2.1 Explain the preliminary and preparatory actions to take when supporting young people to develop an action plan

This guide will help you answer 2.1 Explain the preliminary and preparatory actions to take when supporting young people to develop an action plan.

Supporting a young person to create an action plan requires thought, planning and patience. Action plans help them set goals, decide steps to reach those goals, and track progress. Before the young person starts building the plan, there are steps you must take to prepare both yourself and them. These steps form the preliminary and preparatory actions. They make the process purposeful and structured.

The aim is to help the young person feel supported and to make sure they have clear information. When preparation is done well, the young person will feel more confident and engaged.

Building Rapport and Trust

Before any planning starts, the relationship between you and the young person must be positive. Trust allows them to share honest information. This helps you understand their needs and aims.

You can build trust by:

• Listening without judgement
• Showing interest in their views
• Keeping their information confidential, within legal limits
• Being consistent in your behaviour
• Showing respect for their ideas

When trust is present, the young person is more likely to open up about challenges and ambitions. Without this foundation, the plan may not reflect their true situation.

Understanding the Young Person’s Starting Point

Preparation means finding out where the young person is now. This refers to their current skills, achievements, and any barriers they face.

Ways to understand their starting point include:

• Asking open questions about their experiences
• Reviewing any existing records or reports (with consent)
• Observing their behaviour and interactions
• Speaking to other professionals who work with them, if appropriate

Knowing their starting point means the action plan will be realistic and achievable. If you skip this step, the plan may include goals that are too easy, too hard, or not relevant.

Clarifying Purpose and Expectations

The young person should know why the action plan is being made and what it will be used for. They should also understand their own role and your role in the process.

Explain:

• What an action plan is
• How it works
• Who will be able to see it
• How it may be used in the future

When expectations are clear, there is less risk of misunderstanding. This gives the young person a sense of control over their own development.

Gathering Relevant Information

Before the planning session, collect information that may help guide the process. This can include:

• Education records
• Health or wellbeing reports
• Feedback from other staff or support workers
• Community resources they might use

Gathering this information beforehand saves time and helps the young person make informed choices. You should always follow organisational procedures for data protection.

Assessing Readiness and Motivation

Preparation includes checking if the young person is ready to commit to working on an action plan. Some may be motivated and eager, while others may be hesitant or anxious.

Signs of readiness:

• Willingness to set goals
• Positive attitude to change
• Interest in discussing ideas

Signs they may need more encouragement:

• Reluctant to talk about their future
• Negative views on their abilities
• Distracted or disengaged behaviour

If they are not yet ready, you may need to spend more time on confidence building before starting the plan.

Promoting Participation

Encouraging the young person to take an active role helps to keep the plan realistic and personal. It means the plan is based on their own views and not imposed by an adult.

You can promote participation by:

• Asking what they want to achieve
• Giving them choices and options
• Letting them decide the priority of goals
• Using their preferred communication style

Some young people respond well to visual aids such as charts or diagrams during discussions. Others prefer conversations. Adapting your approach is an important part of preparation.

Considering Barriers and Support Needs

Before planning, think about what might stop the young person from achieving their goals and what support they may need. Barriers could be practical, emotional, or related to skills.

Types of barriers include:

• Lack of transport
• Poor access to training or education
• Health concerns
• Low confidence
• Difficult home circumstances

Identifying these barriers early allows you to build support into the plan. Support may include mentoring, counselling, financial advice, or practical help.

Setting the Environment for Planning

The environment where the action plan is discussed plays a major role in how comfortable and focused the young person feels.

Ensure the setting is:

• Quiet and private to protect confidentiality
• Free from interruptions
• Safe and welcoming
• Suitable for their age and needs

Young people should feel secure enough to speak freely without worrying about being overheard or judged.

Explaining the Process

Before the young person starts creating the action plan, explain the steps in the process. This could include:

• Identifying one or more main goals
• Breaking goals into smaller steps
• Setting deadlines for each step
• Reviewing progress regularly

Clear explanations stop the process from feeling overwhelming. If they know what will happen next, they can prepare themselves mentally.

Using Tools and Resources

In preparation, you may choose tools such as templates, worksheets, or digital forms to record the plan. Having these ready before meeting with the young person makes the session smoother.

Resources that can help:

• Goal-setting templates
• Career or education prospectuses
• Information about training courses
• Contacts for local support groups

Make sure any written materials are in a format the young person can understand. Use plain language and, if needed, pictures or symbols.

Linking to Wider Plans or Agreements

Sometimes the action plan will be part of a larger support plan. It may link to education goals, care plans, or employment support programmes. Preparation involves gathering details of these wider plans so they can connect smoothly.

This prevents duplication and makes sure all parts work together. It helps everyone involved to track progress across different areas of the young person’s life.

Involving Others When Appropriate

For some young people, family or other professionals can play a helpful role in supporting the plan. Preparation means agreeing with the young person if and how these people will be involved.

Involvement could include:

• Parents or carers offering encouragement at home
• Teachers supporting learning goals at school
• Youth workers providing community opportunities

Any involvement must respect the young person’s views and confidentiality rights.

Respecting Confidentiality and Consent

Before starting the action plan, talk to the young person about confidentiality. Explain who will see their plan and when consent is needed to share it.

This includes:

• Following the Data Protection Act 2018
• Discussing limits to confidentiality where safeguarding applies
• Recording any permissions clearly

Being open about this builds trust and avoids misunderstandings.

Gaining Commitment to the Process

Preparation is complete when the young person feels ready to commit. Commitment means they understand their role, have chosen their priorities, and agree to work on them.

Signs of commitment:

• Willingness to set deadlines
• Positive talk about upcoming steps
• Agreement to review progress

If commitment is weak, explore what changes may help. This may involve adjusting the pace, breaking down goals further, or offering more support.

Planning Review and Follow-up

Part of preparation is to agree how and when the plan will be reviewed. Without review dates, progress may stall.

Review arrangements may cover:

• How often you will meet
• What will be checked each time
• How changes can be made to goals

Giving the young person this information helps them stay engaged over time.

Documenting Initial Information

Produce accurate notes on the young person’s ideas before starting the full plan. These notes can guide the session and prevent forgetting important details.

Record:

• Key interests
• Preferred outcomes
• Any worries they have expressed
• Strengths they want to build on

Make sure documentation is clear and stored securely.

Supporting Emotional Readiness

Some young people may feel anxious about setting goals or fear failure. Preparing for this means creating a supportive space where they can express concerns openly.

Ways to support emotional readiness:

• Reassure them that plans can be changed if needed
• Remind them that setbacks are normal
• Celebrate small successes in early stages

This helps them focus on progress rather than perfection.

Final Thoughts

Preliminary and preparatory actions are the foundation of a successful action plan. They set the tone for trust, understanding, and genuine participation. Without thorough preparation, plans risk being unrealistic or ignored.

The process is not simply about paperwork. It is about giving the young person a voice, making sure they feel valued, and building a sense of ownership. When these preparatory steps are completed with care, the resulting plan is more likely to be followed, adapted, and used as a tool for real change.