Setting

19 January 2006

Inspectors use a four-point scale to summarise their judgements about the quality of learning sessions. The descriptors for the four grades are: • grade 1 - outstanding • grade 2 - good • grade 3 - satisfactory • grade 4 - inadequate

p.2

19 January 2006

Inspectors use a five-point scale to summarise their judgements about the quality of provision in occupational/curriculum areas. The same scale is used to describe the quality of leadership and management, which includes quality assurance and equality of opportunity. The descriptors for the five grades are: • grade 1 - outstanding • grade 2 - good • grade 3 - satisfactory • grade 4 - unsatisfactory • grade 5 - very weak.

p.2

Adult Learning Inspectorate

The Adult Learning Inspectorate (ALI) was established under the provisions of the Learning and Skills Act 2000 to bring the inspection of all aspects of adult learning and work-based learning within the remit of a single inspectorate. The ALI is responsible for inspecting a wide range of government-funded learning, including:

p.3

Adult Learning Inspectorate

Inspections are carried out in accordance with the by teams of full-time inspectors and part-time associate inspectors who have knowledge of, and experience in, the work which they inspect. All providers are invited to nominate a senior member of their staff to participate in the inspection as a team member. Common Inspection Framework • work-based learning for all people over 16 • provision in further education colleges for people aged 19 and over • provision • Adult and Community Learning • training funded by Jobcentre Plus • education and training in prisons, at the invitation of Her Majesty’s Chief Inspector of Prisons. • adult information, advice and guidance services ( )

p.3

Contents

Description of the provider 1 Scope of provision 2 About the reinspection 3 Overall judgement 3 Grades 3 Key findings 3

p.4

Contents

Leadership and management 7 Equality of opportunity 8 Quality assurance 10 Information & communications technology 1 1 HMP LINCOLN REINSPECTION

p.4

DESCRIPTION OF THE PROVIDER

1. HMP Lincoln (the prison) is a category B closed local prison which first opened in 1872. It holds all categories of adult male offenders, both on remand and sentenced, except category A offenders. On a daily basis, the prison receives offenders from magistrates’ courts within an eastern region which includes Lincolnshire and Nottinghamshire Crown Courts. The certified normal accommodation figure for the prison is 307. The operational capacity of the prison is currently 490 and at the time of the inspection, 474 offenders were in custody. Currently, one wing is closed, but it is due to reopen in mid-2007 after a major refurbishment. This will increase the operational capacity of the prison to over 700.

p.5

DESCRIPTION OF THE PROVIDER

2. Fifty-five per cent of offenders are aged between 21 and 30 years and 7 per cent of offenders are aged over 50. The prison has one residential wing specifically for vulnerable offenders, who account for 26 per cent of the prison’s population. Four per cent of the offenders are from minority ethnic backgrounds and 8 per cent are foreign nationals.

p.5

DESCRIPTION OF THE PROVIDER

3. The prison has a high turnover of offenders and numbers can vary from day to day. The average length of stay is approximately six weeks, but there is a wide variation, from less than three weeks up to several months, or in some cases over a year. Vulnerable offenders may stay for up to three years.

p.5

DESCRIPTION OF THE PROVIDER

4. There was a major disturbance in the prison in October 2002, which caused extensive damage. The subsequent trials, convictions and appeals have only recently been completed. There has been a very high turnover in the senior management team, including several changes of prison governor.

p.5

DESCRIPTION OF THE PROVIDER

5. Since February 2004, the head of learning and skills has been responsible for the co- ordination of education and training throughout the prison. She manages the subcontracted provision for education, the library and the writer in residence. She also co-ordinates the communication and training provision in the gymnasium, the kitchen, the laundry and the industrial workshops, but the head of learning and skills does not manage the provision directly. She is assisted by a part-time administrative officer. The industries manager manages the industrial workshops and work activities. There are three production workshops within the prison, one for net-making and charity work, one for textiles and one for tailoring. The net-making and charity workshop holds external contracts and the others hold internal prison service contracts. The laundry provides a service for the prison and three other prisons nearby. A range of other employment is

p.5

DESCRIPTION OF THE PROVIDER

open to offenders, including stores work, cleaning, and waste management/recycling. Industries and physical education (PE) services are the responsibility of the head of regimes and resettlement. A PE senior officer manages the gymnasium. A range of accredited programmes is available.

