The article presents an outcome evaluation of a supported education initiative in London, Great Britain, for adults with longer term mental health needs. Qualitative and quantitative data was collected from the leavers at the end of the college course and data was also collected from students 10-22 months after completing the course. The study found increases in self-esteem, social functioning, independence, cognitive abilities, and confidence, using non-standardized measures. Some students also reported that they felt less stigmatized by their problems and that their assertiveness had improved. In-patient and day-patient hospitalization rates decreased dramatically, representing cost-effectiveness and the opportunity for substantial savings to Great Britain's National Health Service. Most of the students planned to continue with further education and/or do some voluntary work. Some were looking for paid work. The data from past students suggested that gains were maintained except in one instance where there had been a major negative life event. Most past students were in continuing education. There were methodological limitations to the study that there are plans to correct for in further studies.

Purpose – Despite an increasing policy focus, routine outcome monitoring (ROM) is not common practice in UK children's services. This paper aims to examine whether it is feasible and valid to use measures from ROM of evidence-based parenting programmes (EBPPs) to assess the impact of services and to drive service improvements through feedback mechanisms. Design/methodology/approach – This is a secondary analysis of ROM measures collected from a London clinic offering EBPPs over five years. Demographic information from referrals was compared for attendees and non-attendees. Changes in parent reported child behaviour were measured using the Strengths and Difficulties Questionnaire (SDQ), and a Visual Analogue Scale (VAS). Findings – No significant differences were found in socio-demographic characteristics of attendees and non-attendees. Statistically significant differences were found between pre- and post-scores on parent reported SDQ scores and VAS concerns, as well as the SDQ Added Value Score. The data collected did not allow for investigation of a dose-response relationship between the level of attendance and any improvement made. Originality/value – This study illustrates that ROM can provide useful information about the impact of EBPPs in a particular clinical context. Demographic data could support service managers to evaluate reach and uptake while evidence of improvements can be communicated back to parents and support future funding bids. Incomplete data limited the inferences that could be drawn, and collaborations between research centres and clinics may be a way to optimise the use of ROM to drive service improvement and innovation.

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