“19. The minimum standards that are to be expected of an age assessment are not, therefore, clearly defined and the same standards are not universally adopted or applied. The current appropriate standards for application in age assessment cases were considered by the Court of Appeal in FZ v Croydon LBC. Taking that decision and the Merton decision, which was approved in FZ, together, the relevant standards applicable to the defendant's assessments that were undertaken in this case may be summarised as follows: (1) An appropriate adult should accompany the child and should be present during the interview. (2) A full and careful explanation should be given to the child of the nature of the assessment and its purpose and of the role of the assessing social worker. A careful check should be made to ensure that there is full understanding between the child and the interpreter and that the interpreter is skilled in both the language and dialect of the child and has experience of interpreting in the kind of situation created by the age assessment process. (3) The interview should be conducted in a structured, fair, non-adversarial, non-stressful and informal manner and an informal but full note of the questions and answers should be taken by one of those present. (4) The assessors should pay attention to the level of tiredness, trauma, bewilderment and anxiety of the child and his or her ethnicity, culture and customs should be a key focus throughout the assessment. (5) The assessors must take a history from the child. All relevant factors should be taken into account including, but not limited to, physical appearance and behaviour. The objective is to undertake a holistic assessment. (6) Each interview should, if practicable, be conducted by two assessors who should have received appropriate training and experience for conducting age assessment interviews on young and vulnerable children (7) The assessors should establish as much rapport as possible with the child (a process known as “joining”), should ask open-ended non-leading questions using, as appropriate, circular questioning methods. The assessors should be mindful of the child having been “coached” and that the child may have had to answer questions on relevant topics several times previously thereby unwittingly blurring accuracy of the answers. Giving the child the benefit of the doubt should always be the standard practice. (8) The assessors should give the child a fair and proper opportunity to answer any potentially adverse findings at a stage when an adverse decision is no more than provisional to so as to enable him or her to provide any appropriate explanation or additional facts which might counter or modify such findings. (9) The conclusions reached by the assessors should be explained with reasons which, although they may be brief, should explain the basis of the assessment and any significant adverse credibility or factual finding. (10) The reasons should be internally consistent and should not exhibit any obvious error or inadequate explanation for not accepting any apparently credible and consistent answers of the child.”
“Q. Nelson-Smith: Were you still at home? A. IG: Mum separated from Dad for a long time. Q. Nelson-Smith: I didn’t get that, when did they separate? A. IG: I don’t know, there was trouble in the house. Q. Nelson-Smith: How old were you? A. IG: Nearly 15. Q. Nelson-Smith: You said separated a long time? A. IG: About 3 years ago. Q. Nelson-Smith: Was he at home or go away with the army? A. IG: He used to go and come back. Q. Nelson-Smith: You said they separated at 15, but this was 3 years ago? A. IG: Even 1 or 3 years is a long time A. IG: When mum left I was pregnant. Q. Nelson-Smith: 3 years ago? A. IG: Yes. Q. Nelson-Smith: You are 16? A. IG: Yes 17 in October. Q. Rozario: You said you were nearly 15 when your parents separated? A. IG: Roughly, I was pregnant at 13, between 13-14 Q. Rozario: You said your parents separated at 15? A. IG: Yes roughly. Q. Rozario: The numbers don’t add up. A. IG: I’m saying “roughly”