p.5

DESCRIPTION OF THE PROVIDER

© 2006 ADULT LEARNING INSPECTORATE 1 HMP LINCOLN REINSPECTION

p.5

DESCRIPTION OF THE PROVIDER

6. The education department is subcontracted to Matthew Boulton College. It offers a total of 102 places each day in a range of areas such as information and communications technology (ICT), foundation and art. During the week of the inspection, 100 offenders were involved in courses, including those in the unit for vulnerable offenders. Most learners in the education department are full time. The prison workshops offer work opportunities for 246 offenders. Vocational training opportunities are available in many of the workshops. Work is also available for offenders in a variety of other areas, including cleaning on the residential wings, the prison laundry, and the prison kitchens. Accredited training is available in some of these areas. Additional support for learners with literacy or numeracy needs is available in all the workshops.

p.6

DESCRIPTION OF THE PROVIDER

7. Library services are provided by the Lincolnshire Library Service. It operates from two sites within the prison. A chartered librarian, a library assistant and one operational support grade are employed to deliver library services.

p.6

Information & communications technology

8. At the time of the reinspection, 46 learners were enrolled on ICT courses. Three of these learners were copying books into large print for a national charity. No accredited ICT training was available for these learners. The other 43 learners were taking courses at level 1 and 2 in the use of applications software such as word processing, spreadsheets and drawing programs. Seventeen learners were taking the level 1 course and seven were working at level 2. Two learners were working on individual qualifications, and one was studying for a national certificate. Of the remaining 16 learners, six were taking an introduction to computing course and a further 10 had just joined the classes and had not been allocated to a course. A level 3 qualification is available, but no learners were working for it at the time of the inspection. The area of learning is managed by a full-time co-ordinator and a deputy, with four part-time tutors. Classes are provided on five days

p.6

Information & communications technology

each week in the mornings and afternoons. Each learner is timetabled for four sessions each week to fit in with other commitments. Some learners attend more frequently as there is some flexibility in scheduling, depending on the space available. The prison has one dedicated computer room and uses two other rooms for this purpose.

p.6

Information & communications technology

© 2006 ADULT LEARNING INSPECTORATE 2 HMP LINCOLN REINSPECTION

p.6

OVERALL JUDGEMENT

9. At the previous inspection, the leadership and management of the provision were unsatisfactory. Equality of opportunity and quality assurance were also judged to be unsatisfactory. The ICT provision was considered unsatisfactory, but the hospitality, sport, leisure and travel programmes were satisfactory, as were the foundation programmes. At the end of the reinspection process, all aspects of the provision were found to be satisfactory or better.

p.7

ABOUT THE REINSPECTION

Number of inspectors 4 Number of inspection days 16 Number of learners interviewed 67 Number of staff interviewed 20 Number of subcontractors interviewed 9

p.7

Information & communications technology 2

Contributory areas: Contributory grade Number of learners Using IT 46 Other government-funded provision 2 -

p.7

Achievement and standards

10. The standard of learners’ work in literacy and numeracy is good, and there are very

p.7

GRADES

grade 1= outstanding, grade 2 = good, grade 3 = satisfactory, grade 4 = unsatisfactory, grade 5 = very weak Grades awarded at reinspection

p.7

Leadership and management 3

Contributory grades: Equality of opportunity 3 Quality assurance 3

p.7

Leadership and management 3

© 2006 ADULT LEARNING INSPECTORATE 3 HMP LINCOLN REINSPECTION

p.7

Leadership and management 3

good levels of achievement. Learners value their successes in this area and appreciate the progress they have made. Achievement rates in ICT are also very good. Learners in ICT applications software courses develop good computing skills, using the software with confidence and skill. Learners using the drawing programs show particular skills. However, ICT learners in the charity workshop make little progress and do not develop the skills which could be useful to them in a range of contexts.

