Quality and standards in education and training in Wales. A report on the quality of education and training. HMP Swansea

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1 Quality and standards in education and training in Wales A report on the quality of education and training in HMP Swansea February 2010 by Estyn, Her Majesty s Inspectorate for Education and Training in Wales

2 The purpose of Estyn is to inspect quality and standards in education and training in Wales. Estyn is responsible for inspecting: nursery schools and settings that are maintained by, or receive funding from, local authorities (LAs); primary schools; secondary schools; special schools; pupil referral units; independent schools; further education; adult community learning; youth support services; youth and community work training; local authority education services (LAES); teacher education and training; work-based learning; careers companies; offender learning; and Department for Work and Pensions (DWP) contracted employment provision in Wales. Estyn also: provides advice on quality and standards in education and training in Wales to the National Assembly for Wales and others; and makes public good practice based on inspection evidence. Every possible care has been taken to ensure that the information in this document is accurate at the time of going to press. Any enquiries or comments regarding this document/publication should be addressed to: Publication Section Estyn Anchor Court Keen Road Cardiff CF24 5JW or by to This and other Estyn publications are available on our website: Crown Copyright 2010: This report may be re-used free of charge in any format or medium provided that it is re-used accurately and not used in a misleading context. The material must be acknowledged as Crown copyright and the title of the report specified.

3 Introduction Her Majesty s Inspectorate of Prisons (HMIP) was established as an independent inspectorate in Its main statutory functions are to inspect and report to the Secretary of State at the Home Office on the conditions for and treatment of those detained in prisons and young offender institutions in England and Wales, and immigration removal centres, short-term holding facilities and escorts in England, Wales and Scotland. HMIP is also the formal gate-keeper for the inspection of these settings under the Police and Justice Act HMIP s inspection framework, Expectations, contains criteria for inspecting every aspect of prison life. The inspectorate reports against the four tests of a healthy prison. These are safety, respect, purposeful activity and resettlement. HMIP invites Estyn to inspect against the purposeful activity test in prisons and Young Offenders Institutions in Wales. Purposeful activity includes educational provision, including vocational training, PE and work activities. The purpose of the Estyn inspection is to identify good features and shortcomings in order that the providers may improve the quality of education and training offered and raise the standards achieved by learners. All inspections conducted under the arrangements apply the following principles: the use of an inspection framework which is common to all sectors of education and training in Wales; an emphasis on the provider s evaluations of its work; the involvement of a provider nominee who works with the inspection team; and the inspection of a sample of provision. Estyn uses its Common Inspection Framework and maps this across to the HMI Prison s framework, Expectations. This inspection took place from 8 February to 12 February A team, led by Her Majesty s Inspectors from Estyn, a statutory body independent of, but funded by, the Welsh Assembly Government, undertook the inspection of education and training. The team reported on standards achieved by learners, the quality of education and training provided, the quality of leadership and management and whether the provider delivers value for money. The offender learning inspection areas include: Literacy, Language and Numeracy Support; Employability and Vocational Training; and Personal and Social Development.

4 For Key Question 1 of the Common Inspection Framework, a grade is awarded for each learning area, together with an overall grade across the provision. Each of Key Questions 2-5 is awarded an overall grade. The Learning and Skills Act 2000 requires the provider to prepare written statements of the actions that they propose to take to address the recommendations in the inspection report and the timescales for completing the proposed actions. Grade descriptors The five-point scale used to represent all inspection judgements in this report is as follows: Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 good with outstanding features good features and no important shortcomings good features outweigh shortcomings some good features but shortcomings in important areas many important shortcomings

5 Contents Page Context 1 Summary 2 Recommendations 4 Standards 5 Key Question 1: How well do learners achieve? Literacy, Language and Numeracy Support Employability and Vocational Training Personal and Social Development The quality of education and training 9 Key Question 2: How effective are teaching, training and assessment? 9 Key Question 3: How well do the learning experiences meet the needs and interests of learners and the wider community? 10 Key Question 4: How well are learners cared for, guided and supported? 11 Leadership and management 13 Key Question 5: How effective are leadership and strategic management? 13 Providers response to the report findings 15 Appendix 1 The evidence base of the inspection Appendix 2 The inspection team

