In this edition:

Offender Learning Newsletter Spring 2017

Another year has just begun, and whilst it might be tempting to look back at what was accomplished last year, the focus should be firmly set on the future and the further implementation of the Coates review.

I am delighted to say that this edition of our newsletter is full of examples of the difference learning can really make for prison learners and for those working with them. Whilst helping learners to get a better chance at succeeding in life, it also brings great satisfaction and rewards to the practitioners involved. From gaining Qualified Teacher Learning and Skills (QTLS) while working in a Young Offender Institution to the Post-Compulsory Education and Training (PCET) course at Birmingham City University, which has a long tradition of working with offender learning departments in prisons, there are many opportunities to help turn lives around. Volunteering or mentoring opportunities (both within the prison and through the gate) can also bring about many benefits.

As you turn the pages, I hope you will be inspired by the many rewarding stories and good practice shared. As is pointed out on several occasions, the opportunities to get involved in teaching and learning in prisons are numerous. It is no easy task and not for the faint hearted, but the benefits far outweigh the difficulties!

At the Foundation, it is our hope that more people will be encouraged to join the existing men and women who try to make such a difference by working in prisons. As with other audiences, teaching and supporting offenders is a life-long journey that needs development all along the way, so having creativity and resilience is key.

Success will ultimately come from placing learning at the heart of prison work, to stimulate the acquisition of skills and knowledge in new and imaginative ways. The ‘3 out of 5’ challenge in maths is a good example of how to use a competition to change the perception of maths as a difficult subject and make it interactive and fun as well.

Even working out in a cell can lead to new adventures and developments, with a much wider end-benefit than ever envisaged.

With very best wishes

Laurence Gates Director – Partnerships, Special and International ProjectsEducation and Training Foundation

The proof of the pudding is in the eating and this is especially true when it comes to offender learning. The changes brought about by the implementation of the Coates Review may be challenging, but there is a general sense of excitement as well.

The Education and Training Foundation looks forward to continuing to support all those who work in offender learning and help make a difference by placing learning at the heart of the prison regime. Let’s hope that the new way of working will lead to innovation, creativity and a high rate of success for prison learners and for those who work to create a better future for them.

Welcome to the latest edition of the Education and Training Foundation’s Offender Learning Newsletter.

• News from the Education and Training Foundation P2

• QTLS for prison educators – A voice of experience P5

• Opportunities to work in Offender Learning P6

• Volunteers supporting prisoners at HMP Whatton P7

• The power of mentoring through the gate P8

• Cell workout was just the beginning P10

• Turning Pages - Changing Lives P12

• Inspiring prisoners to engage with maths P14

• Butler Award winner - helping to realise potential P15

2

News from The Education and Training FoundationNews from The Education and Training FoundationCommunication cards Helping people develop their confidence in English language and literacy is something that everyone can contribute to. The Education and Training Foundation has produced some cards showing short (5-10 minute) activities that you can use at the start or end of prison workshops, training or education sessions.

The activities on these cards will help people to develop the confidence and abilities they need to communicate effectively. This is particularly important for employability, or the communication practices people need to take part in to seek and keep work and navigate their lives and learning.

You will find the following in the set:• Toolbox - listing some resources that will be useful for you• Communication abilities valued by employers• English Development: Guiding Principles• Mapping of Principles to activities• Activity cards (1-12)

To access the communication cards, visit http://www.excellencegateway.org.uk/content/etf2517.

For other resources to support the development of English skills, visit

3 out of 5 challengeThe 3 out of 5 challenge is now underway in over 20 prisons. A shield will be presented to the prison with the most completions of the 3 out of 5 challenge by 24 March 2017.

To see what is involved in the challenge, visit http://offender-learning.excellencegateway.org.uk/maths or email leadership@etfoundation.co.uk.

Test your own maths skills – you can even access this on your phone after work!

This self-evaluation tool is designed to help you gain a profile of your maths content knowledge. It addresses mathematical knowledge up to level 3, which is the specified level for anyone teaching maths GCSE or functional maths at level 2. This will help you identify which areas of content you may need to further develop in order to be confident teaching students at the level stated. There is also a pedagogy module focusing on teaching strategies.

