Prison education: giving people a vision of what life could be

We spoke to Charlie Taylor, His Majesty's Chief Inspector of Prisons, Femi from the Prison Reform Trust and Tracy from Keyring about why the state of education in prisons is so bad - and some ideas for what could be done to improve things.

 

Chris Jones  
Hi everybody and welcome to this episode of Ofsted Talks the Ofsted podcast. My name's Chris Jones. I'm Ofsted's Director of Strategy and engagement and I've got with me, Shreena Kotecha, Ofsted's Head of Strategy. Hi, Shreena. We've got some great guests today to talk about education in prisons. This is something that Ofsted have had a focus on over the last year or so, you might have heard a previous podcast we've done on on this subject and we've also written various reports on the state of education in prisons, and it's a subject we keep coming back to because of how important it is. We've got some great guests as I say, I'll get them to introduce themselves. We've got first of all, Charlie Taylor, Charlie give us a bit about you.

Charlie Taylor 
Hi, I'm Charlie Taylor. I am Chief Inspector of Prisons been in place since November 2020.

Chris Jones  
Excellent. Thank you, Charlie. And from Ofsted Paul Joyce.

Paul Joyce 
Thanks, Chris Paul Joyce Ofsted, Deputy Director for further education skills where we inspect prisons as part of our remit.

Chris Jones  
Thank you, Paul. Welcome. We've got Femi Laryea-Adekimi from the prison reform trust.

Femi Laryea-Adekimi
And I work on the prisoner engagement team.

Chris Jones  
Tracy from KeyRing.

Tracy Hammond 
Hello. Yes, I'm Tracy Hammond from key ring. I'm Research and Innovation director. And as part of my work, I support people with lived experience of the criminal justice system and neuro divergence.

Chris Jones  
Excellent. Thank you. So I think to get us started, Charlie, if you don't mind if we could say the wide view of the prison system at the moment, what what are the challenges facing the prison system? Where is it as a whole? And what's the what's the current kind of place of education in that if you don't mind?

Charlie Taylor
We've been on a number of inspections recently where our biggest concern has been the amount of time that prisoners are spending out of their cells. And as a result of that, the amount of time that they're actually getting to educational training workshops. And what we're finding particularly is it's as if COVID is still going on in many of our prisons, whereby for whatever reason, whether it's to do with difficulties with staffing, whether it's to do with the inexperience of staffing, relationships with trade unions, or I think the ambition of governors, but nevertheless, we are still finding prisoners a lot behind their door for far longer than we found. Before the pandemic, and that's affecting their progress in terms of the skills they need to be successful when they come out. So that's really our biggest concern. Actually, things like safety and prisons and some of the levels of violence that we've seen, particularly in the sort of 2015 to 2019, really dark days when the spice epidemic was happening. Actually, things have got a little bit better, drugs are being kept out of prisons more effectively than they were. And as a result of that, we're seeing that there's less prisoners getting into debt, and there are less of those sorts of issues and related violence. So prisons a little bit safer than they've been in the past are very concerned about what prisoners are actually doing with their time.

Chris Jones  
So how long are prisoners typically spending in their cells, then, how does that compare to what what should be the case?

Charlie Taylor
Well, I'll give you a case in point of a prison that I inspected yesterday. Where prisoners were getting out of their cells for just one and a half hours a day. That was in a local prison where before when we inspected it, I think they were getting out for around seven hours a day on average. That was a reception prison. But we also see this in Category C prisoners where prisoners can often be spending substantial periods of their lives there, 2,3,4,5 years. And in those jails, where we would see workshops full of prisoners, going out from their wings going off to work or to education. We're seeing that much more restricted. Sometimes it's a regime that means they're only unlocked to go off the wing in the mornings or the afternoons. They call that a split regime. Sometimes it's people not getting off the wings at all in some places.

