3A: How to achieve success in meeting the needs and interests of learners

The role of assessment in establishing needs and interests

Appropriate assessment is crucial to establishing the needs and interests of individual learners. This includes identifying the barriers to learning that individuals may face. Assessment should lead to an individual learning plan (ILP). This should set out a challenging learning programme that is tailored to individual interests and needs, and that takes into account the barriers experienced by individual learners. (See CIF Question 1 ‘How well do learners achieve?’ for detailed information on offenders’ potential barriers to learning and on assessment.)

Equal opportunities and diversity

There should be policies and procedures to ensure equality of opportunity. These should be consistent with relevant aspects of the Disability Discrimination Act 1995 (DDA), the Special Educational Needs and Disability Act 2001 (DDA/SENDA), and the Race Relations (Amendment) Act 2000. Policies and procedures should be displayed and clarified to learners, at induction and, as appropriate, on an ongoing basis. Learners should be aware of complaints procedures.

Age is not a barrier to engagement in learning in Nottinghamshire Probation Area.

Teaching programmes and learning materials should both be sensitive to, and aim to promote, learners’ awareness of diversity issues, such as gender, ethnicity and faith.

All offenders on community supervision should have equal access to a learning programme that is appropriate for their individual needs, irrespective of whether, for instance, the learner is working towards Level 2, or is at Pre-entry Level.

Programme content

The national standards and core curricula for literacy, numeracy and ESOL must form the basis of all programmes for offenders on community supervision. Learners’ different needs and levels of motivation may be met through, for instance, discrete and embedded programmes, taster sessions and longer learning programmes. Embedded learning is a key way of delivering literacy, numeracy or ESOL in a form that is relevant to the lives of offenders on community supervision, and that can address their training and other needs.

Motivating learners

Achievement in literacy, numeracy and ESOL can give offenders on community supervision the motivation to continue learning, after they have completed a learning programme. This may be whilst they are still on, or after they have completed, their community supervision. As many offenders on community supervision should be encouraged to work towards nationally recognised accreditation as is feasible. A non-accredited programme can build confidence and can encourage offenders to work towards accreditation in the future. Achieving accreditation can increase the employability of offenders.

Progression

Information on progression should be discussed with offenders when planning learning programmes. Information, advice and guidance (IAG) should be available to provide offenders with progression routes into further education, training or employment (see CIF Question 4 ‘How well are learners guided and supported?’). Achievement should be recognised through, for instance, awards ceremonies.