For more information, visit:

http://bit.ly/maths-selfevaluation

3

Above: mathamatics self-assessment tool

The Third Pillar of Behaviour Management

When it comes to behaviour management in the classroom, theory and classroom practice don’t seem to be enough, according to Chris Holden, Lecturer in Learner Engagement. In the first of a four-part blog series, Chris digs deep into the variety of theories and approaches to managing misbehaviour.

The full blog is only available to members of the Society for Education and Training (SET). To view this page visit: http://bit.ly/behaviourmanagementblog

If you are not currently a member of SET, join now to access the full range of member benefits. Joining is easy and only takes a few minutes.

For further information, visit https://set.et-foundation.co.uk/home/

By the afternoon of day two the Health Check Team was in a position to feedback their findings to the Nominee and the Governor and the Cluster HoLS took the lead role in producing the written report and presenting this to the prison’s Senior Management Team.Littlehey’s Governor said, “I welcomed the health check conducted at Littlehey, the external multi-disciplinary team involving our education delivery partners provided valuable feedback and gave an accurate picture on current delivery standards. It has in informed our action plan and given real focus to the Quality Improvement Group meeting team.”

4

Professional DevelopmentThe Education and Training Foundation provide a wide range of courses to support professional development. Recently we supported staff from prisons to attecnd regional collaborative practice days. These CPD days offered practitioners the opportunity to enhance their skills in teaching, learning and assessment through collaboration and networking. They are hugely beneficial to ongoing professional development and supporting your career progression.

Feedback from a manager who attended an event:“I along with some other colleagues attended an excellent Collaborative Training day at Walsall College. The event was sponsored and supported and kindly funded for HMPS staff by the Education Training Foundation. The pack we received contained information about Teaching Functional Skills maths and English Level 5 CPD module. A free five day pilot course in Coventry or Bradford starting in April and June 2017. This may be useful to Band 4 instructors. It would be great if we can start to embed functional skills in industrial workshops.” Darryl Jones - West Midlands Cluster Lead Head of Learning, Skills & Employment

For further information about the range of programmes available visit: https://booking.etfoundation.co.uk/course/browse

For information about support available for those who work in prisons, emailleadership@etfoundation.co.uk.

Learning in prisons continues to improvePublished Ofsted reports January 2017 to March 2017 congratulations to:

• HMP Whatton http://bit.ly/HMP_Whatton_report on achieving Outstanding • HMP Hewell http://bit.ly/HMP_Hewell_report & HMP/YOI Cookham Wood http://bit.ly/HMYOI_Cookham_Wood_report on achieving Good

• HMP/YOI Thorn Cross http://bit.ly/HMPYOI_Thorn_Cross_report and HMP Leyhill http://bit.ly/HMP_Leyhill_report both with Outstanding for Quality of learning and skills and work provision, including the quality of teaching, training, learning and assessment. ing the • HMP Eastwood Park http://bit.ly/HMP_Eastwood_Park_report on achieving Good Teaching comments -”They planned activities in lessons that kept learners involved and enthused.”

HMP Whatton “The quality of teaching, learning and assessment was outstanding, particularly in classroom sessions. Teaching and training staff were passionate about their subject and learners.”

HMP Hewell “Teachers used learning technology particularly well to stimulate and enhance learning.”

HMP/YOI Thorn Cross “Tutors had made very good use of the ‘virtual campus’ (giving prisoner’s internet access to community education, training and employment opportunities) by adding learning resources linked to courses delivered in the prison. This resulted in prisoners developing good independent learning skills and making faster progress outside of lessons.”

HMP Leyhill “Carpentry learners augmented their practical learning well during a weekly session, led by a peer mentor, in the virtual campus”

5

Recommending QTLS for prison educators – A voice of experience

“What’s the answer to that question?” We both turned to each other and laughed; the TV quiz show permeating our Friday night relaxation time. We were just about to pool our respective knowledge and beat the clock when the crisp, crunching resonance of a visitor walking up to our front door burst our bubble of thought and interrupted our quizzical and timely game.

“I opened the door. A clean-shaven young man, dressed in clean, grey track-suit bottoms accompanied by a smart shirt and tie stood in front of me. As soon as I opened the door, a large black hold-all bag was efficiently removed from his shoulder, the zip swiftly opened to expose a variety of goods; goods that you might need but would be unlikely to buy (certainly at the prices that were listed). “Good evening madam, my name is Jake”, a well-modulated, quiet but polite voice opened the conversation with a friendly extended hand waiting hopefully and expectantly to shake mine. “I’ve recently been released from prison and ‘me old mum’ has thrown me out…” This young man called Jake continued his practiced narrative, building empathy and noting our comfort. I immediately made the decision to engage with his chosen rhetoric, delighting in his glee when I purchased a duster for a princely sum. Jake moved on that evening, thanked me, shook my hand again and I wished him well. I knew that Jake was functionally literate.

