2B:What is ‘success’ in teaching, training and learning?

In one institution, initial assessment is well-planned and highly effective. Learners have a two-week induction into the prison where all the options available are clearly explained. All learners then receive further diagnostic testing for additional learning needs in literacy, numeracy and language. Where appropriate, learners are assessed for dyslexia.

The second part of the induction programme is a two-week course that provides potential learners with tasters in a range of education and learning activities. During this period, learners work towards certificated courses in first aid, hygiene and health and safety. The skills they gain from these courses help to prepare them for literacy, numeracy and language courses and vocational training or work activities.

Time is spent with learners to ensure that individual needs are carefully matched to appropriate courses and training. Targets on learning plans and reviews are monitored regularly with learners, who have a good understanding of the progress that they make.

In one institution, learners who attend education classes are required to spend some time in literacy and numeracy classes. There is a high number of basic skills classes available for learners each week. As a result, an increased number of young prisoners take up the provision. Learners are also given the opportunity to progress from Level 2 to Level 3 courses.

Liam is a young inmate who has attended literacy and numeracy classes in the Education Unit. He comments, ‘I have learnt how to do maths work much better than I’ve done before and to spell better. In my anatomy class, I have learnt many things about the human body and have completed one unit in respiration. I have also been doing a computer course and I am still learning.’

The Motor Vehicle Workshop at HMYOI Aylesbury secured substantial funding from Toyota to convert the existing workshop into a modern, fully equipped training garage. The training programmes integrate basic skills support with vocational training, and are designed to allow learners to achieve the Institute of the Motor Industry award at Levels 1 to 3.

Learners spend four-and-a-half days a week in motor vehicle training. This includes a day of training in key skills, literacy and numeracy. Learners receive a mix of classroom-style basic skills support and work-based key skills development. For example, proper job cards have to be written for each practical task they are asked to perform on a vehicle.

In the past, the ability mix in groups made tuition difficult. For example, workshop manuals were inaccessible to learners without sufficient reading skills. In response to these problems, the provider introduced a selection process, meaning that trainees wishing to enter must first achieve success at Entry Level 3 in literacy and numeracy. Prospective trainees also take a literacy test and are interviewed by workshop staff before they are accepted for training.

The Head of Learning and Skills at the prison told us, ‘This is the most popular course in the establishment, so it is not unreasonable to carry out a selection process. We need to ensure that trainees can take full advantage of the facilities on offer. The attainment of at least Entry Level 3 means that Level 1 and Level 2 tuition and support can be delivered more effectively. All entrants still require (and receive) literacy and numeracy support, but at a higher level than has previously been the case.’

Another aspect of the provision that works well is the use of specialist staff. These staff are trained not only to offer specialist vocational training; they also work with individuals and groups to teach softer skills such as mutual support, teamwork and cooperation.

The resources for the course are excellent. Toyota has supplied the prison with its own learning support booklets, information and study packs, so if prisoners are confined for reasons such as staffing shortages, they can work on the relevant theory in their cells. The course material supplied by Toyota also provides an excellent basis for key skills portfolios in communication and the application of number. Not surprisingly, the workshop has a long waiting list.

The Toyota Education Programme

When they leave the institution, learners are encouraged to continue with an Apprenticeship programme.

Job prospects in the industry are good and many learners go straight into paid Apprenticeships with Toyota and other main car dealerships.

The establishment has even been contacted by Toyota dealerships asking whether any workshop trainees were being released into their area.

When Toyota’s Formula 1 team heard about the success of the programme, they organised a visit to the prison. The two lead drivers, Olivier Panis and Cristiano da Matta, spent time with the learners, talking about driving and the aspirations of the learners. Their visit was well received and helped to reinforce to learners that what they were doing was worthwhile.

When Darren came into the institution he was assessed at Entry Level 2 in literacy. He attended his first lesson in the Education Department where tutors were working on the Award Scheme Development and Accreditation Network (ASDAN) qualifications. These qualifications allow learners to work on projects of their own choice at Entry Levels 2 and 3 to help improve their literacy skills, but with a strong emphasis on negotiation and cooperation. Darren was, as one tutor stated, ‘hard work’ – in his first week, he spread some glue over the tables and was causing problems with his difficult behaviour.

The following week Darren came back saying, ‘When I thought about it, it wasn’t so bad after all,’ which was a real ‘step in the right direction’ and was a positive incentive for staff. He became very interested in his projects, updating his action plans and reviews regularly, and found learning worthwhile for the first time. Darren went from strength to strength. He went on to achieve his first certificate in June 2003 and progressed to his ASDAN ‘challenge’ certificate in October 2003. By November 2003 he was able to cross-reference his work to key skills at Level 1. He was the first person to reach that standard in the institution.

The integration of key skills and support for literacy and numeracy in physical education has been highly successful at HMP and YOI Chelmsford. This support enables staff to build up good links with gym instructors, is totally flexible and is tailored to meet individual needs.

Gym staff at HMP Chelmsford have found a new way of improving the learner experience and integrating key skills into PE courses. Staff have introduced a new NVQ at Level 2 in Gym Instructing that contains links to key skills units for communication and application of number.

This enables learners to develop the skills and knowledge necessary to produce evidence required to meet the key skills standards. The new award is highly regarded in the fitness industry by major fitness club operators. It provides learners with the opportunity to progress to an NVQ at Level 2 to become a gym instructor or to a qualification at Level 3 to become a personal trainer upon release.