6 Context The nature of the provider 1 HMP Swansea is a category B local prison which holds adult males remanded into custody from the courts, together with convicted and sentenced prisoners. The prison is an old Victorian establishment completed in Space is at a premium and there is limited opportunity to develop new facilities. 2 There are two main residential wings: A wing and D wing. C wing accommodates full-time workers. B wing is the reception wing where all prisoners are accommodated on arrival to HMP Swansea. 3 The prison employs 242 staff, of which 178 are uniformed staff. The Governor leads a senior management team of eight. 4 At the time of the inspection, the operational capacity of HMP Swansea was 402 of which 260 prisoners were sentenced, 53 were convicted awaiting sentence, and 47 were on remand. There were 24 foreign national prisoners. Around three-quarters of prisoners were aged between 21 and 39 years of age. The learning provision 5 The department is headed by the Learning and Skills Manager supported by a Deputy Learning and Skills Manager who is also the IT Co-ordinator for the department. There are five full-time members of the teaching staff. There are two full-time administrators. 6 The learning provision at HMP Swansea is focused on the needs of prisoners. The majority of courses are four weeks in length to reflect the high throughput of prisoners at a local Category B prison. The provision is based on a core programme of basic skills of Literacy, Language, Numeracy and IT from entry level to level 2. ESOL classes are offered to all prisoners who first language is not English. 7 Other provision includes social and life skills accredited programmes at entry level and level 1 in a variety of subjects, including Welsh culture and history, citizenship, employability skills, and reading for pleasure. Art classes offer OCN units in colour theory, cartoon drawing and portraits up to level 2. Prisoners are used to mentor other prisoners in the classroom and are accredited with a level 2 qualification. 8 Prisoners can gain vocational qualifications in Health and Safety, Catering, Food Hygiene, NVQ Recycling, cleaning qualifications and a variety of sports related qualifications in the gymnasium. In addition, work-based learning within the workshops is accredited through OCN units and Basic Skills and Key Skills qualifications. Employability Skills are also offered as discrete programmes, as well as being embedded in the main curriculum. 1

7 Summary Table of grades awarded 9 The inspection team judged the providers work as follows: Key Question Inspection grade 1 How well do learners achieve? 2 2 How effective are teaching, training and assessment? 3 3 How well do the learning experiences meet the needs and interests of learners and the wider community? 3 4 How well are learners cared for, guided and supported? 4 5 How effective are leadership and strategic management? 4 Summary of overall grades by learning areas Learning area inspected Inspection grade Literacy, Language and Numeracy 2 Employability and Vocational Training 2 Personal and Social Development 2 Standards 10 Most learners in the learning and skills area, the training workshops and the gym achieve good standards of work. Most attend classes and workshops regularly and they make good progress towards reaching the goals in their individual learning plans. Nearly all learners are well motivated and work enthusiastically in teams and individually. 11 Tutors records and reports from awarding bodies show that most learners, who are able to complete courses and training, attain well. However, the records of learners attainment held by the prison are incomplete and fail to report an accurate record of learners attainment. The quality of education and training 12 Overall, most teaching and training is good and in a few cases it is outstanding. However, there are important shortcomings in a few sessions. Most tutors plan courses and sessions well. They make sure that learners engage in activities that stimulate them, irrespective of the learners previous knowledge and understanding. Most tutors assess and record learners progress and achievement well. There are very good relationships between learners and tutors and these help learners make good progress. 2

