7. ACTIVITIES
Learning, Skills and Employability
Introduction and Context
7.1 The SPS Activities Unit Manager has overall responsibility for managing learning, skills and employability ( LSE) within Polmont. The SPS contract for provision of LSE in Polmont is with Motherwell College. A Learning Centre Manager, employed by Motherwell College, supported by an Assistant Learning Centre Manager is responsible for learning provision. The Activities Manager ( SPS) has responsibility for PE, out of cell activities and production and work parties.
Staffing and Resources
7.2 Learning Centre staff are well qualified. The majority of staff hold a teaching qualification or were working towards one. However opportunities for Continuous Professional Development ( CPD) for learning centre staff are not systematic or comprehensive. Seven officers have successfully gained the Foundation Studies course in Informal Learning and Community Education. Sports assistants supplement the core PE instructor team to deliver a comprehensive sports programme. The quality of accommodation for learning is very good. The Links Centre and Learning Centre are well-appointed, comfortable and contribute to a positive learning experience. Workshop facilities are of a very good standard and reflect current industrial practice. The library has recently been refurbished and there is good access to PE. However there are insufficient linkages between and across all staff involved in learning, skills and employability. This results in missed opportunities for staff to share their experience, skills and expertise in developing complementary learning activities. College staff delivering education programmes do not have access to a wide enough range of resources to support the different levels of ability within class groups. In general-purpose classrooms, the standard of ICT equipment to support learning and teaching was poor. Arrangements for staff to identify and access training on diversity and inclusive learning approaches were not systematic. As a result most staff were unaware of the impact of equalities legislation in relation to their specific role and were not sufficiently aware of approaches to assist learners overcome barriers to learning.
Access to Learning, Skills and Employability
7.3 All prisoners are introduced to LSE during the induction process which includes a structured interview and a tour of the Learning Centre. Learning staff regularly and proactively visit the halls to encourage individuals to participate in learning. A wide range of vocational and educational opportunities is available. Most prisoners take advantage of these opportunities to develop skills and attain qualifications. Prisoners are not penalised or receive any differential in pay for attending education. Children under the age of 16 attend at least 15 hours of education per week. The Outlet Youth Centre effectively engages prisoners in issue based programmes such as sexual health and anti sectarianism. Literacy and Numeracy needs are well-catered for through small group tuition and one-to-one peer tutoring.
7.4 There were good examples of staff developing programmes to meet the needs of specific groups of learners. The independent skills programme provides a useful and practical preparation for liberation and living within a community and learners had responded well to the variety of content and practical activities. The PE department offers a good range of accredited and relevant courses with a high success rate. Polmont is also involved in the Young Enterprise Scotland scheme. This is a 12 week course which has the potential to lead to an enterprise workshop. The first part of the course involves learning the skills required to start up and run a small business. If the team have a good business idea they can apply to the Governor for a start up "loan". This requires them to develop a business plan. If successful in starting up their business they will then sell their product to staff and fellow prisoners. Detailed accounts are kept, audited and the start up "loan" is repaid to the Governor. If required the prisoner will be given support from Young Enterprise Scotland on liberation. Polmont's participation in the Young Enterprise Scotland Scheme is an area of good practice.
7.5 Where possible staff make efforts to enable learners to complete assessments prior to transfer or liberation. However there is no tracking mechanism to ensure prisoners continue or complete their learning. Remand learners do not have access to learning opportunities and there are insufficient opportunities for engaging in other types of learning such as short distance learning programmes. Prisoners complained about the time delay from induction to starting learning . Communication of learning opportunities was by word of mouth. Improved methods for communicating learning opportunities to prisoners should be considered.
Assessment of Need
7.6 There are systematic arrangements in place within the Links Centre for profiling all offenders using the "Alerting Tool" as part of the induction process. All prisoners entering Polmont complete this process. This assists in the identification of literacies needs. Prisoners sentenced to one year or more undertake a core skills profile and individual learning plans are created for all learners undertaking education programmes. Motherwell College review Individual Learning Plans ( ILPs) on a six monthly basis. Outlet Youth Centre staff effectively engage with under 18s within an informal drop in facility to identify individual needs and concerns. Although learning plans have been created, they are not made available to each member of staff working with an individual. As a result, most staff do not use learning plans effectively to engage learners in discussing preferred learning styles, reflecting on progress and setting new targets. There are no formal links between staff involved in workshops or PE and those in the Learning Centre to identify and support prisoners' needs, particularly in literacy and numeracy. Peer literacy tutors provide an important link in identifying and supporting individual learning needs. There are no arrangements in place to collate information from schools or other previous learning providers to inform learning requirements.
