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

The national standards for literacy, numeracy and ESOL must form the basis of all literacy, numeracy and ESOL programmes for prisoners. The context-free nature of the curricula means that programme design, teaching and management must always be informed by the wider contexts of learners’ needs, interests and motivations. Prisoners in particular will learn better if they see the relevance and benefits of improved literacy, numeracy and language in their daily lives.

All courses or programmes should include carefully designed schemes of work and lesson plans that make clear and explicit reference to the levels, skills, knowledge and understanding in the standards and curricula. For example, ESOL lessons must address learner needs across the four skills of speaking, listening, reading and writing, using the guidance in the ESOL curriculum. Aims, objectives, context, teaching and learning methods, resources to be used and assessment procedures should be well documented. Schemes of work for vocational courses must identify the basic and key skills elements of the course of study, and include arrangements for monitoring and reviewing the quality of the course in terms of literacy, numeracy and language learning.

Equality and diversity

It is crucial that the prisoner’s individual circumstances, in terms of their resettlement needs, interests, experiences and aspirations are used to inform the planning of courses and programmes. Teachers must promote equality of opportunity by paying due consideration to issues of cultural and social diversity in their planning and delivery process. Courses and programmes should be amended according to the outcomes of regular reviews and evaluations, that take into account teacher and prisoner perceptions.

Materials used to develop prisoners’ literacy, numeracy and language skills must reflect effective practice in teaching and learning as promoted in the Skills for Life strategy. They must be of high quality and interactive. Good learning materials will show an understanding of gender differences and respect for cultural and ethnic differences.

Appropriate arrangements must be in place for all prisoners to practise their faith if they so wish. The prison structure should support prisoners’ religious practices by offering facilities such as a multi-faith prayer room.

Progression

Courses or programmes should focus on the development of relevant skills, knowledge and understanding as identified through, for example, sentence planning. All prisoners should be encouraged to gain nationally accredited qualifications, which will build their confidence and stand them in good stead on release.

Vocational and academic teachers should work closely with the specialist literacy, numeracy and ESOL staff to explore ways of adapting teaching methods and resources to support the development of both basic and key skills. Differentiated activities must be planned to meet the needs of learners with varied abilities, backgrounds and interests. Learning materials must reflect the variety of contexts in which prisoners use literacy, numeracy and language skills. In this way, prisoners will receive the opportunities they need to develop these skills as an integral part of academic, recreational and vocational courses. A wide range of delivery modes will ensure that the needs of the majority of prisoners are met.

Individual learning activities, opportunities and goals should be set in as wide a range of learning contexts and settings as possible within the regime. This might include for example outreach provision and teacher-supported library visits. The planning of courses and individual learning programmes should also take into account the skills prisoners need to progress to more advanced courses of study or employment and resettlement programmes.

Education staff, prison personnel and external agencies should offer prisoners structured and informal advice about potential progression routes to other education, training or employment opportunities. Resettlement issues, such as housing, substance abuse and education and training are addressed from the beginning of a prisoner’s sentence. In the best practice, staff introduce prisoners to relevant provision in their home area on release. While prisoners are in custody, they may be released on temporary licence to pursue training, work or educational opportunities. During this time, they are supported and encouraged by prison and education staff, as well as by the host agency.

Programme planning should take into account work that prisoners can undertake while serving their sentences, as well as on their return to the community. Ideally, prisoners should have a clear education route from custody to release.