8 13 Overall, there is an adequate range of education and work opportunities available to learners, which lead to recognised qualifications. However, there are not enough activity places to ensure that all prisoners are kept fully occupied throughout the working day. Managers have taken good account of labour market information and learner interests in planning enhancements to provision. There is a good, varied programme in PE that meets the needs of a wide range of learners including older learners. The prison runs adequate resettlement courses for those who are due to be released. However, it does not involve employment agencies enough in this process. Staff do not do enough to promote use of the Welsh language and culture within the prison. 14 Initial screening and assessment procedures are not effective enough to provide a clear understanding of prisoners learning and skills needs. Following induction, many learners have only a limited understanding of what jobs or education courses are available to them. Overall, the standard of information, advice and guidance available to learners is inadequate. The prison does not do enough to meet the needs of learners with additional needs. Staff and learners pay very good attention to diversity issues and there is a good understanding of equality of opportunity. Leadership and management 15 The provider has responded well to the strategic changes brought in by the devolvement of prison education funding from the UK government to the Welsh Assembly Government. However, the prison does not have an effective, prison-wide management strategy for learning and skills. There are shortcomings in the prison s quality assurance arrangements and there are important shortcomings in the collection and analysis of data. Nearly all staff in the education department are well qualified and experienced. Overall teaching and vocational training accommodation is of a good or very good standard. 3

9 Recommendations 16 In order to improve, the provider needs to: R1 R2 R3 R4 R5 R6 R7 R8 R9 develop and implement an effective, prison wide management strategy for learning and skills; improve and extend the quality assurance arrangements to all areas of the prison; improve systems for the collection and analysis of data; improve initial assessment during prison induction and ensure that the results inform the planning of teaching, learning and support; improve the integration of independent careers advice and guidance and, where appropriate, of enterprise training into the planning of learners development; increase the number of activity places that engage prisoners in meaningful activities; improve induction to ensure that all learners understand what is available to them; make sure that all tutors plan sessions so that all learners are challenged to extend their knowledge and skills at a level that meets their needs; make sure that the activities in sessions are varied enough to engage learners interest and concentration throughout the session; R10 promote the use of the Welsh language and culture within the prison; and R11 improve partnerships with employers, employment agencies and opportunity providers. 4

10 Standards Key Question 1: How well do learners achieve? Grade 2: Good features and no important shortcomings 17 Overall, learners standards of achievement in the sessions inspected are as follows: Learners standards of achievement Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 23% 54% 18% 5% 0% 18 The standards achieved in each of the learning areas inspected are as follows: Learning area inspected Inspection grade Literacy, Language and Numeracy 2 Employability and Vocational Training 2 Personal and Social Development 2 19 Most learners in the learning and skills area, the training workshops and the gym achieve good standards of work. Most attend classes and workshops regularly and they make good progress towards reaching the goals in their individual learning plans. Nearly all learners are well motivated and work enthusiastically in teams and individually. Most learners make good progress. 20 Tutors records and reports from awarding bodies show that most learners, who are able to complete courses and training, attain well. However, the records of learners attainment held by the prison are incomplete and fail to report an accurate record of learners attainment. Learning area: Literacy, Language and Numeracy Support Grade 2: Good features and no important shortcomings 21 In most classes, learners achieve good standards in their work. They make good progress towards the short term literacy and numeracy targets in their learning plans. Most achieve in line with the objectives of the lesson. However, a few learners with additional support needs do not always attain their learning goals. 22 In numeracy classes, learners work well on their own. They work on topics which will help them in their everyday life. In one class, they work on temperature and learn how to use weather charts. In another class learners identify time using the 12 and 24 clock and use timetables to plan a train journey. They also develop good IT skills. In a session on reading temperature charts they successfully use drag and drop techniques on the interactive whiteboard. 5