p.8

Quality of education and training

11. The standard of teaching is particularly good in ICT applications software courses. Much of the teaching is carried out on an individual basis and tutors support the learners well, developing effective relationships with them. However, the ICT learners in the charity workshop do not receive sufficient formal training. They are self-taught or rely on help from other learners. PE and catering learners have supportive tutors who are effective in encouraging them. Foundation sessions are well planned to meet the needs of individual learners. Tutors in all areas are appropriately qualified.

p.8

Quality of education and training

12. The range of courses in all areas is appropriate to meet the needs of learners. In ICT, the narrow range of the provision was identified as a weakness at the previous inspection. This situation has been improved and the provision is now satisfactory, with courses from an introductory level up to level 3, and some courses of a more technical nature.

p.8

Quality of education and training

13. All learners are assessed for their additional learning needs and are supported appropriately. Learners’ previous knowledge of ICT is assessed to ensure that learners are enrolled on the most appropriate courses. Learners receive information about the courses and possible progression routes.

p.8

Leadership and management

14. The prison has a clear strategic direction which is understood by all staff. Some areas of the prison are keen to become involved in the new education and training agenda, but others are slow to accept the changes.

p.8

Leadership and management

15. Support for learners with literacy, numeracy and language needs is good. The provision in the education department focuses on ensuring that learners receive appropriate training in these areas. Learners have access to such support one day each week in all prison workshops.

p.8

Leadership and management

16. The prison’s management of the subcontractor is satisfactory. The relationship between the head of learning and skills and the education manager is productive, with Grade 1 Grade 2 Grade 3 Grade 4 Total Grades awarded to learning sessions

p.8

Leadership and management

Information & communications technology 0 5 2 0 7

p.8

Leadership and management

© 2006 ADULT LEARNING INSPECTORATE 4 HMP LINCOLN REINSPECTION

p.8

Leadership and management

regular weekly meetings and more formal quarterly contract monitoring meetings. The subcontractor routinely provides information to the prison regarding the quality of the provision.

p.9

Leadership and management

17. Communications between the different prison departments regarding education and training are ineffective. Some members of staff speak to other departments informally, but there are not enough formal arrangements for dialogue. The prison is aware of this weakness. Within the education department, communications are satisfactory.

p.9

Leadership and management

18. Equality of opportunity arrangements are broadly satisfactory and learners feel that they are treated with dignity and respect by all the staff involved with education and training. Complaints are dealt with in a timely fashion and learners are aware how to make a complaint. All offenders have equal access to work and education. Data is used appropriately. For example, the race relations committee, chaired by the prison governor, routinely monitors the representation of minority ethnic groups in education and compares it with the same representation for the prison as a whole.

p.9

Leadership and management

19. Access to the library is poor for most learners, a weakness that was identified at the previous inspection. The library is open for seven days each week but most offenders are only able to visit the library at weekends. The prison is aware of this weakness and has well-developed plans to resolve it.

p.9

Leadership and management

20. Arrangements for the observation of teaching and learning are good. In the education department each tutor is observed twice each year, with clearly identified actions to improve the teaching. The department also has a mentoring scheme that allows tutors to discuss any particular issues with one of the more experienced tutors. The grade profiles of the sessions observed by the education department are similar to those given by inspectors. Observation of vocational training has only recently begun, but the form used is appropriate, with actions defined for the tutor.

p.9

Leadership and management

21. Self-assessment has been carried out appropriately. The report is critical and identifies most of the strengths and weaknesses found by inspectors. Grades in the self- assessment report are the same as those given by inspectors in all areas except ICT, which inspectors judged to be one grade better than that of the self-assessment report.

p.9

Leadership and management

22. The prison’s quality assurance of education and training is incomplete. Although arrangements within the education department are effective, systems to assure and improve the quality of the provision in the rest of the prison are still being developed. There is a broad-ranging quality assurance policy, but no detailed, supporting procedures. The prison identified this weakness in its self-assessment report.

