Getting it right...

You do have to agree that agencies involved in youth work (as any other intervention with children and young people) should be able to show how and why what they do makes a difference. And it is true that in the past evaluation of the impact of these services was not always given high priority, and there was very little good-quality research to draw on. More recently this has changed, and as some of those giving evidence to the current government review have argued, there is now more knowledge about what works.

However, it's not always that easy to "prove" a direct link between what we do now and what happens to those young people in future. Though of course there's plenty of examples of what happens when we get it wrong - or more usually do nothing at all. It is a bit more straightforward in the education world, because there are exam results, and there are statistics about staying on at school and going on to college and university. But beyond these results, it's clearly the quality of the experience which is equally important. I was very privileged to be invited to attend an event last week at a sixth form college where I learned a great deal about how to get it right.

BSix college is in Hackney, and many of the young people who go there have had a far from easy start in life. Yet, their A level results compare more than favourably with other schools and colleges. Some students are leaving to go to top universities, including Oxford and Cambridge, while others are writing poems which have impressed Michael Rosen, producing art work and performing music to a standard which is simply breathtaking. In fact, this celebration of staff and student achievement was inspirational.

So how are they doing it? Well, the principal has clearly created a culture where students are encouraged and given every opportunity to achieve their full potential. It's also apparent that they are given a strong voice and are involved in every aspect of college life. But I could also see   that a great deal of attention has been given to making sure that their teachers and other staff feel good about what they do. So, they have access to mentoring schemes, chances to continue their own studies and professional development and excellent facilities - including most recently a canteen where they can eat healthy, subsidised but very tasty food.

The evidence is there for all to consider. Investing in people works. So why aren't we applying these lessons in the social care world?