“This impromptu introduction reminded me of gaining my QTLS while working in a Young Offenders Institution (YOI). Choosing literacy as my subject specialism, there had been a few students that Jake reminded me of. Teaching functional skills in a YOI is not for the faint hearted, however it is extremely rewarding. With similarities to all other educational institutions, there were many students who lacked confidence or had behavioural challenges. Many had learning difficulties including dyslexia, autism, dyspraxia and ADHD, amongst others. Within each teaching group there were some that wanted to learn but did not want to show this, and there were many that did not want to learn.

“What I feel I have learnt above everything is that by supporting my students to achieve functional skills, I have enabled those that wanted to move on with their education to utilise and understand the importance of critical and functional literacy in their future lives. Obtaining QTLS has offered many opportunities to me. I have worked with visually impaired students and many with learning difficulties. I have had the opportunity to work one-to-one with many students who have communication, behavioural and friendship difficulties, in addition to teaching functional literacy. I have met many wonderful students who have enriched my life immeasurably.

“I am continuing with my professional development and I am currently taking a Level 3 digital literacy course. I hope to take an assessor course in the future and continue with an MA in Inclusive Education.”

“Would I recommend working in a YOI or prison environment?Yes, I would - particularly if you are a strong character and able to deal with the variety of behaviours that naturally occurs in such environments.”

For further information, email sandie@divers.gb.net.If you are interested in registering for QTLS, visit https://set.et-foundation.co.uk/home/.

6

Above and right: two trainees who have attended the course

HMPOpportunities to work in offender learning

The Post-Compulsory Education and Training (PCET) course at Birmingham City University (BCU) has a long tradition of working with offender learning departments in prisons. Each year, a number of trainees from BCU’s PCET course are successful in gaining permanent employment in such settings, so we now have ex-trainees employed in offender learning around the West Midlands (for example, at HMP Hewell in Worcestershire) and beyond, in a variety of roles, including that of manager.

However, this is an area of teaching that is not known - or not fully understood - by many. When applicants see the words ‘opportunities to work in offender learning’ in our course information, or hear about the opportunities when they attend an interview for the course, it can spark considerable interest. Nevertheless, whilst it can be a very rewarding experience for a trainee to have a placement in this area, it can also be very challenging. As a result, we need to be sure that the trainee fully understands the very different nature of a placement in offender learning as opposed to one in a college or 6th form. In order to do this, familiarisation begins many weeks before trainees start the course.

We have developed particularly strong links with HMP Hewell, so trainees who are interested in working in offender learning are invited to visit the prison, where they can speak to staff and gain a sense of the setting. This helps them prepare to make an informed decision regarding their placement. We also have speakers from HMP Hewell’s offender learning department coming onto campus to promote opportunities during induction.

“Working in a prison environment does not suit all trainees and sometimes it takes them a few weeks in a placement to realise this. In order to ensure that the course meets the preferences of a wide group, we have also developed strong links with alternative placement providers, such as those working with young and adult offenders in contexts such as resettlement schemes or in the community.”

In order to prepare and support trainees for the challenges they face, such as conditioning and safeguarding issues, the PCET team have worked with the Centre for Excellence in Teaching and Learning at BCU to develop ‘Shareville College’, which is a virtual learning environment. Former trainees now working

in offender learning have returned to work with us to assist with the development of scripts and scenarios. In some cases, they perform as actors to produce interactive exercises that require trainees to make difficult decisions regarding their ‘learners’. That said, offender learning departments still need to be assisted and resourced in order to effectively support trainees, their potential employees.

Hopefully, what we are doing on the PCET course at BCU will contribute to Coate’s Review recommendations. To find out more information about ‘Shareville College’, visit http://shareville.bcu.ac.uk.

This is an example of excellent partnership working between BCU and West Midlands prisons. Do you have your own story to share? If so, please email it to us at leadership@etfoundation.co.uk.

For further information, email karen.mcgrath@bcu.ac.uk.