p.9

Leadership and management

© 2006 ADULT LEARNING INSPECTORATE 5 HMP LINCOLN REINSPECTION

p.9

Strengths

clear strategic direction for education and training ! good support for learners with literacy, numeracy and language needs ! good arrangements for the observation of teaching and learning !

p.10

Weaknesses

ineffective communications ! poor access to the library for most learners ! incomplete quality assurance arrangements !

p.10

Using IT

Strengths very good achievement rates ! particularly good individual teaching ! good management of the curriculum !

p.10

Using IT

Weaknesses very poor ICT provision in the charity workshop !

p.10

Using IT

© 2006 ADULT LEARNING INSPECTORATE 6 HMP LINCOLN REINSPECTION

p.10

Strengths

clear strategic direction for education and training ! good support for learners with literacy, numeracy and language needs ! good arrangements for the observation of teaching and learning !

p.11

Weaknesses

ineffective communications ! poor access to the library for most learners ! incomplete quality assurance arrangements !

p.11

Weaknesses

23. The prison has a clear strategic direction with well-defined strategic objectives. Although this has only recently been documented, staff throughout the prison have some understanding of its main objectives. These objectives are centred on making education and training a part of all aspects of prison life, developing the provision by broadening the training opportunities, and seeking to ensure that all offenders are included in some way. There are clear links between the strategic objectives for education and training and the prison’s broader strategic goals. There are two versions of the education and training strategic plan. There is a detailed version, and a summary that describes the overall objectives in simpler terms. The plan is influenced by the results of a questionnaire given to offenders annually. The rate of return had been very low, but recently a different approach was used with the head of learning and skills going to the

p.11

Weaknesses

residential wings in person at weekends. The return rate has improved from approximately 20 per cent to over 90 per cent.

p.11

Weaknesses

24. The strategic plan is also influenced by the labour market needs in the areas to which offenders are likely to return on release, and this has had an immediate effect on the provision. For example, it was identified that there is a shortage of laundry workers in all areas. Staff who work in the laundry are now being trained to deliver appropriate qualification training to offenders. The strategic plan has been developed by the head of learning and skills after significant consultation with the prison governor and the senior management team. The education department’s involvement in its development was also significant. Many areas of the prison are enthusiastic about becoming involved in the new education and training agenda, but some others have been slow to accept these changes.

p.11

Weaknesses

25. Learners with literacy, numeracy or language needs receive good support. All offenders involved in education and training have access to support for their literacy, numeracy or language needs. The education department has developed its programmes around the government’s strategy on training in literacy, numeracy and the use of

p.11

Weaknesses

© 2006 ADULT LEARNING INSPECTORATE 7 HMP LINCOLN REINSPECTION

p.11

Weaknesses

language, called skills for life, while making appropriate provision for those who do not need this support. For example, learners on arts courses have the support of the literacy, numeracy or language specialists if they need it. However, learners who have very good levels of literacy, numeracy and language use are able to work at their own level in arts courses with no reference to such support. The arts courses are also effective in attracting into education those offenders who might not normally be interested. For example, one offender decided to join the art class, but did not want to resolve his literacy problems. However, through careful teaching, his levels of literacy were improved. Offenders who work in the prison workshops have access to skills for life specialists for one day each week.

p.12

Weaknesses

26. The prison works with a range of external organisations. For example, it has worked with the library services in two counties on a project entitled ’Reading Together’. This project allows fathers who are in the prison to read the same book as their child and exchange letters and audio tapes about the book as they read it together. The library services ensure that the book is available in the child’s local library. The prison has a writer in residence who works with offenders in a variety of ways such as through creative writing, the prison magazine and the drama group. This position is part funded by the prison and part funded by a national charity. Lincolnshire library service provided space in the Lincoln central library for an exhibition of art produced by offenders. The artwork was auctioned at the end of the exhibition to raise funds for a local charity.