Chris Jones  
And you said this is a bit of a kind of a COVID Hangover,

Charlie Taylor 
that drive towards getting the prisoners back to where they were just simply hasn't happened in lots of places. But just one example of the progress that can be made. I was in a jail last week where a really ambitious governor has decided he's going to open up his category C prison. There were 600 prisoners moving safely around the jail. The prison's levels of violence hadn't gone up in any significant way, and it was still a safer jail than most in that category. And this was a prison that actually suffered from some severe staffing shortages as well. So it just shows with the right level of ambition from leaders and a real determination to get things going. Even in prisons that are struggling with staffing numbers, they can produce a much more effective regime,

Chris Jones  
A really important example that thanks and we'll come on to education. So Charlie, what's your what's your take on why education in prisons is so important? Why have you taken such an interest in it?

Charlie Taylor
Well, I was a former special school teacher. So this has always been an area of particular interest for me. And the way I see prisoners is to some extent, the way we used to see pupil's at my school, which was that they were like an unfinished jigsaw puzzle, with parts missing and the parts that were missing were the bits that were stopping them from making progress in a way that we might expect. So the parts missing might be difficulties with mental health. They might be difficulties with reading, it might be neuro divergence, and the responsibility of both my school but also a prison is to find those pieces and to fit them into the jigsaw. So that when someone leaves custody, they're more likely to be successful when they come out. That means if someone can't read when they come in, they need support with reading. If they want to go on and do a degree they need support with doing a degree. If they want to do a level two qualification they want to get some GCSE, yes, they should get support with that. But if those building blocks aren't in place, then the danger is people leave prison. They don't have any of the skills that they need in order to get jobs to rejoin society successfully, and they lapse back into reoffending. Again, the bottom line is, is that criminal gangs, criminal fraternities don't require you to have qualifications in order to join them, but for work that is required. So we need people who are more capable, more competent, and more confident, in able in order to be able to take their place in society when they come out.

Chris Jones  
I'm seeing lots of nods from from the rest of our guests. I'm sure we'll pick up some of those themes in in a few minutes. Paul, I've come to you for Ofsted's view Charlie's really eloquently explained why education in prisons is so important. So you'd hope wouldn't you that education in prisons was being done brilliantly. That's something Ofsted inspectors tell us what we find.

Paul Joyce 
You certainly hope that was the case Chris and I was certainly nodding along with Charlie there. We inspect alongside HMIP colleagues. I recognise fully you know all of what Charlie said there sadly Chris. What we find many classrooms many workshops are empty, when they should be full because of the regime issues. There are not enough prisoners that attend education or meaningful work for long enough. And Chris, I think the key point for me and Charlie's just mentioned it, it's the it's the parts of the jigsaw. Often, with not identifying the right parts of the jigsaw or offering the right parts of the jigsaw, or indeed delivering the right parts of the jigsaw to make that journey for prisoners complete to rehabilitate or prepare them for release. Prisons do not equip prisoners that can't read or can't read well. They don't do enough to improve that. And as Charlie said, it's a building block. And it's an essential building block that that needs to be in place that sadly Chris just isn't there.

Charlie Taylor 
But I think there are there are some sort of common themes that we see with with prisoners. These are often people who have who have spent quite long periods of time out of education for whatever reason, we know there are high levels of exclusion from school, but also, often prisoners have had very disruptive childhoods as well. So they may have been moved between different family members. They may many have been have experienced the care system as well. So often, often what we find is that they simply haven't spent the days the hours in education in the past or they've had a very, a very patchy education career. So that often means that there are gaps that just hadn't been filled, because there are also some incredibly able and competent people who find themselves in prison as well. And what we have to make sure is that there isn't a one size fits all education provision, but actually, there is provision in place for people who really want to go on and make progress.

And I'll just give one example if I may, I came across a young guy, really ambitious, young guy who ended up in prison was caught up in some gang activity. And he took a GCSE when he was in a young offenders institution and he got an A grade in maths GCSE and he was pretty pleased about that. So he turned around to the to the education provider and said, Could I now go on and do maths a level please? And they said, Well, we I'm not going to teach you that but you can do the GCSE again if you'd like.

