3C: How is success in meeting the needs and interests of learners recognised?
The following extracts from HMIP inspection reports illustrate effective practice in meeting the needs and interests of learners.
During the inspection, a survey of prisoners’ responses were made. Ninety-four per cent of respondents who participate in education thought that the provision is good or very good. […] Communication between staff is particularly effective in supporting vulnerable prisoners. Good links with workshops and the PE department help learners to develop basic and key skills alongside other work or leisure activities. Activities to help learners improve their literacy, numeracy and language skills match closely the interests of learners.
Basic skills training is also provided as part of the vocational training course in painting and decorating.
Full-time courses are offered in life skills linked to cookery, art, literacy and numeracy, key skills, and generic preparation for work courses.
All new prisoners complete literacy and numeracy assessments. The education staff use the results cautiously as many prisoners, particularly those with a history of drug misuse, are unwell on arrival at the prison. Results are monitored carefully and followed up by individual discussions of prisoners’ needs. The staff respond flexibly by putting on extra literacy and numeracy classes to respond to the fluctuating demands of the varying population. ESOL classes are also introduced and adjusted in response to the demand. The new key skills sessions designed specifically for gym and hairdressing learners have proved very successful.
[The provider] has developed some innovative ways of engaging disaffected prisoners in education and training. Many are serving long sentences and some are unlikely to be released. Others have not previously appreciated the benefits education and training can bring. However, nearly all are taking part in education and training and are enthusiastic about and motivated by their learning. The prison uses the education department to re-engage the more challenging prisoners by a carefully designed stepped programme whereby prisoners attend the gym and key skills sessions closely supervised by staff.
The library has recently involved prisoners in a story sack project. The prisoners choose a children’s book, prepare an audio tape of the story, and make a toy and a storage bag for all the items. The sack of items is then sent to their children or grandchildren. The prison also has a writer in residence who works with prisoners to improve their creative writing skills. A recent play was written and performed by prisoners.
The prison has good links with a health and weight organisation who visit the prison twice a week. The prisoner who has lost the most weight is invited to a lunch. They receive an official invitation and have to write their reply, which helps build their literacy skills and can be used as evidence in their portfolios.
All prisoners have a diagnostic test to identify their basic skills needs. The results of these tests are used, together with expressions of preference from prisoners and a list of available vacancies, to allocate prisoners to work, training and education.
The education department displays the results of learners’ surveys on its walls. Presentation is good. Clear messages such as, “you said this” and “we have done this as a result” help learners to appreciate that surveys are valuable and that they can influence change. The visual impact of the charts is helped by bold graphical images such as coloured pie charts.
One learner gained skills in wheelchair repairs while at [the prison]. He was selected as being suitable for the working out unit in Belfast where he was placed with an employer repairing wheelchairs. The employer has been so pleased with his ability that he was sent on a course in England to gain a qualification enabling him to adapt motor cars for use by people with disabilities. The qualification is only held by a small number of people in Northern Ireland and the employer is keen to employ the learner when his full release is authorised.
Literacy and numeracy are assessed by external tests. There is a flexible approach to the delivery of programmes which meets the needs of learners.
A good range of literacy, numeracy and language programmes meets the needs of learners. Courses are provided at Pre-entry, Entry level and Level 1 and learners progress as their skills improve. Learners attaining Level 2 skills progress to key skills courses at the appropriate level.
The prison provides training in Braille transcription techniques, which leads to a nationally recognised qualification in addition to providing a range of commercial products for external organisations.
Literacy and numeracy dominate the work of the education department, and a wide range of foundation courses is available from Pre-entry to Level 2. Learners come from at least 30 countries, and between them speak more that 20 different first languages. Learners in all classes work towards externally accredited certificates in speaking at levels from Pre-entry to Entry Level 2.
'How is success in meeting the needs and interests of learners recognised?' in other guides:
- Adult and Community Learning
- E-learning
- Embedded Learning
- Family Learning
- Further Education Colleges
- Jobcentre Plus Programmes
- Learners with Learning Difficulties and/or Disabilities
- The Juvenile Secure Estate for Young People Aged 15-17
- Voluntary and Community Sector
- Work-based Learning
- Young Offender Institutions for Young People Aged 18-21