p.12

Weaknesses

27. The prison’s management of the education subcontractor is satisfactory. The head of learning and skills meets with the education manager each week to discuss a range of issues. These meetings are effective in ensuring improvements to the education provision. The relationship between the prison and the education manager is very good. At the quarterly contract meetings, the education manager gives a report covering key issues such as the achievement of key performance targets, and a range of other quality improvement measures. The subcontractor routinely provides the prison with information regarding any observations of learning sessions. The use of data is satisfactory. The education department is beginning to record retention and achievement rates effectively, although this is a recent initiative.

p.12

Weaknesses

28. Communications throughout the prison are ineffective and the self-assessment report recognises this weakness. Within the education department communications are good, and all members of staff liaise effectively with each other. However, communications between the different parts of the prison are ineffective. For example, the PE department needed some additional teaching equipment and was unaware that the education department had these materials. Many staff are active in finding out what is going on in other parts of the prison, but there is no structured system to ensure that information is shared effectively. Similarly, there are no arrangements for the sharing of good practice in education and training within the prison.

p.12

Equality of opportunity Contributory grade 3

29. Measures to eliminate inappropriate behaviour are effective. The prison has a suitable range of policies, including those for race relations, disabilities and bullying.

p.12

Equality of opportunity Contributory grade 3

© 2006 ADULT LEARNING INSPECTORATE 8 HMP LINCOLN REINSPECTION

p.12

Equality of opportunity Contributory grade 3

Policies are readily available on the prison intranet and are displayed prominently within the prison. A number of posters highlight what offenders should do if they experience or see bullying practices. Staff involved in education and training understand these policies and procedures and implement them fully.

p.13

Equality of opportunity Contributory grade 3

30. Offenders who are not English nationals can have the internet version of their own national newspapers delivered to their wing by the library. The prison has a focus group for minority ethnic groups to ensure that this relatively small section of the prison’s population is not disadvantaged in any way.

p.13

Equality of opportunity Contributory grade 3

31. The complaints and appeals procedures are satisfactory. Learners have appropriate access to the procedures and understand how to use them. All learners are provided with information about how to complain or to make a request for help. Requests can be made through the use of a post box on each of the residential wings. Almost all complaints are dealt with promptly and effectively. Each policy and procedure within the prison is assessed to determine if it is likely to have a negative effect on any particular section of the prison community.

p.13

Equality of opportunity Contributory grade 3

32. A race relations committee, chaired by the prison governor, meets each month and monitors the outcomes of racial complaints. All staff and offenders are aware of the members of this committee, as their photographs are displayed prominently in several places throughout the prison, including the prison gatehouse. The allocation of offenders to work and education is made in a fair and equitable manner. The prison rarely has a waiting list for either work or education, and has a clear process to ensure that offenders are not disadvantaged.

p.13

Equality of opportunity Contributory grade 3

33. All learners are treated with respect and dignity by education and training staff. Learners receive recognition for a range of achievements including passing examinations successfully in the education department. The PE department displays the photographs of successful learners prominently. Learners speak of being treated with respect by tutors.

p.13

Equality of opportunity Contributory grade 3

34. Equality of opportunity data is collected, analysed and used in management decisions. The ethnic profile of those involved in education, training and work is monitored routinely and compared with the ethnic profile of the prison as a whole. At the time of the inspection, 7 per cent of the prison’s population came from minority ethnic backgrounds, and in the education department 8 per cent of the learners were from minority ethnic groups.

p.13

Equality of opportunity Contributory grade 3

35. Training for staff in equality and diversity is satisfactory. This area was identified as a weakness in the previous inspection. All except one of the staff involved in education and training have had recent training in equality and diversity. The training is appropriate, and includes all the main aspects of equality of opportunity. Staff from the education department are able to attend the same training events as the prison staff.

