1B: What is ‘success’ in learner achievement?

In 2004, the Move On approach was piloted with offenders on drug testing and treatment orders (DTTOs) in Lincolnshire. At induction, offenders took a mock national test. If, for instance, this showed that the offender had difficulty with fractions, then fractions would form part of his or her learning programme.

In Lincolnshire, the induction also includes an assessment of learning styles. If an offender is a visual learner then PowerPoint presentations will be one teaching approach used. If an offender is an auditory learner, then the teacher will focus on talking things through with him or her, and so on.

For further information on Move On, see the Read Write Plus website at: www.dfes.gov.uk/readwriteplus/LearningInfrastructureAccreditation

The Move On website is at: www.move-on.org.uk

Staff working with offenders on community supervision in Nottinghamshire have a very supportive approach to assessment. For example, offenders are led into the assessment process by, first, being encouraged to talk about themselves. The member of staff then thanks the offender. Staff aim to cue offenders sensitively into the assessments, by beginning with something relatively straightforward. If an offender is finding an assessment too difficult to continue, the member of staff will make a comment such as, ‘Thank you. That’s as far as I want you to go,’ to minimise offenders’ potential humiliation at not being able to complete the task.

In Nottinghamshire, if there is an indication of dyslexia at the diagnostic assessment stage, a full dyslexia assessment is arranged. At the end of the assessment, a brief diagnosis is given. A written assessment report and accompanying letter are sent within a week, inviting the offender to a post-assessment meeting, to discuss the assessment report and follow-up recommendations. Time is allocated to go through the report, reflect, explore dyslexia and support the offender to sign on for specialist dyslexia tuition.

A key part of the Skills for Life strategy is improving employee skills. In Lincolnshire, the literacy and numeracy skills of all new probation staff are tested, as part of their induction. On the basis of assessment results, staff are, as appropriate, given confidential advice on how to improve their skills.

One learner success story was the result of an effective partnership between a probation area and the provider organisation, and the learner’s determination to improve his literacy and numeracy skills and make significant changes to his life. This example demonstrates that improving literacy and numeracy skills is often accompanied by other major, positive life changes.

Through support at induction by the offender manager (the member of probation responsible for supervising the offender), Russell described himself as having been ‘thick’ since he was young, and reported that he could not read or write. Russell also said that he had frequent headaches. His offender manager arranged for a volunteer to take Russell for an eye test. This revealed that Russell had very poor eyesight and he was prescribed glasses. The probation area then referred Russell to their provider.

Russell was so keen on the literacy and numeracy provision that he attended classes for six hours a week. As a result, he has gained certificates at Entry Level 3 in reading, writing and speaking and listening, and at Entry Level 2 in numeracy. His offender manager recorded in a probation newsletter, ‘Russell has now (after gaining his certificates) obtained new accommodation and a job. This young man came to our service due to heroin addiction at the point of the offence. He is now “clean”. I am very proud of what Russell has achieved and I know he is very proud of himself.’

Hostels provide an important context for teaching literacy, numeracy and ESOL. Hostel residents usually have spare time and often welcome the opportunity to learn.

In a bail hostel in Wakefield, a college teacher has been assessing and teaching offenders. The hostel is an approved test centre. Residents have gained the certificate at Entry Level and the national test at Levels 1 and 2.

Their teacher commented, ‘It’s really flexible. The residents think it’s great. They have slack time to fill and they’re using the time to gain qualifications. I get to the hostel at 8 a.m. and they’re at me right away for work, asking what they can do next, and if I can give them a test paper. If only I had students in college like that! I’d have to bribe them! [The offenders] are brushing up their skills and in some cases gaining their first qualifications.’

Achievements are recognised at award ceremonies. On one occasion, learners were presented with their certificates by Hilary Benn.

The initiative is linked to a Progress to Work project at a nearby Jobcentre. Following the scheme, some offenders have gained employment. One learner on community supervision commented, ‘In just two or three weeks [the teaching and learning] was a big help, writing CVs […]. I found it very worthwhile to do something whilst I was in the hostel. It’s made me employable and employed.’

For further information on this project, see TLF (Take Life Further) Issue 12 Spring 2004.

At Nottinghamshire Probation Area, Owain Jenkins, a literacy and numeracy teacher, highlighted the importance of recognising small steps in progress, saying, ‘Positive attendance is often an achievement.’

Chris, an offender on community supervision in Nottinghamshire, summarised his learning journey, demonstrating that, in spite of previous negative experiences of education, his children and employment issues had motivated him to improve his literacy skills:

‘I’m Chris and I’m 27. I got into trouble with the police and they gave me a probation order. My probation officer referred me to PALS [Positive Action Learning Support. PALS is the literacy, numeracy and dyslexia provision in Nottinghamshire Probation Area]. It was warm here and all right to talk. School was horrible. I never learnt nothing. I was always there, but I had learning difficulties and they sent me to a group once a week for my writing, reading and spelling.

 

‘When I came here, they did an assessment. It was a bit like a test kind of thing. I wanted to get back with my spelling. It started to show when I went for a job and I couldn’t do the application. I felt awful. I felt I had let myself down. I felt better when I started to learn. It made me feel more confident. I couldn’t spell my own daughter’s name. She is six. Her name is Chelsea. I can spell all the others; Cloe and Skyla – I don’t think that’s right – I think it might be Skyler…

‘Last week I did the test and I was two points away from getting the test, so I’m in today to learn the ones I didn’t get right.

‘It’s easy for me to come, I only have to get one bus. It helps me spell better, it helps you bring up yourself and you get free coffee.

‘My goal is to be able to help my kids out.’

When one 64-year-old learner started learning in Nottinghamshire Probation Area, he lacked confidence. He said that he never read or wrote anything if he could avoid it, and that he could not spell. Eight months later, he could complete basic forms. His tutor described this as ‘a major hurdle for someone with reading, spelling and writing problems.’ He has now joined the library, and particularly enjoys thrillers.

Eleven qualifications at Level 1 and seven at Level 2 were achieved through the Move On approach, in a partnership between the NPS and community education centres in Boothferry, Beverley and Bridlington, between February and August 2004. One learner initially completed her Level 1 in literacy, and was subsequently motivated to achieve Level 2 in literacy and Level 1 and Level 2 in numeracy. Her ambition is to train as a teacher. She is moving towards this goal by working as a volunteer tutor for Goole Skills for Life for offenders on community supervision.

For further information on Move On, see the DfES website at: www.dfes.gov.uk/readwriteplus/LearningInfrastructureAccreditation

The Move On website is at: www.move-on.org.uk