Mick Hughes, the tutor, is very pleased with receiving accreditation for the new award. ‘This new qualification is exciting and ensures total integration of all work for learners. One portfolio will meet all the NVQ and key skills requirements with the required evidence mapped across, and this will be less onerous for learners. Learners complete a record of achievement which is very easy to use’.

At HMP YOI and RC Glen Parva, learners at Level 1 and Level 2 develop excellent research, report-writing, and data analysis skills, also using graphical presentation through projects. Examples include descriptive reports about the effects of violence on victims, music, drug misuse, service and facilities in the prison, and favourite football clubs and players. Learners make good use of ICT to word-process their reports, which further enhances their computer literacy skills. In mixed-level groups the more able learners support those peers who are experiencing difficulties.

In one provider, learners are able to build up credits for the London Open College Network (LOCN) courses relating to preparation for work, citizenship, and parent craft. Courses are carefully planned to ensure that they meet the criteria for key skills portfolios at Level 1 in Communications.

All schemes of work contain opportunities for carrying out one-to-one discussions with learners and for creating different documents to enable learners to practise their communications key skills. The courses are very popular with learners as topics are relevant to every day life. Learners are able to participate in group discussions, voice their opinions and understand the benefits of learning while learning transferable skills in communications.

One provider uses high-quality materials at induction to help learners to identify their own preferred learning styles. Teachers aim for readability, with information in a large-size font. Questions are designed to probe learners who learn by ‘seeing things’ (visual learners) ‘hearing things’ (auditory learners) and ‘doing things’ (kinaesthetic learners). Sentences are short so that learners can understand how they learn and tick the right boxes that correspond to their style of learning. For example, they can readily relate to examples for those who enjoy ‘doing’ things in sentences such as ‘I fidget a lot. I like moving about. I’m good at finding my way around.’ The use of PowerPoint presentations reinforces these concepts.

Teachers also ensure that all the materials used at induction contain graphics, illustrations and language that learners can relate to. Learners are given simple guidelines with positive messages for respecting others and information on health and safety and behaviour. All the instructions are supported with relevant and colourful graphics to help engage the attention of all learners. Materials also contain detailed information on how learners can adapt to education from prison life.

The Prisons ICT Academy (PICTA) project is a new project that aims to integrate ICT into education programmes in prisons and young offender institutions. Its aim is to provide prisoners with an opportunity to follow an individual self-paced vocational study programme in modern vocational skills and to extend study options after release. The ultimate aim is to provide an opportunity for employment in computing. The project allows prisoners to achieve commercial and academic qualifications. It includes an electronic initial assessment of basic skills and helps teachers and learners to plan learning.

The programme also aims to help basic skills teachers update their skills and to enhance and improve their teaching strategies, especially in relation to integrating ICT into work projects. Individual learning plans (ILPs) have clear, short-term and meaningful targets and can be reviewed online every six weeks on a shared database. Various interactive learning packages are available to help learners with basic health and safety, writing curriculum vitae and preparing for interviews.

Online examinations are also available for ICT qualifications such as the European Computer Driving Licence and the national tests for literacy, numeracy and language (ESOL). Learners are also able to take higher-grade ICT qualifications including A+ Certification and the Cisco Networking Academy Program to prepare prisoners and young offenders for careers upon their release.

The National IT Projects Manager Elaine Morris comments, ‘An important part of the project is linking it with six-weekly reviews of the individual learning plan. All of the courses are based on learners working towards individual units for accreditation.’ It is envisaged that 90 per cent of learners will achieve basic and/or key skills alongside their ICT qualifications.

Jane was working in the kitchens and needed to understand some information on health and safety. She approached staff in the Education Unit but was a very reluctant learner. With help and encouragement from staff, Jane took an initial assessment and was able to progress from literacy and numeracy at Entry Level 1 to Level 1. She is now working on key skills at Level 2.

Jane initially refused to use a computer but once she achieved success in her literacy and numeracy she was determined to improve her ICT skills. Recently, she has successfully word-processed a 1,000-word essay on a subject that she feels very strongly about – animal cruelty.

A learner and member of staff review the learning targets.

At HMYOI Hindley, if a prisoner has been identified as needing additional learning support he will be allocated a key worker.

This is a ‘named person’ or learning support mentor who negotiates initial targets with the young offender. These targets take the sentence plan into account to ensure consistency and avoid duplication.

The targets are reviewed regularly by the mentor and young offender, and all the paperwork follows the young person throughout their sentence. Learners also receive a thorough initial assessment including an online diagnostic assessment of their current skills. Learners enjoy using the computer and have a good understanding of their learning needs. Staff spend time with learners to discuss the most appropriate individual learning programme for them.

One young female offender had three young children and had not attended school since she was 12. When she arrived at the institution she had no idea of her potential. After an initial assessment and profile with a Connexions worker, she was stunned to find out that she was intelligent. She went on to achieve success in the national tests for literacy and numeracy at Level 2. Since her release, she has started an access to university course in Cumbria in order to follow up her studies and to begin a university degree course.

Penny started her sentence in September 2003. At her initial assessment, she was diagnosed as being at Entry Level 3 for literacy. In the past seven months her skills have improved sufficiently for her to reach Level 2. She says, ‘Since I came back to prison, I’ve realised I can go a lot further. I’ve been in prison seven times before and been helped out on this sentence to realise there is a lot more to life. I’m going to get a job when I get out and sort myself out to make sure I don’t go back to prison. I want to go to college when I get out and do a business course as I have achieved an NVQ in Business Administration, Numeracy at Entry Level 3, Literacy at Level 2 and the OCR CLAIT at Level 1, and a certificate in Hygiene. I feel as if I have made a lot of progress since the start of my sentence and I intend to carry on that way.’