Reports and publications from No One Knows, in date order:

Prisoners with learning difficulties and learning disabilities – review of prevalence and associated needs. Loucks, N. (2006), PDF.

Easy read introduction to the work of the Prison Reform Trust and the No One Knows programme. Working for Justice Group with Talbot, J. (2006).

Identifying and supporting prisoners with learning difficulties and learning disabilities: the views of prison staff. Talbot, J. (2007).

Prisoners with learning difficulties and learning disabilities – review of prevalence and associated needs. Loucks, N. A Prison Reform Trust briefing paper (2007).

Human rights and offenders with learning difficulties and learning disabilities. Watson, J. (2007), PDF. Identifying and supporting prisoners with learning difficulties and learning disabilities: the views of prison staff in Scotland. Loucks, N. (2007).

Police responses to suspects with learning disabilities and learning difficulties: a review of policy and practice. Jacobson, J (2008).

Identifying and supporting prisoners with learning difficulties and learning disabilities: the views of prison staff in Northern Ireland. Loucks, N. (2008).

Prisoners’ Voices: experiences of the criminal justice system by prisoners with learning disabilities and difficulties. Talbot, J. (2008).

Vulnerable defendants in the criminal courts – a review of provision for adults and children. Jacobson J. and Talbot, J. (2009).

All publications are available from the Prison Reform Trust and PDFs can be found at www.prisonreformtrust.org.uk/nok

Appendix 2

Reports and publications from Out of Trouble, in date order:

Criminal damage – why we should lock up fewer children. A Prison Reform Trust briefing paper (2008). Innocent until proven guilty – a report into the overuse of custodial remand for children in England and Wales. Gibbs, P. and Hickson, S. (2009).

Reducing child imprisonment in England and Wales - lessons from abroad. Soloman, E. and Allen, R. (2009).

Making amends: restorative youth justice in Northern Ireland. Jacobson, J. and Gibbs, P. (2009).

Vulnerable defendants in the criminal courts – a review of provision for adults and children. Jacobson J. and Talbot, J. (2009).

Punishing disadvantage – a profile of children in custody. Jacobson, J. et al (2010). All publications are available from the Prison Reform Trust and PDFs can be found at www.outoftrouble.org.uk

Appendix 3

Checklist for youth offending teams

This checklist is not exhaustive; local YOTs, together with their specialist service providers, will no doubt identify more that can be done.

Yes No Action Does your YOT have screening procedures for the following78

? • Low levels of literacy

• ADHD

• Learning disabilities • Learning difficulties • Autistic spectrum disorder • Communication difficulties. Does your YOT routinely ask children:

• If they are taking any medication?

• If they are in receipt of Disability Living Allowance? When a child first comes into contact with your YOT is information routinely requested from children’s services, in particular whether there is a CAF?

Does your YOT have a mental health worker? If yes, does s/he have learning disability expertise?

Does your YOT have clear procedures for when staff suspect a child may have particular impairments or difficulties? Are all staff aware of procedures?

Are service level agreements in place for specialist service provision? Is your YOT proactive in building positive relations with specialist services? For example learning disability services and SEN teams. Does your YOT have information sharing protocols with children’s services, in particular with CAMHS, SEN teams, schools, social services? Are all staff aware of protocols?

Is disability awareness training routinely undertaken by YOT staff? Is specific training routinely undertaken by YOT staff to help them identify particular impairments or difficulties that need further assessment or to be acted upon?

Are YOT programmes and activities accessible to children with particular impairments and difficulties? If yes, how do you know? If no, what support and/or changes are necessary?

Is information for children available in a range of formats? For example easy read, audio/video.

Do you know how many children in contact with your YOT have a disability?

Is there anyone at your YOT who has a responsibility for children with disabilities?

It is well established that high numbers of children who come to the attention of youth justice services have complex support needs. It is further

acknowledged that addressing these needs helps to prevent a range of negative outcomes and reduces reoffending.

How staff from youth offending teams (YOTs) identify and support children with particular impairments and difficulties who come to the attention of youth justice services, and what support they receive, was the primary focus of this study. The study shows significant variations between local youth justice services, to the extent that children with impairments and difficulties receive treatment and support as much on the basis of where they live, as on need. Especially concerning was the view, held by most YOT staff, that children with learning disabilities, communication difficulties, mental health problems, ADHD, and low levels of literacy who offend were more likely than children without such impairments to receive a custodial sentence.

Although the overall picture from this study was mixed there were many examples where the support needs of children were being identified and met; where youth justice programmes and activities were being thoughtfully and skilfully adapted to include children, and where routine training and support for YOT staff took place.

London EC1V 0JR Tel: 020 7251 5070 Fax: 020 7251 5076

www.prisonreformtrust.org.uk