p.13

Equality of opportunity Contributory grade 3

36. Learners do not have sufficient access to the library. This weakness was identified at the previous inspection. The library is open for seven days each week, but most learners

p.13

Equality of opportunity Contributory grade 3

© 2006 ADULT LEARNING INSPECTORATE 9 HMP LINCOLN REINSPECTION

p.13

Equality of opportunity Contributory grade 3

are able to visit the library only at the weekends. Changes to the way this access is organised have been implemented recently, and an additional session has been included during the week. However, these changes have not been effective and most learners are still not able to access the library. The prison recognises this weakness and has well- developed plans to change all education and work to part time from March 2006. It is intended that these changes will allow learners additional access to the library. The changes will also make it possible for vulnerable offenders to access courses which they are currently unable to take such as pottery and art.

p.14

Quality assurance Contributory grade 3

37. Arrangements for the observation of teaching and learning are good. All tutors in the education department are observed twice each year. The forms used to record the observations show the main findings of the observation, and detail actions necessary to improve the tutor’s sessions, with target completion dates. Implementation of these actions is monitored effectively. The head of learning and skills carries out some of the observations alongside the college observers, to ensure that the grades given are appropriate. The education manager routinely gives the head of learning and skills a list of all the grades given for observations. The education department’s grade profile was similar to that given at the inspection. The education department also has a tutor mentoring scheme. Although the main purpose of this scheme was originally to support new tutors, it has been successful in allowing all tutors to discuss problems with their

p.14

Quality assurance Contributory grade 3

more experienced colleagues. Observations of vocational training in other parts of the prison have been introduced recently, although to date only a small number have taken place. However, these observations have been well recorded, showing the main strengths and weaknesses in the sessions and actions for improvement.

p.14

Quality assurance Contributory grade 3

38. The prison’s self-assessment process is satisfactory. The current self-assessment report is the third that the prison has produced. The report is consultative, and includes the views of learners and staff. It is appropriately critical and identified most of the strengths and weaknesses found by inspectors. The grades in the report matched the grades given by inspectors, except for ICT, where the self-assessed grade was lower than that given by inspectors.

p.14

Quality assurance Contributory grade 3

39. The quality assurance arrangements for education and training are not developed sufficiently. Arrangements for the quality assurance of vocational training are at a very early stage of development. There is a quality assurance policy, but the underlying procedures have not been fully developed. The prison has two quality improvement groups, one is working at the strategic level, and one is working at the operational level. These groups are beginning to demonstrate some effective decision-making. They are intended to be an important element in improving the quality of the provision, but have not had a significant effect on the learners’ experience. Arrangements within the education department are satisfactory. A staff handbook ensures that all tutors understand how to deal with the key elements of the learners’ experience. The education department has an ethos of continuous improvement.

p.14

Quality assurance Contributory grade 3

© 2006 ADULT LEARNING INSPECTORATE 10 HMP LINCOLN REINSPECTION

p.14

Information & communications technology 2

Contributory areas: Contributory grade Number of learners Using IT 46 Other government-funded provision 2 -

p.15

Using IT

Strengths very good achievement rates ! particularly good individual teaching ! good management of the curriculum !

p.15

Using IT

Weaknesses very poor ICT provision in the charity workshop !

p.15

Achievement and standards

40. Learners’ achievement rates are very good. For the period from October 2005 to December 2005, 95 per cent of starters completed their learning plans. Although the data for the period preceding this is unreliable, there is evidence to suggest that a similar percentage of learners were successful in achieving their learning goals in the seven months from April to October 2005. Two hundred and four units were achieved by 186 learners, with 20 learners gaining the full qualification. Currently, many learners are waiting for their certificates. Learners have well-developed computing skills. They all work safely and have a good knowledge of relevant health and safety matters. All learners quickly gain basic computing skills and use the software with some confidence. The more advanced learners produce work to a very good standard, especially those using drawing programmes. They are meticulous in planning the work and are using and

p.15

Achievement and standards

developing their numeracy skills to ensure that work is to scale. However, those learners working in the charity workshop learn few skills which would be of use in different contexts.