What we we find sadly, is the curriculum offer in individual prisons is often not tailored sufficiently well for the population that prison serves. And I think that's the key. I remember we were in the presence of their colleagues came back and they said, well, it's all very well they're offering all these courses, but the courses are one year long courses and the average prisoners spent six weeks in this jail. So the completion rate of courses is always zero. That's not untypical from from what we hear from our state colleagues when we when we go into inspections.

Chris Jones
It's a really good example there and some really good lessons to learn. Tracy, I think we were hoping that you had the answers. Tell us what you think we should do.

Tracy Hammond 
I can offer some suggestions. I think, from our point of view, we're still seeing people leaving prison without things like functional literacy. So the comprehension even if they can. And also about life skills and social skills that they need to succeed in the community. So I think for me, when I look at people we support in particular, what do they need to succeed and therefore what does need to be taught? I suspect it's things like what it's like to really manage a tenancy, how to budget, running a home with all that entails things like looking after yourself cooking, food, hygiene, reading and understanding and responding to letters, things like social skills. I think also something that's really noteworthy is that a lot of people we speak to, particularly if they've come through special educational route, tend not to have had good access to a clear sex education and things like you know what a good relationship looks like. So I think for me, it's something that's really person centred, quite holistic, really well communicated, but also something that gives people a vision. A lot of people who come into our support often come in without much idea of what their life could be. And therefore, if you can't see the future, I think you're much more likely to reoffend if you can see a really good future for yourself and you can map how to get there. I think you're much more likely not to reoffend.

Chris Jones
Brilliant. Thank you, Tracy. And Femi, do you have anything you'd like to add on on that general topic of how we can be better?

Femi Laryea-Adekimi
There does need to be much more concerted focus on prison education and the delivery of it. For people who are in prison, I've been in prison. Not really knowing what's available to be undertaking in education is an immediate obstacle to getting into education. inductions need to be far better. And what's offered on the inductions also needs to be encouraged

Chris Jones
Tell me, could you tell me a bit about what prison reform trust does to it doesn't necessarily in particular,

Femi Laryea-Adekimi
um, yeah, so in general, the prison reform trust as a policy and reform organisation, we lobby, those in power, those who've got decision making powers to improve conditions within the prison within prisons across the country. We often do this in the form of reports, research, consultations, and that includes with prisoners themselves, as well as experts in different areas. So we're constantly working to improve their prison system, because we working to influence ministers and the prison service to improve conditions of entrances. And that does include in there of education.

Chris Jones 
Tracy, can you tell us a bit about KeyRing and what the organisation does in the round and specifically what the education focus is,

Tracy Hamomond

Key Ring supports round about 1500 people each year to live independently in the community. So we recognised round about 2006 that people who had been through the criminal justice system tended to do quite well in our services. So we started to think about why that might be. And we concluded that it was mainly due to our outwards looking Community Connections approach. So a lot of the things that we do when we're supporting people are not only about maintaining tenancy and making a bit of a step change to their ability to live independently, but also about connecting with the community. And for us, that's part of that jigsaw part of that social skills, part of enabling people to think about their gifts and talents and how they might share those. So in terms of education, we would take a really broad approach. We're not an organisation that provides education, but what we do is we support people to find their own solutions.

Chris Jones  
Great. So what some one of the one of the issues we heard from Charlie in particular was was simply about the amount of time available for for education. You know, it's pretty obvious point, isn't it? That if the, if the time is not available for education doesn't matter how brilliant the offer is it simply can't be can't be achieved. For me from the prison reform trust point of view, you know, what, what are we collectively doing to try and increase the amount of time that's available for people outside of their cells and to do education?

Femi Laryea-Adekimi
We definitely believe that time out of the cell is vitally important to the ends of rehabilitation. We have actually carried out some research on this we will get this in conjunction with Ministry of Justice and atpps talking to prisoners directly about the future regime, regime after Coronavirus and lockdown. And we had amazing feedback from prisoners, where they they spoke about some of the skills that have been mentioned already things like being able to prepare food for themselves, being able to interact with each other like a community, something that replicates what happens in the community. They also spoke about the difficulties of being in their cells for such extended periods of time, how it affected them, how it affected them mentally affected this interpersonal skills, and in an adverse all of this in an adverse way. And of course, they just couldn't get out to go through education. And if you can't get to an education course, how can it benefit you? They were being given in cell packs. But these were often too simple or not as engaging as being in a classroom. And so the prisoners themselves just said, you know, eventually, even if I was interested in the course, I just wasn't involved in these packs. I wasn't doing them I wasn't performing them.

