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7. LEARNING, SKILLS AND EMPLOYABILITY
Background
7.1 All aspects of learning, skills and employability ( LSE) came under the responsibility of the Prisoner Employment and Training Unit Manager. A Regimes Manager was responsible for activity programmes, including skill-based learning workshops. The Learning Centre Manager was responsible for learning provision. The SPS contract for the provision of LSE in Edinburgh Prison had started on 1 April with Lauder College. The prison and the College were still adapting to the new provisions within the contract, although Lauder College was the previous contract holder for education provision. All aspects of LSE had been significantly affected by the ongoing renovation programme.
Staffing and Resources
7.2 All staff involved in LSE were suitably qualified and enthusiastic. Almost all learning centre staff were registered with the General Teaching Council ( GTC) and all regimes staff had completed their TDLB D32/33 assessors awards. Staff had completed a wide range of development opportunities and training courses including Community Sports Leader Award ( CSLA) tutor training, and relevant industry qualifications. LSE staff were committed to delivering a high quality and relevant service to prisoners, and were focused on continuous improvement. Managers provided effective leadership to their teams, and were communicating a clear vision to staff about the future shape of LSE provision. However, LSE provision would be further improved by closer working between regimes staff and the learning centre.
7.3 Accommodation for the learning centre was new and purpose built. It offered a high standard of accommodation for learning, including specialist areas for ICT and art. Some teaching areas were small, and the lack of air-conditioning caused some areas to feel uncomfortably warm. The accommodation used by skill-based workshops was temporary pending further building works. Commendably, staff had responded extremely well to this challenge and effectively adapted unsuitable accommodation to ensure a minimal impact on the prisoners' learning experience. Accommodation for physical education was more limited, but once again staff were making the best use of what was available to them.
7.4 Prisoners and staff had access to a good range of resources to support LSE activity. These were well suited to the client group. The learning centre had access to an adequate number of PCs, and an interactive whiteboard although this was not yet operational. Skill-based workshops were using sufficiently up-to-date and relevant equipment for current employment. PE had seen their budget increase fourfold for the current year. Prisoners did not have access to the internet which resulted in them being unable to complete certain qualifications.
7.5 The library was situated in the learning centre and was supported by Edinburgh City Council as part of their libraries service. It had a good range of up-to-date and relevant resources organised using an electronic booking system. Prisoners had good opportunities to access these resources both through scheduled visits and through a library request form.
Access to Learning, Skills and Employability
7.6 The prison was at an early stage of implementing a "College Culture" across its LSE activity. This had involved a considerable change to some working practices, including a shift from production to skill-based workshops. A good range of highly relevant skill-based workshops were offered, including plastering, plumbing, electrical and bricklaying. There were excellent links with Jobcentre Plus. A good range of learning activities was available in the learning centre with an appropriate balance between accredited courses and those designed to encourage an interest in education. However, opportunities for meaningful activity were severely restricted for remand prisoners, and for prisoners serving up to 60 days. It is recommended that remand prisoners and prisoners serving up to 60 days are offered more opportunities to engage in meaningful activities.
7.7 Almost all prisoners were briefed on the range of LSE activities available during induction. The prison operated a "prisoner journey" approach to allocating activities. This approach attempted to make best use of available resources relevant to a prisoner's point in their sentence. Activity was allocated in full-time blocks agreed at an Activity Allocation Board attended by the prisoner and representatives of programmes, employability, education and PE. The prison made good use of financial incentives to encourage dedication by prisoners to their activity.
7.8 The prison was using a system of peer tutors to improve literacy and numeracy skills. Peer tutors were trained by the learning centre and were encouraged to provide support to other prisoners in skill-based workshops. Staff and prisoners felt that this had worked well, but due to prisoners moving not all workshops had access to peer tutors. A new training course was being planned to replenish numbers. Management should consider how best to support, co-ordinate and quality assure the work of peer tutors to ensure greatest impact.
Assessment of Need
7.9 All prisoners attending induction completed an Alerting Tool intended to highlight significant need in literacy and numeracy. This was further researched by use of the Basic Skills Assessment where required. The learning centre used this, and other, information from the prisoner to create an agreed Individual Learning Plan or Learning Log as appropriate.
