Reviewing

Image highlights the word 'review'.

Key findings

  • The reviewing of progress should include obtaining information from agencies and professionals who have been working with the child to ensure that there is a shared understanding, all relevant and current information is known, and that the impact of any changes in the child’s circumstances are fully analysed and understood.
  • Flexibility is important to ensure that a personalised approach is maintained and can assist with engagement and compliance. The focus should be upon removing any structural barriers and maximising the child’s chances of making positive progress.
  • The child, and their parents/carers, should be actively encouraged to participate in the reviewing of progress. They should be empowered to consider what is and what is not working well for them, and to find their own solutions.
  • When a child is reaching the end of their disposal, a clear exit strategy is required to enable him/her to continue to make positive progress.

Background

Reviewing progress towards objectives is another integral part of case supervision, recognising that a child’s circumstances can change over time and that new information can come to light. Intervention plans should thus be reviewed at regular agreed intervals with the child’s participation, reflecting on the progress made. The Youth Justice Board case management guidance states that there should be a review whenever there is a significant change in the child’s circumstances or as more becomes known about them.

Summary of the evidence

The research evidence indicates that reviewing should:

A flexible and responsive approach

The reviewing of progress should take into account the child’s engagement to date, the responses to the activities and interventions which have been delivered, and whether the desired outcomes are likely to be achieved. This should include obtaining information from agencies and professionals who have been working with the child to ensure that there is a shared understanding, all relevant and current information is known, and that the impact of any changes in the child’s circumstances are fully analysed and understood.

Amendments to the intervention plan should be made as necessary in response to any significant incident or change in circumstances, with a clear recording of these amendments and the rationale. Flexibility is important to ensure that a personalised approach is maintained and can assist with engagement and compliance. Adjustments could include changing timings and locations for meetings and activities to work around the child’s commitments, such as school or work. The focus should be upon removing any structural barriers and maximising the child’s chances of making positive progress and realising their potential. Safety concerns can of course escalate over time, and appropriate adjustments to coordinated multi-agency activity has the potential to benefit both the child and wider society in the longer term. A responsive and prompt approach is also required to any non-compliance, taking into account the child’s individual circumstances.

Involving the child

As with the earlier stages of the ASPIRE process, the child, and their parents/carers, should be actively encouraged to participate in the reviewing of progress. They should be empowered to consider what is and what is not working well for them, and to find their own solutions. Practitioners need to continue to build rapport, ask open questions, and ensure the child’s understanding.

When a child is reaching the end of their disposal, a clear exit strategy is required to enable him/her to continue to make positive progress. The child should be encouraged to consider what help and support they feel they need and how this could be best provided. This could include:

  • referring the child to mainstream and/or specific services in the local area
  • arranging support from a third sector organisation or other community-based service which provides youth support/mentoring/outreach
  • identifying individuals or agencies the child can contact if they need help or someone to talk to.
Inspection data

The findings in the chart below are based on 43 inspections of youth offending services conducted between June 2018 and February 2020. We examined the cases of over 1,000 children who were the subject of a court disposal, with our inspectors considering whether there was sufficient focus within reviewing on supporting the child’s desistance, keeping the child safe, and keeping other people safe.


Key references

Liell, G.C., Fisher, M.J. and Jones, L.F. (2022) Challenging Bias in Forensic Psychological Assessment and Testing: Theoretical and Practical Approaches to Working with Diverse Populations. London: Routledge.

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Last updated: 10 March 2023