11 23 Learners in literacy develop their reading skills well. They learn how to construct sentences using joining words and can give good examples on the whiteboard. They complete worksheets to a high standard. 24 In one outstanding session, learners oral work is of a very high standard. They develop very well their communication and wider key skills in working with others. The learners apply their learning in different contexts. For example, learners enjoy reading different poems and using them to identify adjectives. 25 In most classes, learners are well motivated and work enthusiastically. A few learners ask for home work and complete this to a good standard. They concentrate well and remain on task throughout the lesson. There are high levels of respect for their teachers and each other. They support and encourage each other with their learning. In one session, learners encourage a new learner to use the interactive whiteboard. Prisoner mentors give good one to one support to learners who need it. 26 In an ESOL class, learners at different levels participate well and make good use of their mentor. They enjoy working on the topic of health. Entry level learners name different parts of the body. More able learners use reading and listening skills well to plan a visit to the GP. Learners introduce and talk about themselves. Many speak confidently and construct sentences accurately. They support each other well to create a relaxed, good humour in the session. 27 Nearly all learners have an ILP. However, most learners do not use them well enough to review their own learning. 28 Overall attendance in this learning area varies too much. Attendance in ESOL is 100%. Learning area: Employability and Vocational Training Grade 2: Good features and no important shortcomings 29 Overall, learners in most employment workshops make good progress and achieve well. They participate well in sessions and are motivated to gain qualifications and awards. They develop good working relationships with staff; they view feedback constructively and are positive about learning. Most are motivated to achieve and work well independently and within teams. Most are able to talk confidently about their roles and the tasks upon which they are engaged. Only a minority of learners build systematically on prior experience to enhance their skills and improve their job prospects. Only a minority of learners understand what key skills are. 30 Learners in IT, many of whom have not previously used computers, achieve well and to a high standard. All are keen to learn, apply themselves to their work and concentrate during sessions, making very good progress in using word processing and database applications. They develop good quality work. There are very limited opportunities for the few learners who already have good ICT skills to progress to advanced qualifications or applications. 6

12 31 In the cleaning workshop, learners engage well in training activities, which many use within their prison work. They make good progress towards British Institute of Cleaning Science (BICS) qualifications and many progress to higher levels of awards in cleaning. A few progress to gain qualifications as assessors and they use these qualifications well to support other learners in their training. This improves the assessors confidence and self-esteem. 32 In the cycling workshop, learners make good progress towards OCNs in cycle maintenance. Their rate of attainment is very good. Learners use their skills effectively to refurbish bicycles to a high standard. They value the fact that these cycles are donated to third world countries and they take a pride in their work. Many learners progress onto NVQs in Performing Manufacturing Operations. 33 Learners in the recycling unit are making good progress towards NVQ L1 in recycling. They understand the progress they are making. However, they do not have good enough access to an assessor who can best capture naturally occurring evidence. This means they are not achieving as quickly as they could. 34 Learners in the laundry do not have opportunities to gain accreditation for the occupational skills they gain. 35 Most learners in the kitchen make good progress towards qualifications such as BICS certificate, Food Hygiene and manual handling. The kitchen has recently introduced useful NVQ accreditation: one learner has gained a level 1 qualification in Food Preparation and is progressing to level 2. Learners in kitchens have adequate access to ICT. A few learners gain a useful good understanding of the dietary needs of different cultures. Learning area: Personal and Social Development Grade 2: Good features and no important shortcomings 36 The curriculum within this area includes a variety of art and craft courses including pyrography, PE, money management, physical education, reading for pleasure and Welsh culture and history as well as occasional sessions on cultural topics such as poetry. Most courses lead to qualifications accredited by Agored Cymru. Learners working as mentors are able to gain a level 2 qualification in mentorship. 37 Most learners achieve well in classes, especially in art and craft and physical education. They produce a good standard of work in art and craft classes and often discover that they have skills that they did not recognise previously. Learners doing qualifications in sports leadership demonstrate good skills in managing sport and fitness sessions. These learners also attain core and wider key skills at level 1. Most learners attain the goals in their individual learning plans. The rate at which learners attain the sports leadership qualification is generally good. 38 Learners make good progress in most lessons. They learn to make useful written notes, often using their own terms to describe concepts and instructions. In sports leadership courses, they learn to work in teams and to share ideas. Most learners studying Welsh culture are able to relate historical events to their knowledge of 7

13 contemporary Welsh issues. Learners in art and craft sessions work well but also receive good support from both the tutor and the mentor. Learners doing a short course in pyrography produce good artefacts that demonstrate a high level of manual dexterity. All learners in a session on poetry contribute their ideas well and identify with poems written by former prisoners. 39 Most learners enjoy the activities that they do in this learning area, especially in sports leadership and art and craft. Most contribute their ideas well in whole-group discussions. They show a good level of respect to the teacher. Nearly all learners seek assistance from the teacher or mentor when they do not understand the task that they are set. Learners who take on mentorship jobs take on an effective learning support role to assist their fellow learners in classes in art, basic skills and IT. A few mentors work extremely well in their mentorship role, for example in an ESOL class where the mentor works effectively with a small group of learners to help them consolidate their learning. 40 Nearly all learners are engaged fully in the activities in the learning sessions. However, in a few sessions, learners are not challenged enough as the activities cover topics with which they are already familiar. Many learners gain improved self-esteem through taking part in the learning activities. Learners demonstrate a high level of respect for their tutors and this contributes to positive working relationships in all classes. 8