7.10 Staff also used the Prisoner Journey pro forma, and the meeting with the prisoner by the Activities Allocation Board, to identify the most appropriate LSE programme for each prisoner. It was not always possible to place a prisoner on a popular programme immediately, and certain activities were restricted to prisoners at particular points in their sentence. This ensured that practical skills and certificates, such as driving a fork lift truck, were gained as close to release as possible.
Delivery of Learning
7.11 Almost all staff were engaging well with prisoners, capturing their enthusiasm and using an appropriate range of methods. Staff prepared very well for activities and classes, making good use of pre-prepared materials which were well designed. Staff used a range of approaches to maintain interest and to match the needs of the group, including groupwork, direct teaching, practical work and simulation. Staff were aware of prisoners' needs and aspirations and spent time ensuring that the learning experience was relevant to them. In a number of activities and classes, prisoners were pursuing individual programmes or projects which kept them motivated and committed.
7.12 The contracts of both regimes and learning centre staff did occasionally cause difficulties in delivering activities and classes. Regimes staff worked three out of every four weeks, and it was not always possible to cover this and other absences. During the inspection both bricklaying and monoblocking workshops were closed. The contracted weeks of learning centre staff also made it difficult to ensure continuity, particularly during normal holiday periods.
Prisoners' Learning Experiences
7.13 Staff in skill-based workshops had created a very effective learning environment from accommodation that was not always ideal. They made good use of available space and encouraged prisoners to decorate their areas where appropriate. Classrooms in the new learning centre were still sterile with little use made of prisoner's work or other relevant materials. The art room, however, had been transformed into an effective learning environment.
7.14 Prisoners were very positive about their experiences in LSE. They were enthusiastic and fully engaged in their activities and saw the relevance to their future employment prospects. Staff maintained regular contacts with local; employers and agencies to ensure that the activities offered matched local employment prospects. Learning in the maths class reflected strongly prisoner's previous experiences and skills. One prisoner intended to start his own business on release, and was completing a Royal Bank of Scotland Business Plan with support from staff.
Achievement
7.15 The number of accredited courses available to prisoners had significantly increased over recent months with further increases planned. During the year 2004-5 prisoners had achieved 358 SQA Awards. This had increased to 409 for the period from 1 April 2005 to the inspection. Where prisoners were undertaking non-accredited programmes the prison recognised achievement through internal certification.
7.16 Very good use was made of accredited courses in physical education including the Community Sports Leader Award, Gym Instructor qualifications and First Aid. Skill-based workshops had introduced Scottish Progression Awards ( SPA) in February 2005. They were currently offering SPA in Building Crafts and were introducing an SPA in Engineering. A good range of accredited courses were offered in the learning centre.
7.17 Staff recognised achievement through awards ceremonies organised on a regular basis. These proved to be popular with prisoners and had motivated them to continue with their learning. However, there were insufficient links between LSE activity and overall Sentence Management.
Ethos and Values
7.18 Relationships between staff and prisoners in LSE activity were almost universally good. This was particularly evident where constructive and well planned activity was taking place. Relationships amongst prisoners in workshops and classes were very positive and in most cases staff encouraged prisoners to talk to each other and support each others learning. The ethos in LSE activities was relaxed and purposeful.
7.19 Staff were strongly committed to an ethos of achievement and tried to ensure equal opportunities for all prisoners. Prisoners with specific needs, such as limited English language or a disability, were well integrated.
7.20 Staff in skill-based workshops properly referred prisoners with specific learning difficulties to the learning centre when appropriate. However, the quality and comprehensiveness of LSE activity would be further improved by greater teamwork and co-operation between regimes staff and staff in the learning centre.
Quality Assurance
7.21 All staff complied rigorously with the procedures required by awarding bodies for accredited courses. However, both regimes and the learning centre did not operate a quality assurance system to ensure continuous improvement of teaching and the learning experience. In addition, systems for tracking individual learners were limited in detail and scope.
Conclusion
7.22 LSE provision was good and improving. Prisoners experienced dedicated and enthusiastic staff involved in LSE. They enjoyed their learning activities and engaged well with staff. They accessed a good range of accredited courses and were enjoying significant achievements. Regimes staff had made very good use of temporary accommodation to create effective learning environments, and the learning centre had recently moved into high quality accommodation.
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