Los bienes inmateriales y el derecho de autor

6.17 A suitable process for recognising and recording progress and achievement for those not on accredited qualifications should be introduced. (6.21)

Partially achieved. Processes for recognising, recording and certificating the achievements of prisoners not on accredited courses had been implemented successfully in one of the

workshops in which low-skilled work was carried out. There were plans to extend this scheme to other work areas once its effectiveness had been evaluated.

6.18 Links with employers that result in tangible outcomes for prisoners should continue to be developed. (6.23)

Not achieved. There had been good progress in building links with a range of external agencies and employers but these had not yet led to tangible outcomes for prisoners. We repeat the recommendation.

Additional information

6.19 The wide range of accredited vocational training continued, with courses offered in most work areas. Pass rates on vocational courses were consistently high, averaging 85%, and there were good progression opportunities in many areas. The standard of learners’ work was high and they developed good craft skills and a strong work ethic.

6.20 Teaching and coaching were good and learning was well planned. Staff were enthusiastic, well qualified and occupationally experienced. Good use was made of well-trained peer tutors to support learning in many vocational areas, and effective literacy and numeracy support was provided in the workplace by education staff. Workshops were well equipped to commercial standards. There were strong links with employers to support the curriculum in some work areas. However, the engineering training workshop was not operating at full capacity due to insufficient cover for staff on long-term sickness.

Further recommendation

6.21 Appropriate qualified staff cover should be provided in workshops, to ensure continuity of provision.

Education

6.22 All teachers and instructors should make use of prisoners’ initial assessment results when planning learning. (6.20)

Achieved. Results from the initial assessment of literacy, numeracy and language were recorded on prisoners’ individual learning plans. The results were interpreted well and appropriate support was provided where needed.

6.23 The learning and skills provision in entry level literacy and in the kitchens should be improved. (6.22)

Achieved. Learners on entry level programmes in literacy made good progress towards their individual learning goals, and achievement of qualifications was good. Classes included a range of interesting learning activities and there was good support from teachers and peer mentors. Prisoners on accredited courses in the kitchen had access to this provision and were also well supported on their course.

Additional information

6.24 Education was well managed. Good use was made of the qualifications credit framework, to ensure that prisoners could work on modules of courses that were relevant to their individual needs, especially in employability and social development. There was a wide and improved range of courses, with good progression opportunities. Over 280 prisoners were on education courses, and about a third were studying full time. Pass rates were high on most courses and had improved considerably in literacy and numeracy, where they were over 90%.

6.25 Classrooms were well equipped. Some had been improved with the addition of interactive whiteboards and others refurbished. Staff were well qualified and made satisfactory use of information and communications technology in lessons. Outreach education provision on the wings and in workshops was good and additional funding had enabled a larger proportion of prisoners to access it.

6.26 Teaching and learning were mostly satisfactory, with some good aspects. Lessons were planned appropriately, although some were disrupted when learners left to go to the gym. Standards of work were good in most areas. Peer tutors received good training through a well- designed programme leading to national qualifications in teaching, and they provided effective support. The 43 learners who were completing distance learning and Open University courses were also well supported.

Further recommendation

6.27 Learning and skills activities should not be disrupted by recreational gym sessions.

Library

6.28 Library staff should be involved in the prison induction, to inform new prisoners of the service available. (6.24)

Achieved. Induction to the library had improved. Library orderlies provided information to all new prisoners on the range of books and facilities available. Enrolments to the library had increased.

6.29 Use of the library by different groups should be analysed and action taken to address any significant variations. (6.26)

Achieved. Data on the ethnicity of prisoners using the library were readily available and analysed to identify significant variations in use by different groups. Appropriate actions were taken to address any differences found.

Additional information

6.30 The library was run by the Hertfordshire Library Service. There was a good selection of books, newspapers and magazines, and materials in languages other than English. The library was bright and well laid out, following a large investment in lighting. The reference section had a satisfactory range of the required resources, such as legal reference books, Prison Service

Orders and foreign language dictionaries. Arrangements for prisoners to order books from the county loan service were effective.

6.31 Since May 2011, the library had been fully staffed with qualified librarians for the first time in three years. This had allowed staff to introduce computerised stock systems and promote the library. The four orderlies were experienced and had, or were working towards, appropriate qualifications in library skills.

6.32 Usage was high, with around 69% of prisoners regularly using the library service. Access to the library was satisfactory, being open five mornings, four afternoons and four evenings each week. Prisoners in the care and separation unit were able to access books from the library. Successful initiatives, such as Storybook Dads and author-in-residence sessions, were well used by prisoners.

Physical education and health promotion