5C:How is success in leadership and management recognised?
The following extracts from ALI and Ofsted inspection reports illustrate effective practice in leadership and management.
Adult Learning Inspectorate | OFSTEDLeadership and management
The prison has a clear direction for the development of learning and skills for all categories of prisoner. There is a clear business plan identifying performance targets for learning and skills. Managers have developed a range of action plans, which include both immediate and long-term actions. These are working documents that are regularly reviewed and updated.
There is good support for education staff. The education department has a wide range of systems to provide staff with this support. All applicants for posts who have no experience of working in a prison have the opportunity to shadow a member of the departments staff before they attend an interview. This ensures that they understand the working environment before they confirm their interest in the post. Newly appointed staff receive a thorough induction to the prison and the department.
There is good operational management of education and training across the institution. There are good working relationships between the college education contractor and the institution at all levels. Education staff are well integrated into the life and running of the institution.
Young offenders have good access to literacy and numeracy training. Learners who attend education classes are required to spend some time in literacy and numeracy classes. Good provision is also available in the workshops. Twenty-one literacy and numeracy sessions take place in the workshops each week where prisoners can have regular tuition from experienced tutors.
The library facilities are good, and provide a broad range of literature and information for learners on literacy and numeracy programmes. Twenty per cent of books are aimed at those with lower literacy levels and books are classified by an easily understood colour code.
Books and other resources cover a wide range of issues, such as young mothers and children, basic literacy and speakers of other languages than English, as well as resources for those with impaired sight. Books are available in over 20 languages.
The strategic management of learning and skills is good. The business plan is clear and is linked to the overall prison strategy. There is good communication between the head of learning and skills, and the education manager. The contract for education is held by a college, which also has the contract for eight other prisons. The involvement of senior college staff is good. They are fully and effectively involved in the strategic planning of education. Meetings are held regularly and are well recorded. Education and training is planned to meets the needs of the prison service and those of the young adults.
There is clear and well-articulated strategic direction focused on raising achievement and increasing participation. The strategic aim is supported by actions designed to link clear analysis of the range and level of need with a more flexible curriculum which is an integral part of education and training.
A range of effective initiatives are planned and used to engage young adults in education and training. One project involves learners being trained by a national gas supply company at another prison and if they complete the programme, they are guaranteed a job on release. Promotion of this opportunity is good and learners are effectively helped to develop the skills needed to apply. [The YOI] has been successful in placing learners on this course. There are plans to apply for hub status so that this training can take place at the prison. Managers bring in a range of professional people, for example, musicians and disk jockeys, who provide good opportunities for learners to develop their interest in music and sound recording.
Quality improvement and self-assessment
The self-assessment process is thorough and inclusive. All staff and learners were involved in drawing up the report and agreeing the resulting action plan. Actions have already resulted from identified weaknesses.
The education department produced a self-assessment report which relates to the key questions in the Common Inspection Framework. The process involved staff at all levels and included a thorough review of the departments strengths and weaknesses. The self-assessment report contains a high level of evaluative judgement.
All staff contribute to the preparation of the self-assessment report, which is used to generate action plans and to contribute to the business planning process. Progress towards actions in the development plan is effectively managed.
There is a clear strategic focus on improving the employability of young prisoners and helping them enter sustained employment education or training on release.
The quality improvement group meets each month and the meetings are well recorded. This group is fully involved in the assessment of the quality of the provision and activities to improve it. Progress is effectively monitored and there is a quality calendar. Quality assurance is discussed at all team meetings.
Staff are effective in gaining detailed feedback informally from learners. Young adults who do not request education or training have been asked in a recent survey for the reasons for their lack of involvement. Learners who attend the education blocks are well represented on a student council, which is made up of one learner from each course. The meetings are well managed and there is mutual respect.
The clear quality improvement strategy has a detailed scope, with clear staff responsibilities, and in which procedures guide staff on how to check the quality of learning and skills programmes. The recent introduction of a quality assurance calendar for planning activities provides clear details of when quality assurance should take place throughout the year. For example, needs analysis reports, focus groups and audits are all planned.
The education and training department of the prison has a comprehensive and well structured quality assurance manual. It includes a wide range of policies and procedures and a clear calendar that identifies the sequencing and linking of activities within the quality assurance cycle.
Equality of opportunity
Staff have a good awareness of equal opportunities and diversity issues in one establishment and most have received specific training. There are good examples of prison staff working closely with young offenders with language and cultural differences, to ensure adequate resources and opportunities to fully engage learners from all backgrounds. Learners attending education and training are treated with respect and dignity. They speak favourably of the help and support they receive from staff.
Complaints made by prisoners are considered and appropriate responses made. All complaints are dealt with promptly, within seven days. Feedback is given to learners regarding the outcome of their complaints.
Learners are fully involved in a range of activities to develop and improve equality of opportunity and diversity. This was identified as a weakness at the previous inspection. Offenders and learners attend a range of regular meetings with senior managers that include the diversity focus group, food focus group and a foreign national offenders meeting. These meetings are clearly recorded and allow offenders, learners and managers to discuss relevant issues. During the bi-monthly diversity focus group meeting attended by the governor, up to 10 offenders and learners with staff representatives from education, chaplaincy and kitchens discuss a range of issues.
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