14 The quality of education and training Key Question 2: How effective are teaching, training and assessment? Grade 3: Good features outweigh shortcomings The quality of teaching in the learning areas inspected Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 19% 48% 28% 5% % 41 Overall, most teaching and training is good and in a few cases it is outstanding. However, there are important shortcomings in a few sessions. 42 Most tutors plan courses and sessions well. At the start of the session they make sure that learners know what they are going to do and what they are expected to achieve by the end of the session. They reinforce the expected outcomes well throughout the session. There are very good relationships between learners and tutors and these help learners make good progress. Nearly all tutors give learners constructive advice and feedback, which helps them to improve. 43 Nearly all classrooms and training areas are well-equipped with computers, projectors and interactive whiteboards. Most tutors use this equipment well to extend the range of learning activities and as a result, most learners maintain their concentration well while doing tasks. 44 In a few sessions tutors also use video resources well to consolidate learning of topics that they introduced earlier. Most tutors in the learning and skills area use mentors well to support groups of learners who are working at different levels. 45 Many tutors make sure that learners engage in activities that stimulate them, irrespective of the learners previous knowledge and understanding. For example, in one IT lesson, a teacher made sure that a mixed ability class were actively learning by using a wide range of packages that were matched well to individual learners abilities and interests. 46 In a minority of classes, tutors expect all learners to do the same activities. As a result, tutors do not challenge enough of the learners at a level appropriate to their need. In a few sessions, tutors do not prepare enough materials to keep all learners fully occupied in purposeful activity throughout the lesson, and do not vary the activities enough. As a result, a few learners lose concentration and interest and sometimes fail to attend subsequent sessions. In a minority of sessions, tutors rely too much on the same methods such as PowerPoint presentations to convey information. 47 In a workshop session, a tutor uses learners who are qualified assessors very effectively to provide good targeted support to those learners who need it most. In a few workshops, tutors enable learners to work well with each other, to support each other well and to work independently. 9

15 48 Most tutors assess and record learners progress and achievement well. They do this particularly well in the workshops where learners work towards attaining an NVQ. Most tutors use verbal feedback well to help learners to know where they have made mistakes and what they need to do to improve the standard of their work and confidence. Most written assessment is constructive and clear. Where this is provided immediately, it helps to improve learners skills and knowledge. 49 Many tutors make good use of questioning techniques to check learners knowledge and understanding. The majority of tutors direct specific questions at individual learners to prompt them to reflect on what they have learnt and to extend their understanding. However, in a minority of sessions, tutors ask too many general questions that are nearly always answered by a minority of learners. 50 Most tutors use assessment well to provide immediate feedback on learners performance and to motivate them further as well as evaluating learning in order to target support at those learners who need it most. Most tutors keep good records of learners assessed work. Key Question 3: How well do the learning experiences meet the needs and interests of learners and the wider community? Grade 3: Good features outweigh shortcomings 51 Overall, there is an adequate range of education and work opportunities, which lead to recognised qualifications, available to learners. Learners gain a good range of generic certificates, such as in manual handling or health and safety, which improve their prospects for employment. However, for more able learners there are not enough opportunities to challenge them or enable them to enhance their skills further. 52 There are not enough activity places to ensure that all learners are kept fully occupied throughout the working day. Most learners who request employment gain a job. When learners apply for work or learning, they receive opportunities in a timely manner. However, the work allocated does not take enough account of their skills, aims or work experience. The work available on wings does not occupy them enough, enhance their skills or improve their job prospects. 53 All workshops have enough work to engage learners meaningfully. The workshops offer realistic working environments and are equipped to a good standard. 54 Managers have taken good account of labour market information and learner interests in planning enhancements to provision. As a result, sewing machine operatives are offered an NVQ in Performing Manufacturing Operations and a new multi-skills workshop is in an advanced stage of planning. 55 There are good partnerships in the arts that enable visiting poets and a pyrographer to work with learners. This broadens the richness and range of the curriculum. The prison also makes effective use of two work-based learning providers to assess learners and help them to gain accreditation. However, partnerships with employers are underdeveloped. 10

