Maps to the College of Policing Specialist Investigative Interviewing National Policing Curriculum (Version 1.1, July 2022)
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This Aide Memoir does not replace the guidance contained in Achieving Best Evidence 2022, which should be understood in detail and referred to where necessary. It is not a replacement for formal training and should only be used by persons who have undergone appropriate specialist training (ABE 1.32). Each case must be considered individually. This assessment does NOT replace the assessment carried out by a Registered Intermediary should one be utilised. Supervisors should monitor and review interviews and associated plans appropriately (ABE 1.35). Any witness assessment and interview strategy should be accompanied by a witness care strategy. The safeguarding and welfare of the child takes primacy (ABE 2.26).
Version 3.1 • Last updated: 24 July 2026
PIPPA — Child Witness Needs Assessment
• ABE 2022
Completion: 0%
1
Previous accounts & context of concern ABE 2.29–2.32
Understanding the circumstances is critical: it helps plan questions for mental context reinstatement and address significant omissions or inconsistencies. ABE 3.100
DO NOT REPEATEDLY REQUIRE A CHILD TO TELL DIFFERENT PEOPLE WHAT HAPPENED. IF THIS IS A CLEAR ALLEGATION, EVIDENCE THE ACCOUNT GIVEN TO THE ADULT. ABE 2.4–2.7
Obtain all documentation of any prior account to any person.
Prior account details
Circumstances and context of account / incident
Who was present at time of account
Location where account was given
Questions asked of the child
Observations re: child's communication
Exact words / phrases used by victim (their own words)
Consent should be obtained from a person with parental responsibility wherever practicable. Where PR is disputed, unavailable, or a relevant court order exists, this must be documented and, if in doubt, advice sought before proceeding. YJCEA 1999
Consent details
Parental / carer consent — obtained from whom, when, how
Relevant court orders (e.g. Care Order, Child Arrangements Order, Specific Issue Order)
Child's own consent, wishes and capacity to participate
Where PR is disputed, absent, or unclear — action taken
Balance the need to ensure the child is ready and informed against the risk of coaching or collusion. Keep a full written record as a minimum ABE 2.72. Maintain clear objectives ABE 2.73.
Do you have the skills necessary to meet the communication needs of this child? Are you able to make adaptations that assist? What other methods of supporting the child's needs might you consider?
Neurodiversity and additional needs
Consider whether any identified or suspected neurodivergence affects communication, processing time, or the need for specialist support. This should inform ground rules, pacing, and whether a Registered Intermediary referral is appropriate.
Trauma-informed practice
Trauma responses can affect presentation, recall, and engagement. Adaptations should be trauma-informed and proportionate, and should not compromise the evidential integrity of the interview.
Trauma considerations
Nature of trauma response observed
Possible impact on memory and recall
Environmental adaptations made
Referral for trauma-specific support
5
Assessment tasks 1–4
TASK 1 Key concepts — working memory & language ABE 2.70
Items needed: animal counters, bag, building bricks. Purpose: rapport building; assess understanding of prepositions and quantity.
Word comprehension checklist
Word
✓
✗
Word
✓
✗
TASK 2 Practice interview
Items: plain paper, colouring pens, post-it notes. Mini interview about a topic NOT linked to offence / offender / location. Treat with same rules as ABE interview.
What to establish
Ground rules taught
Truth and lies — competency assessment
There is no presumption of incompetence based on age. Under the Youth Justice and Criminal Evidence Act 1999 (s.53–56), a child is competent to give evidence unless unable to understand questions and give intelligible answers. Case law (R v B [2010]) confirms a child is not required to demonstrate an understanding of the abstract concepts of "truth" and "lies", or to pass a formal truth/lies test, before their evidence can be heard — the focus is on their ability to give an intelligible account. Any assessment undertaken should be recorded but should not be treated as a gatekeeping test.
Assessment record
Method used to explore understanding
Outcome / child's response
Action taken if understanding not clearly demonstrated
Practice narrative — adequate? Coherent? Corrects interviewer?
Question types understood. How simple do questions need to be?
Relevant words / concepts. Own words for events, positions, sequences, numbers, times
Level of detail — with and without appropriate prompting
Ground rules — did teaching work? Which were effective?
Does drawing help or hinder this child?
TASK 3 Demonstrate detail
Items: a describable object (e.g. bottle). Purpose: practise providing detail. May not be needed if practice narrative already demonstrates adequate detail.
TASK 4 Body outline
Items: pre-cut body outline, colouring pens. Rapport tool only. DO NOT use in interview. DO NOT ask about intimate parts. Use only with non-suggestive questioning.
Action
✓
✗
Notes
Engages and completes task
Identifies it represents them and resists mis-naming
Names and identifies correct body parts
6
Decision making & rationale
Use all information gathered to inform a bespoke interview strategy. Document your rationale fully.
🤖 Decision Support Tool
Analyses your assessment findings and suggests the most appropriate next step
If an interview adviser is engaged they will usually prepare the overarching strategy and take oversight of the plan. List factors that may affect the interview and how you will address them.
Opening questions (8–10) — starting with "What have you come here to talk about?"
Use prior context of concern to assist if these exist (refer to Section 1). These should be open and non-leading.
Victim Personal Statement planning
VPS details
Timing — when will the VPS opportunity be offered?
Lead officer responsible for VPS
Child's wishes regarding a VPS
Contingency planning
Agree in advance how foreseeable situations during the interview will be handled, so the response is planned rather than improvised.
Planned responses
Child becomes distressed
Spontaneous disclosure of a new or different offence
Child discloses being a suspect / involved as a perpetrator
Welfare issues / victim support / referral to SARC etc. ABE 2.242
Interview reference number and storage
Info on retention and use — provided to interviewee / parent / guardian?
ROC / PPI / URN updated with accurate interview summary
ROVI preparation
Use of Needs Assessment to inform MG2
Disclosure of interview content to other relevant parties
MG11 from interviewer / co-interviewer
Interview evaluation — link to suspect interview? Any key phrases?
Further interview required?
Self-evaluation and accreditation
Post-interview witness management
Ongoing witness care continues after the interview. Confirm what has been arranged and communicated so the child and their family know what to expect next.
Witness management
Referrals made (e.g. ISVA, CAMHS, victim support, specialist counselling)
Information given to child / carer about next steps
Court process explained
Witness care officer / single point of contact
Special measures considered or applied for
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