Chris Jones  
Charlie, I'll come back to you then you've said we need more time ourselves and more time spent on education is clear that the prisoners one more time spent on education. It's clear what the benefits are, what what's holding us back?

Charlie Taylor
There are a couple of issues. I think in some parts of the country. There are some really dire staffing situation. So particularly in the South East of England, so for example, prisons like Swaleside on the isle of Sheppey, Woodhill on the M1 corridor, there are some prisons that are really struggling with their staffing numbers and we recognise that and also with retention as well where, where the employment market still remains fairly buoyant. But what this really comes down to is a real ambition and a real drive from prison leaders and the prison service itself to say, look, we got to do more for prisoners. We have a responsibility, not only to keep prisoners safe, we also have a public protection and responsibility and if we want to fulfil that public perception responsibility, then we have to give people the support they need, so that when they come out from prison, they're more likely to be able to get a job, take care of their families.

I was really struck by a point that that Tracy made which, this isn't just about learning to read. Of course, that's incredibly important for doing GCSEs. It's also about learning the habits of work as well. The habits of of existing outside, getting up in the morning going to work every day, staying at work for the whole day, rather than what we often see within prisons where there are a lot for a couple of hours in the morning, and maybe they get to work for a couple of hours in the afternoon as well. No one works a four hour day. And so we need to replicate as closely as possible for conditions that we see on the outside in order that prisons, prisoners really get into that habit. And that sense of experience of what it's like to be involved in work. Because when people come out from prison, that critical few weeks, when potentially things can go can go wrong, where they can come out with lots of good intention and can slip up for whatever reason to have something in the tank when they come out to have a job ready for them when they're able to when they come out so that they can hit the ground running is just critically important. Because if you lose prisoners in those first few weeks, then unfortunately all too often you find them back on the wing in in in prison again. Just just to add one other thing. I think this staffing situation is also affecting education providers as well. So they're struggling to find really good staff. And there is a bit of a vicious cycle here happening too because if you're if you're a fizzy artistic teacher, and you're going to get a job in a prison, and then you never know which prisoners are going to turn up you never know if the ratio is going to get cancelled. If there's going to be a lockdown that week or or for whatever reason, you don't get the people you're expecting. Well, it's incredibly demoralising. And I think one of the issues is that the job satisfaction for people who are working in education simply isn't there.

Chris Jones  
Thanks, Charlie. Lots to unpack there. I'll start with that that point about people working in education. Paul, what do our inspectors see when they go in and they talk to those teachers in prisons who are who are trying their best to deliver education in what sounds like difficult circumstances.

Paul Joyce 
Chris as Charlie has said it's a very mixed economy that we find so it is very demoralising. When we see some teachers in prisons, sitting in an empty classroom or workshop, waiting for prisoners to arrive. And in honestly in some cases, they never do. And there certainly isn't that continuity of student attendance. So I think the staff morale is an issue. I think it takes a a particular type of teacher to adapt to the prison regime. To the the working of a prison, but where it is managed crests where it's you know, where it's managed well, where the regime is managed well and is prioritised and importantly, where the curriculum doesn't meet the needs so as Tracy has talked about those wider skills, it's it can be incredibly powerful for a prisoner just to be out of their cell and in a classroom, and not necessarily for the subject content that they're attending. But for those wider skills, those interpersonal skills, problem solving skills, communication skills, and it just tremendous good for the individual, and actually for the prison regime, but sadly need to improve. We all see that in our report.

Chris Jones  
Paul Joyce to come to you. You see people, once they leave prisoners, support them to get their life back on track. What will be your message to prison leadership? particularly about the importance of education for that?