16 56 In workshops, several tutors are clear about how learners can gain accreditation of key skills in work-based settings. In education sessions, there are dedicated key skills sessions available. However, attainment of these qualifications is too low. Key skills are currently being mapped into all vocational areas. 57 There is a good, varied programme in PE that meets the needs of a wide range of learners including older learners. Useful safer custody programmes aim to engage those who are reluctant to engage with education or learning provision. 58 The prison runs adequate resettlement courses for those who are due to leave. However it does not involve employment agencies and opportunity providers enough in this process. 59 The prison library contains books about Wales and in the Welsh language. However, across the prison, attention to bilingualism is inadequate. In a few areas there are bilingual signs or posters, but this is not consistent across the prison. There are a small number of useful opportunities to gain accreditation through the medium of Welsh. There are not enough learning resources in Welsh. The prison has introduced education classes on the culture of Wales, but staff do not promote Welsh language and culture well enough. For example, where learners have been educated in Welsh or have some bilingual skills, they are not encouraged to develop these further. 60 In a minority of cases, the competing demands of the prison regime interfere with learners progress in their education. Key Question 4: How well are learners cared for, guided and supported? Grade 4: Some good features but shortcomings in important areas 61 Initial assessment and guidance is not thorough enough and its impact is too variable. Following induction, many learners have only a limited understanding of what jobs or education courses are available to them. Most do not understand that there are different levels of education provision that may match their needs. Most learners receive a useful, bilingual booklet that outlines the educational opportunities available to them. 62 Initial assessment of learners literacy and numeracy skills is not rigorous enough. This means that, if they proceed to employment, tutors do not have accurate information about what support learners need. Systems to identify and support learners who have more complex additional needs are not good enough. 63 Induction includes a useful session that challenges racism and bullying. Learners are clear what they can do if they experience these behaviours. 64 Induction to the education department itself makes good use of assessment to determine learners basic skills and preferred learning styles. Many staff use this information well to plan learning and support. Learners receive good support for basic skills. In a few vocational workshops, staff organise provision in a way that makes it easier for learners to attend basic skills classes. The prison holds a Basic Skills Quality Mark and has recently produced a prison-wide basic skills strategy. However, it is too early to judge the impact of this. 11

17 65 Some workshop staff support learners with limited literacy skills well. They develop learning resources that are visual or pictorial and in workshops they support learners effectively to deal with written work. However, too few staff have received training in basic skills and miss opportunities to help learners gain insight into the value of improving these skills. Staff members expertise in supporting learners with additional learning needs is too variable. There is good support available for learners who have English language development needs. 66 Overall, staff and learners pay very good attention to diversity issues and there is a good understanding of equality of opportunity. Staff challenge inappropriate language effectively. In the PE department, there are good, safe showering facilities. Catering appropriately takes account of the dietary requirements of different ethnic, cultural or religious groups. However, there is no effective mechanism for monitoring how well learners from minority ethnic backgrounds achieve in comparison with the general population. 67 Staff work well, through Family Man courses and family days, to strengthen prisoners roles and relationships within the family. They also organise SureStart parenting programmes that help fathers develop their parenting skills. 68 Staff work well with learners who are at risk of harming themselves. They monitor their behaviour and support them well, encouraging these learners into education opportunities. 69 Staff pay good attention to health and safety in workplace inductions. They ensure that learners use appropriate personal protective equipment. 70 Overall, the standard of information advice and guidance available to learners is inadequate. Not enough is done to help learners evaluate their career plans so that they can make best use of the learning opportunities available to them. Learners do not have access to specialist, independent careers advice and guidance. Staff do not do enough to help learners make informed decisions about what they will do when they are released from prisons. In a minority of cases, the recorded guidance outcomes that prisoners receive are inappropriate or inaccurate. Learners receive adequate support from Jobcentre Plus staff who support them in hunting for employment. 71 In a few cases, prison staff are effective in helping prisoners to find employment. In one case, PE staff used their contacts to help a learner gain voluntary work on release. The prison chaplain helped the same learner to secure accommodation. 72 Many prisoners identify that employers attitudes to offending represent a barrier to their progress on release. In a few cases prisoners have clear ideas about using their skills to work independently. However they receive no support to develop skills in business planning or how to finance their ideas. 12

