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These are unique peer reviewed publications, which bring performance management and evidence-informed practice closer together so research knowledge contributes directly to performance improvement work in children's services.

Each briefing in the series focuses on one of the national indicators (NIs) for children's services (or a cluster of very closely related indicators). They bring together relevant research findings and local practice that have been shown to contribute to improved results.

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The education of young people who offend

£10.00
The relationship between education and offending behaviour by young people is complex. Research indicates that a young person’s educational experience is a factor in their risk of involvement in criminal behaviour. Persistent offenders have poor long-term 
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Children missing from home or care

£10.00
published:2010
author(s):Sarah Moore

Running away is linked to having serious immediate risks including offending, substance misuse and sexual exploitation as well as to poor outcomes in adulthood. This latest Performance Pointer aimed 
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NI 54 - Services for disabled children

£10.00
published: 2010
author(s): Sarah Moore

In May 2007, the Department for Education and Skills launched its Aiming High for Disabled Children programme, which aimed to transform services and improve outcomes for disabled children. This 
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NI - 69 Children who have experienced bullying

£10.00
published: 2009
author(s): Sarah Moore

In April 2009, the government launched Safe from Bullying; guidance for agencies to reduce the levels of bullying amongst children and young people. Children who are bullied have lower self-esteem 
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NI 112 - Under-18 Conception Rate

£10.00
published: 2009
author(s): Sarah Judd

Recent statistics have shown that the UK has the highest rate of teenage births in Western Europe. Although for some young people, parenthood can have a positive effect, research also shows a clear 
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NI 62 - Stability of placements of looked after children: number of moves

£10.00
published: 2008
author(s): Susan Kelly and Rhiannon Hodson

A successful, stable placement is central to supporting the needs of children in care. Indeed, stability of placement is associated with a range of better outcomes for looked a 
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