3C:How is success in meeting the needs and interests of learners recognised?
The following extracts from ALI and Ofsted inspection reports illustrate effective practice in meeting the needs and interests of learners.
Adult Learning Inspectorate | OFSTEDThe prison works effectively in partnership with a range of organisations. These include Connexions, the health authority and Nacro. Useful posters displayed in the classroom show where prisoners can get help. Learners also produced their own posters to advertise the training session, and these were well displayed. Speakers regularly follow up problems raised with prison staff and arrange referrals and clinics to meet the needs of learners.
There is an excellent six-week course operated by a charity, which focuses on preparation for release employability skills and jobsearch. A multi-agency approach, led by an enthusiastic staff team, involves the careers service, probation service and various external agencies. Young offenders also learn basic ICT skills and, where appropriate, the driving licence theory test. The course’s base room is very well equipped and welcoming. Feedback from learners is positive, with clear evidence that the course makes a real difference to their future opportunities.
Learners receive good work-related pre-release preparation. The education department has worked closely with the prison’s resettlement unit. All learners are required to take a week’s preparation for work programme before being released and before working outside the prison. There is also a weekly evening job club and regular training sessions with Connexions advisors. The job club gives learners good opportunities to search for work and to fill in application forms and to write their curriculum vitae.
Development of communication skills in parenting classes and group reading sessions run by the library are of a high standard.
Learners receive good preparation and guidance for employment. All learners are required to complete a one-week work preparation programme before carrying out regular employment outside of prison or before their release from prison. A dedicated information, advice and guidance worker provides support in identifying vacancies in the learners’ home area and assistance in applying for jobs interviews with college tutors before release are arranged and those learners attending college courses are supported by liaison with the college’s mentoring team.
A wide variety of initiatives has taken place involving local employers and outside agencies. An employer forum attended by 40 employers was used to break down barriers, raise awareness and create work-experience placements for learners. A gardens project, supported by the local council, involved refurbishing public gardens, allowing prisoners to help the community and develop their own skills. A partnership with a major gas company is used to provide some training work experience and jobs for learners. An external provider also provides courses to prepare learners for self-employment on their release. A partnership with the local Connexions Service provides additional practical advice and guidance on employment for learners about to be released.
Youth service workers visit and work with the young people, many of whom they have met outside the establishment. Youth workers use their skills to engage learners in discussions, often using music as a focus to attract attention. It is anticipated that some of the learners will become senior members in youth clubs when they are released.
Staff from the college maintain good communication links with the head of learning and skills and ensure that the classes are kept running with a programme of enrichment activities such as games in the evening. The evening includes a popular GCSE law class.
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