1A: How to achieve success with learner achievement

Making judgements about learners’ achievements can be problematic in a prison context, where prisoners may be:

• experiencing emotional difficulties
• experiencing withdrawal symptoms from substance abuse
• in education for only a short time
• in need of specialist support.

These issues are tackled through the use of focused assessment activities linked to individual learning plans and careful review and monitoring of learners’ progress. Learner support has, naturally, a key role too.

Assessment

The needs of the individual prisoner must be at the heart of any learning programme. Assessing basic skills needs through initial and diagnostic assessment is the critical starting point. Assessment tools must be applied with the utmost sensitivity as prisoners may find it difficult to admit basic skills needs. In addition, at the time of assessment, they may be experiencing problems such as substance withdrawal or emotional trauma.

Screening will identify whether a prisoner has low skill levels and an initial assessment will suggest an appropriate starting point. Individual diagnostic assessment will then identify strengths and areas for development, giving a detailed learner profile against the national standards and the curricula. Prisoners’ self-confidence, previous experiences of learning, attitudes to literacy, numeracy and language skills and preferred learning style will be discussed at this stage.

The Basic Skills Agency (BSA) and Plus initial assessments are useful in this context. The results of initial assessments are sent to the Offenders Learning and Skills Unit (OLSU), not the Home Office. The results of assessments should be discussed with the prisoner, and ideally a written report given to him or her. Computer-based initial assessments are now being used in some establishments; these are mapped to the national curricula.

Individual learning plans

The results of initial and diagnostic assessments that take account of prisoners’ prior knowledge, interests, their long- and short-term goals and preferred learning styles all feed into the individual learning plan (ILP). Clear, specific and manageable targets should be negotiated to enable prisoners to achieve their short- and long-term goals. Prisoners who are allocated to work or training, rather than education, may also have a prison training plan. In these cases, a holistic approach can produce an integrated plan that encompasses education and work targets.

Targets in ILPs must be defined in measurable terms so that achievement, especially in non-externally accredited programmes, can be assessed, measured and recorded. All targets set for prisoners must make clear and explicit reference to the levels, skills, knowledge and understanding used in the standards and curricula.

Teachers should state aims, objectives and learning outcomes clearly, ensuring that teaching and learning activities, including resources used, offer prisoners the opportunity to acquire and practise their literacy, numeracy and language skills.

Prisoners should have access to their ILPs. Because of the transitory nature of prison life, they should be encouraged to take ownership of their ILPs. The average length of time spent in one location can vary widely from two to three weeks to many years.

Irrespective of the length of stay, comprehensive records should be kept for each prisoner. Regular attendance should be encouraged, as this has a very positive influence on attainment and progress. Session plans must be reviewed to evaluate outcomes and progression effectively. Opportunities should be provided for prisoners to develop and practise skills in incremental steps to ensure a meaningful learning experience. A consistent and structured approach to using session plans and ILPs will ensure continuous improvement.

Review and monitoring

The transitory nature of the prison population creates problems in producing accurate retention rates. Even so, full and careful records of the number of prisoners attending education or training should be maintained and monitored. Contractually, providers must send their learner records to a receiving prison to ensure continuity of learning when prisoners are transferred. When prisoners are discharged, their records should be forwarded to Probation.

Regular monitoring and reviews of the targets must be carried out with all prisoners as part of the formative assessment process. Prisoners’ full involvement in assessments will keep them motivated, receptive to learning and clear about what they are learning and its relevance to their needs, interests and aspirations. As with all learners, prisoners respond positively to confirmation of their progress and achievement.

The review process will enable teachers to evaluate their teaching and gather evidence of learner achievements. Progress reviews offer opportunities to revise ILPs, establish the possible need for further diagnostic assessments and amend learning targets.

Support for learners

A range of teaching and learning methods should be employed by all teachers to meet the differing learning needs and styles of prisoners. Differentiated and extension activities will cater for the often spiky profile that is characteristic of adult learners, enabling prisoners to experience success and more independent learning. The presence of volunteers or paid assistants in the classroom often contributes to significant progress by prisoners.

Support provided to learners from teachers, volunteers, learning support assistants or non-specialist staff, helps prisoners to apply their literacy, numeracy and language skills in the workplace and in the wider community on release. Prisoners should have the opportunity to achieve learning goals and qualifications that will enable them to move on to the next stage in their education, training or employment on release.

Teaching and learning methods must encourage prisoner participation to improve self-esteem, confidence and peer interaction. Skills of negotiation, debate, organising their own learning and group discussions contribute significantly towards evidence of the acquisition of the wider key skills, as well as providing the springboard for other qualifications, including NVQs.