Paul Joyce
I think it's incredibly important. We kind of have a bit of a saying in here that every day's a school day. And whilst that doesn't sound terribly kind of monumental. What it does do is it shows a culture of learning. And I think if prisons are able to embed an expectation of ongoing learning, lifelong learning, if you like, within people who are about to leave prison, I think that would be incredibly helpful. So the whole attitude if I don't know something, I can go and learn it. If I can't do something, I can find out how to do it, rather than sort of feeling a need to throw the towel in. And that's a cultural thing. It's a modelling thing. It's a real clear leadership thing. So I think that needs to come from the top. I think it needs to be embedded, and people need to be prepared. To take that attitude out with them. So that even if they're not fully prepared to the outside world, they can see where their gaps are, and be as prepared as quickly as possible.

Chris Jones  
And let's, let's talk about some success stories if we can then. So Tracy you must have worked with people who have who have had a good and genuinely life changing experience through through being in prison and through having that opportunity to be educated. Tell us something about how that how that then translates into the world outside.

Tracy Hammond
Okay, there was one gentleman that comes to mind and I'll tell you this story because it's a little bit kind of left field too. He got such brilliant education that he went out and immediately got a job, but the education in a roundabout way really did change his life. So, so gentleman I know and work with quite closely. He did 22 years, maybe 23 years in prison on quite a revolving door, kind of kind of model if you like, but during that time, he learns some cheffing skills. And when he first left prison for the last time, he was in insecure housing, I believe and had an unrecognised learning disability. But because he had learnt those cheffing skills, he was highly valued in the local soup kitchen. Whilst he was at the local soup kitchen, he met people who would go on realise that he has a learning disability, support him to get formal recognition of that support him to get the social support that he needed. And since that time, that was 15 years ago, actually, and he has not really offended but it really was it all stems from firstly the skills that he learnt through the cheffing skills, but secondly, the amount of confidence that actually knowing about something and being able to give something back. The confidence that gave him was really life changing.

Chris Jones  
That's great to hear and hear we spent a lot of this conversation talking about talking about some of the problems and the issues, but the reason we're doing that is because it can, it can be genuinely life changing to have these experiences in prison. Femi tell us a bit about how we can do more of that.

Femi Laryea-Adekimi
When I was in prison. I was in a B cat local for the duration of my short sentence, just five and a half months. Because of the quality and the enthusiasm the educators have heard about already. I was able to engage in a massive variety of different subjects of different activities through education that I would never have considered previously in my professional life or even in my private hobbies. I was able to to try my hands on design, painting with with different materials, I was able to again get involved with improvised Shakespeare acting, which again I would never have thought about, trying philosophy courses, debating courses, creative writing, starting novels. Poetry, and also, quite importantly, I think I was able to engage with higher education which I'd never done. On the outside even though I've done professional qualifications. I've never done higher education. And I was able to do a module of a criminology degree with the University of Westminster even though I haven't necessarily gone on to start painting or attend the Royal Academy of Dramatic Arts. What that did do in those experiences did it was enrich me as a person while I was in prison, broaden my horizons to think oh, well, if I can do those things in prison, what can I achieve once I'm out?

Like give me that confidence, that belief, self belief that I can achieve things on the outside and within less than a year, I was working for prison reform Trust, which I didn't think I would be doing. And within a year and a half I was giving evidence before the education select committee. And this is all because of the educators and the availability that they they made things ready and available to readily available to us. A simple way of promoting education is to value it the same as they value prison jobs. If you can earn more as as a cleaner, a window cleaner, then you will if you go into education, what is the prisoner going to choose in that situation? You're going to go through what offers you the most money. So if if prison governance, which came out in the education, select committees report that prison governors have the power to set wages for education, and work, if they take that lead and say well, yeah, if you choose to do an education report, you'll get the same as the wing cleaner, every worker that will at least encourage people to consider them on the same level. And for me, it's just a simple way of valuing education within the prison system.