77

Volunteers supporting prisoners at HMP Whatton

HMP Whatton is a Category C prison with a capacity of 841 adult male prisoners. The prison is exclusively for those convicted of sexual offences and the primary focus is the delivery of sex offender treatment programmes.

Volunteers from many organisations (including The Shannon Trust, Fine Cell Work, Samaritans and the Safer Living Foundation) are encouraged and empowered to enhance and contribute to the delivery of the establishment. It is felt that volunteers can be perceived as a role model and are not seen by the prisoners as ‘staff’, thereby allowing them to interact on a more social level. The inherent risk of this relationship is that volunteers may become conditioned or manipulated by the prisoners, so it is important that all volunteers receive adequate and appropriate training and support.

All volunteers go through the security clearance process to allow them to come into the prison on a regular basis.

Most of the volunteers at HMP Whatton are also trained to become key-holders. This is a big responsibility but it enables the volunteer to move around the prison without a need for an escort and this facilitates their integration into the culture of the establishment. When a volunteer is seen by staff to be independent and responsible, the staff are more likely to see the work that volunteer is doing as valid and credible.

Each group of volunteers is overseen by a designated contact within their particular area. This means that they are able to build a relationship with that person and understand their role within the context of the department they will be working in. However, groups of volunteers are also encouraged to meet and discuss their experiences through organised (but informal) partnership meetings such as coffee mornings.

Various departments (i.e. Counselling, Programmes) pro-actively seek out volunteers through excellent relationships with local universities, offering students an opportunity to enhance their CV and gain experience. Other departments (i.e. Learning & Skills, Safer Custody) actively engage in partnership working to encourage and support volunteers.

The Governor comments, “The volunteers based at Whatton are vital to our role in the rehabilitation of people convicted of sexual offences.”

In conclusion, the volunteers are seen as a valuable resource who require effective training and on-going support from both their own organisation and the prison working in partnership together.

For further information, email elizabeth.cox@hmps.gsi.gov.uk

A volunteer said, “My own view on voluntary work is that it is there to back up and support full time working staff and, certainly, I do not see that it should take the place of the working staff. I feel at Whatton this mix works well for Shannon Trust with people from both sides of the prison being involved.”

For further information, email karen.mcgrath@bcu.ac.uk.

8

ccc

The power of mentoring through the gate This is a case study about one of the mentors who has twice supported ‘Miss R’ to resettle in Plymouth, DDC. This mentor was specifically requested by the prison during the second referral because of the excellent feedback she received following our first contacts with Miss R.

“She made sure I was safe and when she talked to me saying that I was safe, I believed her. I have never had someone protect me like that before. I felt like I could talk to her about anything. She made me realise the things I needed to change in my life.” - Miss R.

I received a referral to work with Miss R in February 2016. While working with her, she disclosed many safeguarding concerns and made disclosures about how unsafe she felt in her relationship and situation. In February, Miss R’s offender manager and I worked closely to keep her safe and to minimise the risk of harm to her. I received a call in May to ask if I would work with Miss R again due to a recall.

When I visited her in custody she was surprised to see me and claimed she felt ashamed. Miss R explained that she wanted to call me before she was recalled, as she had got herself into a mess, but she thought she had let me down.

We formed an action plan for the day of release and I agreed to meet her at the gate. When I picked her up, she was not anxious or worried to be in my company. Miss R spoke about how I had helped her to realise where she had made wrong turns in her life, as well as helping her to work out how to fix them.

Miss R also said that she had never had someone keep her safe like this before. She explained that she didn’t feel like she was being judged and she knew that I listened to her. Miss R spoke about her life and how I had made a big impact to it in such a small period of time. We discussed previous custodial sentences and how would she get home. She informed me that unsuitable people would pick her up and she would be forced to do things she didn’t want to, or she would find herself getting into more trouble. Miss R explained how having a mentor meant she “was able to get the right start (she) needed.” She said the difference was that I listened to her and explained things to her in a manner which she understood.

Since working with Miss R, she has made considerable changes to her life. She took on information and advice and is now engaging with Women Support Services, which she would have never approached previously. She does this to receive practical support with relationships and to gain suitable life skills. Miss R also engages with the service to create new friendships with woman in a similar situation to her own. Miss R explained that without the support and guidance of a mentor, she would have returned to old habits, but one day she wants to look back at the times in custody as a blip and she wants to be able to support others in the future, like her mentor did her.

