4B:What is ‘success’ in guidance and support?

Six learning support assistants at HMYOI Hindley are helping learners to develop their literacy, numeracy and language skills and to transfer them to vocational areas of work. This is helping the learners become more independent and also promotes the acquisition of new skills. Some learning support assistants act as key workers for learners who are identified as needing extra learning support at induction. All staff have clear descriptions of their roles and responsibilities in order to support teachers and learners in the classroom and in work areas. They currently report to the deputy education manager.

Staff find that using learning support assistants has helped learners. They have benefited from the individual attention, feel more motivated and are encouraged to measure their own progress. Learners feel less stressed and distracted and have a better understanding of their work. One learner, Basit, who has been at HMYOI Hindley for five months, comments, ‘They have helped me with my maths and English and I’ve passed two exams. The support people help me a lot because I struggle.’ This support extends to helping learners progress to key skills, and GCSEs in English and maths. One learning support assistant has been helping a learner to prepare for his examinations in key skills and has helped him to find information for projects and improve his reading skills.

Good support can often mean celebrating and acknowledging learners’ achievements. One institution holds ASK (Achievement, Skills and Knowledge) awards twice yearly. At the last ceremony in September 2003, 18 learners received awards including some for basic skills. Staff can nominate any learner for an award. Part of the incentives and earned privileges scheme includes all learners receiving a bonus payment for an educational and training outcome.

When nominating learners for an award, staff take into account one or more categories for those who deserve recognition. These include effort, outstanding actions or contributions to the institution, academic achievement and success in completing courses. Learners who receive awards are also given certificates with gifts of their choice. These include pen sets, drawing sets or toiletry sets. Staff and outside visitors such as the local mayor and relatives are invited to the award ceremonies. Press and radio coverage has helped to raise awareness of the achievements of young people at the institution.

The Link Up project is a government initiative with the Basic Skills Agency to redefine the volunteer role by training recruits to support learners in prisons. Staff and learners work towards a Level 2 certificate in adult learner support. Peer partners act as classroom assistants in basic skills groups and provide valuable one-to-one support to other learners in maths and English. Assistants also act as good role models to other learners by demonstrating the benefits of gaining qualifications and developing their skills. One young female learner who has benefited from peer support says she can now ‘count money and do addition and subtraction.’

Graham Meades, the Link Up Project Manager at HMP and YOI Low Newton comments, ‘We have the only female peer partnership scheme that includes young offenders in the prison estate. The benefits of the project so far have been solid mentoring and good relationships between supporters and learners which is definitely improving learners’ attitudes to work. Several cultural barriers have been broken down through the learner supporter roles.

‘Overall there is a resounding “feelgood” factor surrounding the project. Through the project there has been a 100 per cent success rate for literacy and numeracy in the national tests for learner supporters. Inmates have been very positive and there is quite a buzz among learners in the Education Unit as they can see how basic skills have developed and improved things for their peers. As a result of improved behaviour and relationships, some learners have obtained privileged positions and are helping out in resettlement projects such as housing. It has helped learners to deal with their own anger and frustrations.’

The true success is what learners themselves say. One commented, ‘When I come out, I can get a job now and stay out of jail, thanks to this project.’

At one institution, staff carry out an effective induction programme with all learners over a period of five days. It is well structured and tutors provide detailed lesson plans with learning outcomes for each session. Differentiated worksheets are used for those who need extra help in literacy and numeracy or for those who are at Level 1. The institution also operates a ‘fast-track’ system if prisoners have already completed an induction programme at another establishment which includes generic preparation for work.

Referrals are made to specialists for any learners who have dyslexia.

Female tutor conducting induction

Throughout induction, learners are allowed a three ‘taster sessions’ where they spend half an hour in three classes of their choice.

The last day of induction is used as a celebration activity where learners receive certificates of completion and their individual assessment records.

Learners have their own progress files with personal development activities that they can complete in their cells. They are very proud of their achievements. One learner went on to obtain a place at college on release after presentation of this file.

Learners complete a very simple evaluation form. These comments are fed back to the education manager and the head of learning and skills as part of quality assurance arrangements.

Ashley began learning support in December 2001. His initial induction showed him to be at Entry Level 2. He has a history of special educational needs and has spent the majority of his adolescence in a special school unit for dyslexia and behavioural difficulties. Ashley talks negatively about his past educational history. Assessment indicated that he was unsure of his alphabet, could not spell his address and could barely construct or spell a simple sentence. He also required help with his behaviour as he was very hyperactive.

Ashley’s teacher took a holistic approach to support Ashley in his education, behaviour and attitude. With his teacher, Ashley created an individual learning plan that ‘worked in’ the learning support he needed. He and his teacher began with very simple CVC words (such as ‘pot’, ‘rag’, ‘nap’ and so on). Although progress in gaining confidence was slow, Ashley is starting to adopt a keen attitude towards improving his basic skills. He welcomed the chance to improve his ability and told his teacher, ‘I want to read and write.’ Ashley completed work in his cell regularly and solidly throughout his learning support sessions. Very quickly he progressed and practised spellings and persisted with handwriting. His confidence grew and continuous praise and encouragement from staff played a vital role in his development.

Ashley flourished with one-to-one support. With close monitoring by staff, he began to take more responsibility for his behaviour. He learnt to see alternative options and the consequences of his actions. Ashley recently sat the Entry Levels 2 and 3 tests in literacy, and his next target is the literacy test at Level 1.

This is Ashley in his own words. ‘If someone put some work in front of me two years ago it was like looking at something in code. I would get so stressed and misbehave because I felt so stupid. I couldn’t spell my address or my middle name. When I started learning support I had a big mission ahead but I was willing to learn this time. Doing the one-to-one was better as I did not feel stupid. It let me see my progress and it gave me a real buzz.’

‘I’ve got mild learning difficulties. I have certain words I can’t read and so my learning support assistant he gets the words I’m working on and the words I get stuck on and we learn them together. I learn the words over the week and then at the end he checks I can spell them.

‘I can tell the time on the 12-hour clock, but I have difficulties with 24 hours. So I tell him the time on the 12-hour clock and he shows me on the 24-hour clock. He writes them on a piece of paper. I count each space, which is 5, and he tells me if I have got it right. I feel I am more independent now, like, if I’m in a police station, now I can tell the time and I will not be so frightened.

‘I feel more confident. I’ve not had help before, not since primary school. I went to a special school.’

Learning support at HMYOI Hindley