Delivery of Learning
7.7 Staff take considerable care in planning learning activities. There are good examples of staff designing programmes built around the interests of learners. In non- accredited classes, there are good examples of staff involving learners in designing the content and scheduling of activities. In subjects such as art and crafts, learners are encouraged to develop their individual skills and creativity. Staff proactively incorporate presentations and input from external agencies and employers within programmes and as part of special events. This approach generates motivation amongst participants and raises awareness of social and workplace issues. Staff are approachable and responsive to learner needs. Some younger learners benefit from small group activities and value the support given by staff. Peer tutoring is successful in engaging learners to develop literacy skills. PE staff have amended the delivery of the second Gym Instructors level 1 course in light of experience gained with appropriate learning materials developed. A range of instructional cards assist prisoners to work effectively in the gym. The Outlet Centre anti-sectarian project use a "Blockbusters" type game to encourage prisoners to reflect on their learning. However most programmes do not incorporate independent learning activities to build on group learning activities and increase self-confidence in learning. In the craft class the number of participants results in learners having insufficient access to tutor support which most find frustrating and disengaging. Overall, planning of learning activities does not take sufficient account of the potential for contextualising core skills within vocational activities.
Prisoner's Learning Experiences
7.8 The Links Centre and Learning Centre accommodation is spacious, bright and attractive and provides a positive and welcoming learning environment. Learners value their good relationships with both learning and activity staff and consider them to be supportive and encouraging. For most this had contributed directly to their engagement with learning. A number of prisoners were studying at higher level. Literacy support helps learners deal with issues in a non-stigmatised way. Learners considered they had good opportunities for learning and some were making progress which exceeded their expectations based on previous learning experiences. Learners talked positively about having discovering new found talent such as art through participation in learning. They enjoyed being in the workshops or classes and were pleased with the range of books in the library. Information on learning opportunities available on display in both the Links and Learning Centres was limited.
Achievement
7.9 A number of prisoners had made significant achievements through their learning. The majority of participants observed and spoken to in the workshops and learning centre were purposeful and knowledgeable about their learning and its positive role on their present situation. PE staff were delivering a number of certificated sports coaching courses on a regular basis with award presentations organised to celebrate achievement. Peer literacy tutors awards are celebrated in the outlet centre. Staff make good use of the Duke of Edinburgh Award sectional certificates to recognise progress made in specific skill/service area. In the activity areas, Scottish progression awards provide good opportunities for learners to gain vocational qualifications. A narrow range of educational programmes provides good opportunities for learners to progress from access level to higher level awards. A significant number of learners had attained accreditation in communication and IT. There were many good examples of staff successfully re-engaging young men in learning which resulted in them attaining qualifications and increasing confidence in learning. Staff consistently review workshop provision to ensure currency with existing industry requirements. Application of skills such as forklift driving, plumbing and decorating within a realistic environment help learners prepare for the workplace. Peer tutors have successfully completed training based on the national Introductory Training in Adult Literacies Learning ( ITALL) programme.
Ethos and values
7.10 All staff involved in learning, skills and employability activities are highly committed and enthusiastic. Prisoners reported very positive and constructive relationships with Links Centre, Learning Centre, workshop and PE staff. Staff are both approachable and supportive. There is a relaxed and positive atmosphere in the learning centre and workshops. Interaction between officers and prisoners is on first name terms. Staff work well together across a number of initiatives. However there is no coherent strategic vision for LSE. The Outlet Centre youth worker liaises with college staff to identify and support learners with Literacies needs. Staff are highly committed to widening employment opportunities for young men being liberated. One member of staff had hosted a special event for 25 employers in the Fife area, to raise awareness of the contribution the young men could bring to their workforce. The event was successful in altering the perception of employers and increasing their openness to employing ex-offenders.
Quality Assurance
7.11 Effective reporting mechanisms are in place to monitor the attendance and attainment of learners in both the learning centre and PE facility. The PE dept maintains detailed monthly records of awards gained. Motherwell College has a system of Individual Learning Plans ( ILPs) with six monthly reviews for systematically evaluating and improving the prisoner learning experience within the learning centre. However college delivery staff are not able to access ILPs or contribute to learner reviews. There is no systematic approach to quality assurance across the full range of LSE activities which allows participants and staff to review and evaluate the effectiveness of provision contributing to service improvements. The focus on delivery of target hours conflicts with the drive to deliver high impact learning.
Conclusion
7.12 Staff from across LSE are highly motivated and committed to engaging and supporting prisoners. Staff demonstrate their enthusiasm for developing joint working although this is not formalised in any strategic document or guidance. The facility offers modern and attractive accommodation of a very high quality which contributes to the positive and relaxed learning environment. There is a good range of vocational and educational opportunities on offer with good use of certification where relevant. Prisoners reported increased confidence and self-esteem as a result of engaging in learning. However there are insufficient arrangements for all key staff to self-evaluate and staff were not capitalising on opportunities to contextualise learning within vocational training and PE. A joint recruitment plan to promote all LSE opportunities better had been discussed but was not yet in place.
Library
7.13 The library has been recently refurbished and houses a good stock of fiction and reference books and CDs. It provides access to ICT for word-processing and games.
Other Out of Cell Activities
7.14 PE is provided in one good sized games hall. There is one small but well equipped fitness and weights area. There is good access to astro turf and outside activities. The department offers a good range of accredited and relevant courses with a high success rate. Nothing was appreciated as much by prisoners as PE.