrates how they are meeting the skills required of them by the fostering service
  • NMS 20.5.  Foster carers’ personal development plans set out how they will be supported to undertake ongoing training and development that is appropriate to their development needs and experience
  • NMS 20.6.  The reviews of each carers approval must include an appraisal of performance against clear and consistent standards set by the agency, and consideration of training and development needs, which are documented in the review report. The foster carer’s personal development plan is reviewed and the effectiveness of training and development received is evaluated
  • NMS 20.8.  Support and training is made available to foster carers, including hard to reach carers
  • NMS 20.9.  Appropriate training on safer caring is provided for all members of the foster household, including young people of sufficient age and understanding, and ensures that foster carers understand how safer caring principles should be applied in a way which meets the needs of individual children
  • NMS 20.10.  All training fits within a framework of equal opportunities and anti-discriminatory practice and is organised to encourage and facilitate attendance by foster carers
  • NMS 20.11.  In cases where a foster carer moves to a new fostering service, details of the development and training which he or she has undertaken, and of the extent to which the agreed training and development standards have been met, are made available on request to the new provider, and the foster carer is able to take their training and development portfolio with them
  • NMS 23.1.  There is a good quality learning and development programme, which includes induction, post-qualifying and in-service training, that staff and volunteers are supported to undertake. The programme equips them with the skills required to meet the needs of the children, keeps them up-to-date with professional, legal and practice developments and reflects the policies, legal obligations and business needs of the fostering service
  • NMS 23.2.  The learning and development programme is evaluated for effectiveness at least annually and is updated where necessary
  • NMS 23.3.  New staff and volunteers undertake the Children’s Workforce Development Council’s induction standards, commencing within 7 working days of starting their employment and being completed within six months
  • NMS 23.4.  All social workers and other specialists (e.g. medical, legal, educationalists, psychologists, therapists) are professionally qualified and,where applicable, registered by the appropriate professional body. They are appropriately trained to work with children, their families and foster carers, and have a good understanding of foster care and the policies and purpose of the fostering service.
  • NMS 23.5.  Assessment and appraisal of all staff involved in fostering work takes account of identified skills needed for particular roles and is used to identify individuals’ learning and development needs.
  • NMS 23.6.  Any staff involved in assessing the suitability of persons to be foster carers are social workers, have experience of foster care and family placement work and are trained in assessment. Social work students and social workers who do not have the relevant experience,only carry out assessments under the supervision of an appropriately experienced social worker, who takes responsibility for the assessment
  • NMS 23.9.  Each person on the (panel) central list is given induction training which is completed within 10 weeks of joining the central list
  • NMS 23.10.  Each person on the central list is given the opportunity of attending an annual joint training day with the fostering service’s fostering staff
  • NMS 23.11.  Each person on the central list has access to appropriate training and skills development and is kept abreast of relevant changes to legislation and guidance
       Copy the link to download the National Minimum Fostering Standards