Pact Futures provide a Through the Gate mentoring service to those leaving custody in order to support them with their immediate resettlement needs. The service is delivered across Bristol, Gloucestershire, Somerset and Wiltshire (BGSW), Devon, Dorset and Cornwall (DDC) and Wales for those ending their sentence in a resettlement prison.

For more information, please email amy.norris@prisonadvice.org.

9

c“She made me realise the thingsI needed to change in my life”‘Miss R’ - former prisoner talking about her mentor

9

Cell workout was just the beginning

10

LJ Flanders used his experiences in prison to set up a popular new training scheme. He tells us about how it happened.

In 2011, aged 21 and following what I can only describe as a moment of madness, I found myself in prison. I was devastated - on remand, locked up for 23 hours a day and not knowing what was going to happen. At my lowest point, I didn’t see much of a future after prison. I threw myself into exercise – press ups, sit ups, as much as possible, to use up my energy, to try not to think. It was my way of coping.

The turning point was when I signed up for a course and qualified as a gym instructor and personal trainer. This led to a job in the prison gym - things were looking up. I was soon being asked by inmates to write them an in-cell workout plan, so they could exercise in their cell. Using information and my own knowledge, I began writing and drawing exercises and workouts. Being in the gym and exercising became massively important to me, as it is for many prisoners. It kept me going and gave me focus. I realised there was a need for an in-cell workout manual, so writing ‘Cell Workout’ became my mission.

Upon release in 2012 I continued working on my project. After three very challenging years, I finished and self-published Cell Workout. I then faced the prospect of how to get the book into prisons. I rang all the prison libraries and some agreed to order a copy. Things took an unexpected turn when I was invited to visit HMP Thameside, to meet the men and talk about my book. I had never done anything like this before and to get things going and break the ice, I started with a group workout. This was the first of many such prison visits. The welcome, enthusiasm and interest from the men and staff led me to develop the Cell Workout Workshop.

The aim of the workshop is to motivate people in prison to exercise and improve their physical and mental health and well-being. I also hope to encourage them to bring about behavioural change, improve their education and gain qualifications for better job opportunities, to aid rehabilitation and reduce re-offending. Ultimately, I hope it will bring about positive change for the person, their families, the prison community and the wider community outside.

As a result of the prison service recognising the importance of exercise, and their efforts for reform, I am now delivering the workshop in reform prison HMP Wandsworth. I can relate to the men and understand the challenges they face. I was once where they are and believe I can make a difference; that I can inspire them to achieve, not give up hope, and work towards a brighter future.

Ian Bickers (Executive Governor, Reform prison HMP Wandsworth) says, “This is a brilliant initiative and we are so pleased to be working with LJ, who is role modelling what can be achieved by people who find themselves spending time in prisons - as a by-product, the men love it!”

“This is a brilliant initiative and we are so pleased to be working with LJ” Ian Bickers - Executive Governor HMP Wandsworth10

11

For further information, email l.j.flanders@cell-workout.com.

One prison learner said, “After one week of exercise I feel much better than before... I hope that one day, every prisoner will get a chance to do ‘Cell Workout’ who wishes to. Many thanks to personal trainer L.J. Flanders, who is doing a great job.”

Last year, publishers Hodder & Stoughton contacted me and they are now taking Cell Workout to another level, marketing and promoting it outside of prison, as it is suitable for use by anyone, of any age and fitness level.

Over the past five years, what started out as an idea for a book continues to develop and progress, with so much more that I want to do and achieve. My life may not have gone in the direction that I once thought it would, but what once felt like the end was maybe just the beginning.

“Even during times of adversity, we still need to strive to be physically and mentally strong” - L.J.

11

12

 

Key information

• Turning Pages is a phonics-based

approach to learning to read.

• By prisoners for prisoners, with peer

delivered reading sessions.

• The manuals are interactive and

learners progress at their own pace;

there are no exams and it is not

compulsory.

• Turning Pages is made up of 5 colour

coded manuals and 30 accompanying

Readers.

• Learners do 5 x 20 minute private one-

to-one sessions a week in many

locations across a prison.

• Mentors receive structured training

and support.

• Prisons have a named member of staff

to lead on the delivery and a Shannon

trust local representative to support

them.

• Shannon Trust provides all manuals,

Readers and related resources to the

prison.

 

63%  of  learners  said  they  would  go  on  to  do  more  learning  or  training  as  

a  result  of  learning  to  read  with  Turning  Pages.  