p.15

Quality of education and training

41. Standards of teaching and learning are good. Classes are very well organised, and detailed lesson plans and schemes of work identify each learner’s work. Tutors are knowledgeable, well qualified and have very good working relationships with the learners. Learners are motivated by the tutors, and behave well in class. Tutors have a good understanding of learners’ needs and are very supportive of them. Learners’

p.15

Quality of education and training

© 2006 ADULT LEARNING INSPECTORATE 11 HMP LINCOLN REINSPECTION

p.15

Quality of education and training

progress is recorded in detail and each learner is set appropriate, short-term targets. The weekly tutorial is used to monitor their progress and to discuss any issues affecting the learner. A more formal review is carried out every six weeks when further training is identified. Literacy and numeracy teaching is particularly well integrated with learning sessions. Learners receive an initial assessment for their literacy and numeracy abilities during the access week when induction takes place. Learners who want to work for ICT qualifications receive another assessment in which they are asked to identify any previous computer training, qualifications or experience, so that they are placed on the most appropriate course. Learners discuss this assessment with teaching staff and an individual learning plan is drawn up.

p.16

Quality of education and training

42. There is ongoing support for literacy or numeracy skills during learning sessions. Tutors have the results of the initial assessments and provide appropriate additional support when it is needed. Learners are provided with task sheets, all of which are graded to meet each learner’s specific needs. Some sheets have been produced to help learners who find reading difficult, and some examples covering drawing modules are nearly all in picture form. Large text and simplified instructions are also used effectively. Some learners drop into computer classes to practise their writing skills, or to use the facilities to check their spelling. Teaching was identified as a strength at the previous inspection.

p.16

Quality of education and training

43. Resources to support teaching and learning in the education department are satisfactory in the main education blocks. All the rooms are furnished to provide a good learning environment. A wide range of ICT information is displayed on the walls. Information about personal welfare and the support services available to learners is also displayed. The rooms are clean, bright and well lit. Computer equipment is up to date and runs industry-standard software. A good range of textbooks is available to support each learner. Tutors use overhead projectors and slides to add clarity and interest to the sessions. Access to the library is still restricted, but many of the required textbooks are made available to learners by the tutors. These books may be taken away for independent study. The curriculum area works with the library staff to ensure that relevant books are in the library, but this arrangement is largely informal. The resources

p.16

Quality of education and training

in the charity workshop, however, are poor.

p.16

Quality of education and training

44. A satisfactory range of courses is available to learners. A wide range of modules is available, including graphics, digital manipulation, spreadsheets, and word processing. Learners can also take single-subject qualifications. These start at entry level and progress to level 3, and include drawing and technical subjects. The range of courses available was a weakness at the previous inspection.

p.16

Leadership and management

45. The management of the curriculum in the education department is good. Actions to resolve the weaknesses identified during the previous inspection have had a positive effect. The range of courses has been extended to cover drawing and some technical subjects. Learners are now able to gain qualifications from entry level up to level 3. The

p.16

Leadership and management

© 2006 ADULT LEARNING INSPECTORATE 12 HMP LINCOLN REINSPECTION

p.16

Leadership and management

rooms have new computer equipment and are well decorated. A wide range of materials is produced by tutors for learners to practise with. A good monitoring system includes new learning plans, review paperwork and activity logs, which helps any tutor to know exactly what stage a learners has reached in training. Communications are very good at all levels within the area of learning and throughout the curriculum, including close working relationships with the skills for life team. The assessment and moderation of learners’ work is satisfactory.

p.17

Leadership and management

46. The training opportunities in the vocational workshop are inadequate. Learners in the vocational workshop do not receive any formal training. They are not enrolled on any certificated courses. Learners are working on producing written material in large print for the visually impaired, which when finished is of a good quality. None of the skills that the learners use during the production process is formally accredited or developed any further. Learners are all self-taught or help one another. The equipment is dated and slow. Insufficient attention is paid to health and safety matters and the glare on the monitors is a particular problem. The computers are sited at the end of a large workshop, which can be noisy and dusty. This weakness was identified at the previous inspection.

p.17