Chris Jones  
Thank you, thank you for sharing your story. It reminds us doesn't it that education is not just about learning specific things. It's not just about passing exams, but it can genuinely changes as as people and can change our outlook on on life as well and can set set the direction for us. I want to pick up on Fermi's point, Charlie about payment for educational activities versus versus jobs. Is that have you seen examples of this being done? Well?

Charlie Taylor 
Yeah, we had in some some governors. Where some prisoners were going to the governor's because prioritise that and it's actually making sure that the prisoners who go to education, earning at least the same amount as people doing other jobs, but of course it is essential that prison jobs get done. We want prisons to be clean. We want things like waste management to happen and you know, potentially, prisoners can get into some good habits from those sorts of things do working in the laundry, working in the kitchens working in the servitor and salaries, these are all those are all good things. But what we want is education to be similar. But you know, there's a lot of prisoners who've got very little money at all. You've got care leavers who end up in prison and they've got family sending cash in for them and therefore every pound every penny counts for those people. So of course, they're going to take a job that pays better, even if in the long term, they're going to get further from from from education than they will do from learning to clean the wing. But in the short term they're going to do what's what's in their interests.

Tracy Hammond
Yeah, I think perhaps, we may need to get a little braver almost about what we value because I think some of the things that are softer and more difficult to measure as important as things which are quite easy to measure. I'm thinking about soft skills such as competence, social skills, distance travel, that kind of thing. And I think that could really help people if we value those soft skills, as much as we value the really easy or the easy to measure things.

Charlie Taylor  
Where I think we're hearing is the value of the curriculum. And it's, you know, if the curriculum do the right things, even if that doesn't end up in a qualification. I also think there's there's an issue here but with accountability and responsibility, and I think they don't sit in the same place. And that concerns me, so that governors are held to account for the quality of education in their jail, but they're not responsible for it. Responsibility for that is done through giant centrally commissioned contracts. And I think it's a fantasy to believe that we're really going to be able to ultimately improve education in prison by turning the dials on a big Whitehall contract. And I think allowing governors to have more responsibility for education that goes on in their prisons, and I understand their potential pitfalls there as well. So I'm not suggesting this is a panacea, but making sure that there's real accountability and responsibility sitting closely together, I think is the way that we can raise standards.

And what I find often is governors have got an education provider who isn't coming up to scratch for whatever reason, and they're incredibly frustrated because they want to get their prisoners to education. They want to make progress, but they're not able to do that. But similarly, I think for education providers, they get frustrated by the fact that, as I said before, they don't know who's going to show up and when, and therefore that's demotivating for them. So I think bringing together accountability and responsibility for outcomes in education would seem to me your way of making progress. I mean, as a former Head Teacher, that that feels to me an area where where potentially we can make real progress. Absolutely, yeah. No one wants to be held to account for something that's outside of their control, do they and similarly as you said, no one wants to be aiming to deliver really good quality service but not having the engagement from the people on the receiving end. So certainly feels like some sort of join up and some structural change could certainly help in that regard.

Shreena Kotecha
I was interested in the point around the softer skills actually being the most important and I guess the thing that's quite tricky with that is how do you measure that? Because like, by definition, they are softer, softer skills. So I was interested in thoughts from Tracy earlier maybe Paul on how the inspection framework can do that effectively.

Tracy Hammond
I agree that it's quite difficult. However, we also have the double whammy really, of the fact that people aren't always that self aware. So what they see in themselves may not be a true reflection of what other people say. So I think there is there's a lot of work to do about thinking around distance travelled and I suspect it's always going to be distance travelled rather than you've reached grade one empathy. It's going to be about observed and also people's own view of their own distance travelled.

Paul Joyce
Yeah, Tracy, just to commit to that I would agree with with that. I think measuring measuring the distance travelled and measuring soft skill acquisition, you know, is is inherently difficult in any setting. I think Shreena to answer your question about the the inspection framework, I think our our framework prioritises those soft skills and that distance travelled. And the mission that we use, you know, very much is around inspectors professional judgement, based on that interaction with prisoners or with staff and you know, looking at what the provision is, you know, so I think there's, there's a good measure there.