Turning Pages - Changing Lives

“You will improve and you will get somewhere… it progresses you more because you’re taking in things better than you would if you were stuck in a classroom with ten other people. You know what I mean?”

Last year over 4,000 people in prison learnt to read with the Shannon Trust Reading Plan and over 2,000 trained as reading plan mentors.

Shannon Trust launched their brand new reading resource ‘Turning Pages’ across their reading plans in England, Wales and Northern Ireland in July 2015.

Written specifically for adults and for peer delivery, Turning Pages brings a structured phonics approach to learning, though the manuals and the accompanying Readers.

12

13

Over the last year, Birmingham City University has carried out an external evaluation of Turning Pages and found that it improved the reading of all learners, regardless of age, gender or ethnicity, whether or not they had a learning difficulty, dyslexia, or spoke English as an additional language. The informal, adult focus of Turning Pages is important to both learners and mentors. To review the report, go to http://www.shannontrust.org.uk/our-work/turning-pages/.

Signposting potential learners and mentors to Turning Pages from across the prison is vital for recruitment and they work closely with many education departments, prison workplaces, staff and volunteers to raise the profile and share their findings.

‘I’ve learnt a heck of a lot. They’ve helped me, gave me a goal to achieve. When I get out, I’d like to see if I can get a job. I’m in education at the moment. I never thought I’d have the courage to stand and speak up in front of people.’ - Learner

‘My greatest goal while working as a mentor for Shannon Trust was when my learner told me that the certifi-cate he was awarded was the first certificate he had ever gained. This gave both my learner and myself a great sense of pride. Turning Pages is a skill for life.’ - Mentor

You can find more information at www.shannontrust.org.uk or by talking to the reading plan lead at your prison.

14

In addition, the charity has devised and printed a pocket-size-ready booklet known as ‘Your Maths Mate’, setting out simple maths tables and formulas.

“I have never attended school and I am now in my forties. Being involved in the project is not just about learning maths, but about becoming involved in education again after limited and not particularly positive experiences.” - Prison learner

“My improved maths skills have given me more confidence to apply for jobs. Very helpful. I feel that I am benefitting already (on second book). The tutors and mentors are helpful and approachable. Top Marks.” - Prison learner

“One to One Maths gives me great satisfaction when I help others learn more and see their joy when grasping different methods of learning maths.” - Prison mentor

Inspiring prisoners to engage with maths

The One to One Maths charity provides a peer mentoring programme for innumerate prisoners who reject any involvement in formal education. It is undertaken through the Learning and Skills department within the prisons.

Prisoners who have a good grasp of numeracy within the prisons are recruited to provide one-to-one mentoring to fellow prisoners with limited numeracy abilities. The programme is outside the usual formal education classes of the prison, with the prisoner-to-prisoner mentoring being undertaken either in the workshops with the support of the instructors or privately during recreation times.

The charity provides, free of charge, an extensive package to encourage reluctant learners to make their vital first step to ask for help. They also provide a range of 10 books so that the material for each learner is set at their exact level of understanding, enabling those prisoners to quickly gain that all-important confidence and a sense of achievement.

The keys to the success of the programme are:

• Each learner is initially assessed by undertaking a short but simple numeracy test. This allows the mentor (teacher) to identify the level at which the learner enters the programme.• The learner is provided with the appropriate book (there are 10 books, each containing 36 sessions) which allows both the mentor and the learner to develop his or her own individual learning plan. The book belongs to the prisoner and therefore can be kept either on transfer to another prison or on release. • The learner completes a test at the end of each session – these are checked by the mentor who will support and assist. Following each session, feedback is given on the progress made. • On completion of each book, the learner is presented with a Certificate of Achievement celebrating his or her success, together with an incentive item. Such incentives items are supplied free of charge to the prisons by the charity and include t-shirts, mugs, pads, pencils, wristbands and lanyards. In addition, the learner receives the next stage book in his or her learning plan. When a mentor has successfully guided his first learner through a book, the mentor receives a Certificate of Appreciation.

For further information, visit www.one2onemaths.org.

One prisoner described Chris as “truly inspirational”, while another with complex needs said “Mr O always treats me like I really matter and takes time to help me.” Les, also an offender, said “Mr O’Sullivan always pushes us to be better people. He really makes a difference. He made a difference to me.” For further information, email andrew@butlertrust.org.uk

Butler Award winner - helping to realise potential

Chris O’Sullivan has spent over two decades taking his role as a Healthy Living Instructor at HMP Hewell to a whole new level, that’s now considered ‘best practice’ and is attracting attention from other prisons in the estate.