18 Leadership and management Key Question 5: How effective are leadership and strategic management? Grade 4: Some good features but shortcomings in important areas 73 The prison has responded well to the strategic changes brought in by the devolvement of prison education from the UK government to the Welsh Assembly Government. They have made a good start in aligning their planning to meet the strategic direction set out by the Assembly Government in Learning to Change 1. However, the prison does not have an effective, prison wide management strategy for learning and skills. The central role of learning and skills within the prison is not always understood clearly enough by regime staff. 74 Changes to the management structure of the education department have increased its capacity to improve the provision. A deputy manager has now been appointed to increase support for operational issues. 75 There is a useful learning and skills development plan which identifies clearly what steps the prison should take to develop and improve provision and adequate progress has been made on some of the recommendations of previous inspection reports. There is also a comprehensive basic skills strategy that seeks to link basic skills achievements to progression to other learning opportunities. However these documents do not contain SMART targets. This means it is not always clear who is responsible for improving provision or how well the plans are progressing. 76 There are shortcomings in the prison s quality assurance arrangements. These arrangements are not effective in monitoring the quality of learning and skills across the whole establishment. There is a self assessment report and a quality development plan which identifies accurately many of the areas needing development. The self-assessment report is evaluative and makes clear judgements. However, the self assessment process itself is underdeveloped and not all areas of the prison undertake regular reviews. Staff do not always take good enough account of the views of learners in improving provision. 77 There is a Quality Improvement Group. However, it has not met regularly and attendance is variable. In education, the teaching observation scheme is effective and there are good links to the performance management scheme. However, the lesson observation scheme has not been extended to all other areas of the prison. 78 There are important shortcomings in the collection and analysis of data. Data relating to learners retention and attainment is not accurate and the quality of data is not quality assured. Data is not used effectively to support target setting and performance management and it cannot currently be used to evaluate how well individual areas across the prison are performing. 1 WAG/DCELLS strategic document on prison learning and skills 13

19 79 Nearly all staff in the education department are well qualified and experienced. Most have useful additional basic skills qualifications. Most staff are highly committed to their ongoing professional development. 80 Overall teaching and vocational training accommodation is of a good or very good standard. The new library facility in the education department is bright and welcoming. Education classrooms have good facilities with interactive whiteboards and computers. These are used well. Workshops are well equipped with modern, industry standard equipment. In the cleaning workshop and IT suite the standard is excellent. 14

20 Providers response to the report findings The report is accurate and fair. Many of the issues highlighted in the report were mentioned in the Self Assessment report submitted to the Inspectors prior to their inspection. The recommendations from the inspection are indicative of the findings of the inspectorate. Overall the process was thorough, fair and transparent. The inspectors made it clear what was required over the week they attended and were helpful to all involved in the inspection.

21 Appendix 1 Evidence base of the inspection A team of inspectors visited the provider for four days in February Members of the inspection team visited all areas of the prison where the provision is delivered. They spoke to learners, tutors and senior managers. Inspectors also observed learners in learning and skills sessions. They looked at learners files of work. They also scrutinised documentation made available by the provider, including policies, plans, operating procedures, induction material and data relating to learners outcomes.

22 Appendix 2 The inspection team Rachael Bubalo HMI Alun Connick HMI Eleanor Davies HMI Mary Perrott Reporting Inspector Deputy Reporting Inspector Team Inspector Provider nominee