Paul Joyce
A little anecdote. So we we do, perhaps encouraging the not so much now, but historically we have been into prisons where the KPIs or education around the number of certificates awarded, has been quite good. But actually, when you look at the qualifications, when you look at what those prisoners are actually doing in terms of their own development, they're either fairly meaningless, fairly pointless. Or too easy. So the KPIs have been achieved. And despite and he picks up on Charlie's point, despite the the governor perhaps not being very pleased with the education providers performance, the education provider in terms of contract management is doing pretty well. I assure you, they don't come out that well in inspection terms because we do raise those personal skills. So it is difficult measuring and contract management. But I absolutely echo Charlie's point about you know this is about systemic change and massive Whitehall contract is not the way to allow individual governors to manage provision in their own establishments. We've talked a bit about functional skills, and those can obviously be gained in different ways than sort of sitting in a classroom. We've already talked a bit about work in prisons. And I guess I was interested in how how those two linked together in practice in a prison So to what extent working in a prison, gives you some educational value and how those how those things are linked together by prison governors. And overall, where that's done well in a prison. So where the, the offer of education of workshops of regime is well suited is well considered. It can be really, really powerful. So you will get some key things as Charlie has touched on in prisons that need to happen when cleaning kitchen or servery. Well, you can actually build an education curriculum around there. So you know courses around food hygiene food preparation, and they can be a prerequisite, before prisoners can get jobs in the kitchen and in the servery. And where it's thought about that curriculum design, it can be very powerful, and in my view, can actually help the good order and good running of the prison and the prison regime.

Unknown Speaker  
What we also see which I think is excellent is governor's, looking at a wall and saying what skills are lacking in the local community? And then thinking about with the education provider thinking about what are the qualifications that the prisoners will need, in order that they will be attracted to those employers when they come out? And prisoners buy into it then because they feel like there's a genuine sense that they're making progress, just giving them a qualification for the sake of it. It's nice to have a certificate but they know that's not going to get them anywhere they want something that's concrete that's going to move them on.

Chris Jones
Thank you to all our guests. Thank you to Charlie Taylor Paul Joyce Tracy Hammond and Femi Laryea-Adekimi

I asked Amanda Spielman, Ofsted's Chief Inspector, what her thoughts were about the current state of education in prisons.

Amanda Spielman
Prison Education isn't in a good place at the moment. Our inspection findings say that at the moment, it's the worst it's been since we started looking at it. And when I talk about education here I'm talking not just about numeracy and literacy in classrooms, I'm talking about the whole range of education skills, training and work experience in in both prisons and Youth Offending institutions. It really does need to improve during the pandemic. Almost all prisoners were locked up for unacceptable amounts of time every day. And of course, as a result of this, prisoners had little or no access to education classes and vocational training, the regime of activities shrank and shrank. There were there was a bit of in-cell education with resource packs, but it was really a shadow of what it should have been. But what's particularly disappointing is that now almost three years since that first lockdown, prisons have still not got back, even to what was normal before the pandemic, when it comes to education. The action to recover has been very slow overall. And that slow pace has been made worse by the very large number of vacancies both among prison officers and among teaching staff in prisons.

And it's important to understand here that the most most of this is provided by one of the big MOJ subcontractors, but nevertheless, the people running prisons, the governor's people managing education need to understand what a good curriculum isn't how to make sure that that's what they're getting from their subcontractors. Otherwise, they can't be effective in helping make sure it improves. But at the moment, too many prisons are just not providing enough activity spaces for their prisoners.

An example of this slowness that I'm talking about relates to the the excellent report on teaching reading in prisons that we published jointly with the prisons Inspectorate last year, crucial issues, like the need to assess prisoners and identify their their reading level what they needed to learn rapidly. These are only now being tackled 10 months after we published that review. It really is very slow progress with addressing those recommendations. Prison and governors do need to move faster.

And my bottom line in the coming out of all our work, it really is important that all of us carry on emphasising the importance, everyone who works in prisons to understand the true value of education in improving prisoners. lives, and in maximising their chances of rehabilitation.

 

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