His nominator Belinda Garratt, Custodial Manager for Activities at Hewell (and a previous Butler Award winner herself), says Chris “has a fantastic rapport with prisoners that encourages them to make themselves better citizens.” He still brings the same enthusiasm and commitment to work as when he started in 1993, she says, and “truly is a pleasure to work with.” Belinda describes “the respect and admiration of all those that come into contact with him, staff and prisoners”, and his passion to promote “well-being for all.”

The list of his activities is wide and deep, so here are just a few: he’s involved with the Ride out Theatre in Warwickshire, which brings University students to produce plays with meaningful themes, getting prisoners to debate and take part. Ride out’s Co-Director Saul Hewish said in a ‘thank you’ note to Chris: “I have been running this course for 12 years now, and the visit you planned and managed today was by far the best I’ve seen.”

Chris has also created drama in the prison with Birmingham’s renowned Geese Theatre, who called him “a wonderful ambassador for the prison service.”

Chris also brought in Fortnum & Mason’s Choir Master to run a twelve-week course, ending with prisoners performing in front of staff, other prisoners and families. Recalling it, he said, “When I saw the pride in those six offenders’ faces performing, and knowing what it meant to them, I felt very proud and humbled.”

He’s also raised money for charity and encouraged prisoners to do the same, says Belinda, with a local school, veterans and the homeless among the beneficiaries. Elderly prisoners have benefited as he’s introduced sports like wheelchair aerobics and chair bowls to help those with limited movements.

Other agencies he has involved include veteran organisations and two pilot programmes on domestic violence, with the Away Forward Foundation. Their Managing Director, Alexandra Ford, says, “Chris is inspirational; he re-energises me, I can feel his enthusiasm.”

He’s made a real success of introducing prisoner well-being days, “looking at smoking cessation, diabetes, sexual health awareness, Pilates, testicular cancer promotions, healthy eating and general advice and guidance.”

Belinda says he “has done so much work in promoting well-being that we have other staff from prisons all over the country coming to Hewell to see the work Chris undertakes.”

Jacqueline Quirke, Local Butler Trust Champion and Head of Reducing Reoffending at Hewell, agrees. Chris helps prisoners “progress in confidence and self-esteem” and this “improves their well-being.” Jacqueline calls him “a change champion - he makes things happen and has the ability to make others want to change for the better.” After decades working in the service, she notes “he still displays the same pride, enthusiasm and commitment to making a difference to others. He is an outstanding role model.”

Typical of so many Butler Award winners, “he does not do this for recognition. He simply does this because he cares and wants to help people reach their potential. He is completely unaware of how wonderful he is and the impact he has on others.”

Above: Chris O’Sullivan

For further information, visit www.one2onemaths.org.

15

For this edition, we have worked with HMP Humber’s DTP Graphic Design & Print Studio on a project giving their learners the opportunity to redesign this issue of the newsletter. The learners work on contracts for the prison service, charities and businesses, using industry standard equipment. This experience develops their design and communication skills, and builds their confidence. Doing real work before release contributes to their rehabilitation and prepares them for life after prison.

We would love to hear what you think of this edition. Let us know your thoughts and comments by emailing leadership@etfoundation.co.uk.

Visit our offender learning exhibition site for the latest news and events. http://offender-learning.excellencegateway.org.uk

Please get in touch if you have any effective practice or news to share.To join our mailing list, submit an article or request a hard copy email: leadership@etfoundation.co.uk.

Deadline for copy for next newsletter: 26th May 2017

The Education and Training Foundation 157-197 Buckingham Palace Road, London, SW1W 9SP

T: 020 3740 8280 E: leadership@etfoundation.co.uk

W: www.etfoundation.co.uk Twitter: @e_t_foundation

The Education and Training Foundation 157-197 Buckingham Palace Road, London, SW1W 9SP T: 020 3740 8280

E: leadership@etfoundation.co.uk W: www.etfoundation.co.uk Twitter: @e_t_foundation

Designed and printed by:HMP Humber’s DTP Graphic Design & Print StudioE: jennifer.pugh1@hmps.gsi.gov.ukT: 01430 273237