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THE IMPACT OF PERSONAL
SOCIAL DEVELOPMENT
LEARNING FOR OFFENDERS
Emily Jones and Ama Dixon
March 2014
2
© NIACE 2014
Published by the National Institute of Adult Continuing Education (England and
Wales)
21 De Montfort Street
Leicester LE1 7GE
Company registration no. 2603322
Charity registration no. 1002775
NIACE is the National Institute of Adult Continuing Education, the national voice for
lifelong learning. We are an international development organisation and think-tank,
working on issues central to the economic renewal of the UK, particularly in the
political economy, education and learning, public policy and regeneration fields.
www.niace.org.uk
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made without the written permission of the publishers, save in accordance with the
provisions of the Copyright, Designs and Patents Act 1988, or under the terms of any
licence permitting limited copying issued by the Copyright Licensing Agency.
3
CONTENTS
FOREWORD ............................................................................................................................... 4
EXECUTIVE SUMMARY .............................................................................................................. 5
1. INTRODUCTION ................................................................................................................. 8
2. CONTEXT ........................................................................................................................... 9
2.1 Personal and social development learning provision .............................................. 9
2.1.1 Defining PSD learning ............................................................................................. 9
2.1.2 Funding PSD provision for offenders in custody ............................................... 10
2.2 Measuring social value and impact ......................................................................... 11
2.2.1 Policy context ....................................................................................................... 11
2.2.2 NIACE wider outcomes tool ................................................................................ 12
3. METHODOLOGY ............................................................................................................. 13
4. CASE STUDIES .................................................................................................................. 15
Case study 1: HMP-YOI Holloway .................................................................................... 15
Case study 2: HMYOI Deerbolt ........................................................................................ 17
Case study 3: The Bridge at HMP-YOI Low Newton ...................................................... 18
Case study 4: Creative Techniques at HMP-YOI Low Newton .................................... 20
Case study 5: HMP Whatton ............................................................................................ 22
5. DISCUSSION .................................................................................................................... 25
5.1 The wider outcomes of PSD ....................................................................................... 25
5.1.1 Outcomes for learners ......................................................................................... 25
5.1.2 Outcomes for other stakeholders ...................................................................... 26
5.2 Experiences of the project ......................................................................................... 26
5.2.1 What worked well and why? .............................................................................. 26
5.2.2 What challenges did staff face?........................................................................ 27
5.2.3 What difference has taking part in the project made? ................................. 27
6. CONCLUSION ................................................................................................................. 29
7. CONSIDERATIONS .......................................................................................................... 30
APPENDIX 1: WIDER OUTCOMES FRAMEWORK .................................................................. 32
APPENDIX 2: WIDER OUTCOMES: PLANNING AND CAPTURE TOOL................................. 35
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FOREWORD
Crime has fallen across the UK over the last twenty years - this is good news. But too
many people re-offend when they are released from custody. This has a significant
cost to the taxpayer, prevents offenders from being able to make a positive
contribution to society, and doesn’t best serve victims of crime either. As a result,
cutting rates of re-offending is a key Government priority: effective rehabilitation is
both an engine of social justice and driver of efficiency.
We know that the best way to cut re-offending is to work with offenders to improve
their skills and give housing options and job support for their release. This project
looked at how Personal Social Development (PSD) interventions can support delivery
of these outcomes, and how to measure its impact.
Support for offenders is about to undergo significant change. The Government’s
Transforming Rehabilitation agenda will mean new providers are responsible for
delivering much probation work; the National Offender Management Service is
considering how best to invest new European Social Fund monies; and the wider
justice system faces ongoing pressures on budgets. The focus therefore is on
interventions that deliver the biggest ‘bang for their buck’.
A key focus of this project was embedding a wider outcomes planning and capture
tool in PSD delivery in prisons. Each of the partners we worked with found this tool
helpful, not just in capturing progress but in identifying areas where further support
was needed. It enables tutors to plan and capture wider social and personal
outcomes, something that has not always been possible in the past. The research
also confirms that PSD can provide a stepping stone from informal learning, to formal
and accredited learning and beyond.
The publication of any report is very much the start of a process rather than the end.
NIACE will be working with all those who have an interest in interventions to support
offenders and reduce re-offending. We hope to see the lessons from the research
embedded more widely across the justice and rehabilitation system, as well as in
offender learning. And the findings have wider resonance across all public services
that are there to support people with complex needs. We offer an open invitation to
others to work with us to make this a reality.
Stephen Evans
Deputy Chief Executive
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THE IMPACT OF PERSONAL SOCIAL DEVELOPMENT LEARNING FOR OFFENDERS
EXECUTIVE SUMMARY
Introduction
Throughout the past year NIACE has been supporting Offender Learning and Skills
Service (OLASS) staff to identify and evidence the wider outcomes of some of their
personal and social development (PSD) learning provision for offenders in custody.
This forms part of our Offender Learning Programme for 2013-2014, which was
funded by the Department for Business Innovation and Skills (BIS).
Context
Personal and social development learning provision
PSD provision tends to refer to unaccredited learning that results in improvements in
personal and social skills, often referred to as ‘soft’ skills, such as self-esteem,
confidence and communication. PSD can provide a stepping stone from informal
learning to formal and accredited learning, as well as employment. In prisons, PSD
learning is delivered through OLASS 4 provision. It is primarily aimed at offenders who
face multiple barriers to education and employment, such as low confidence and
self-esteem, learning difficulties and disabilities, mental health issues and substance
misuse.
While the funding for PSD activity in prisons is not ring-fenced, OLASS providers have
freedoms and flexibilities about how to allocate funding for PSD, which should be
negotiated and agreed between the lead governor and provider at each group of
prisons. Some OLASS providers and staff are concerned that PSD provision is under
threat, largely due to the lack of ring-fenced funding and that OLASS learning
should be for regulated qualifications or units wherever possible.
Measuring social value and impact
Bodies in receipt of public money are increasingly having to demonstrate the value
and impact they create through their activities and services. In England, running
parallel to the debates on social investment is new legislation on social value. It is
increasingly important for organisations in receipt of public funding to be able to
articulate and quantify this wider value in order to secure continued funding.
In recognition of the growing significance of wider outcomes in the measurement of
impact and commissioning of services, NIACE has developed a wider outcomes
planning and capture tool to support learning providers to recognise and record the
wider outcomes of adult learning. The tool gives learning providers a focused and
consistent way of planning and capturing the outcomes of learning that go beyond
the learning outcomes and include wider social and personal outcomes.
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Methodology
Three OLASS providers and six prisons took part in the research. NIACE ran face-to-
face training for each participating prison, which included: an introduction to
NIACE’s wider outcomes tool and guidance on using it, and different research
methods and tools for gathering evidence.
Tutors collated their data using the tool and submitted this data to NIACE for
feedback and amendments. The results were analysed to identify common
outcomes of the PSD provision across all participating sites. In addition, we
developed a case study of each course explored.
Discussion
Outcomes for learners
All of the courses result in positive changes related to learning. As a result of four out
of the five courses, learners experience increased motivation and confidence to
learn new skills and all of the courses lead some learners to progress on to further
learning courses.
Other outcomes for learners include: increased self-esteem; improved
communication skills; reduced anxiety and stress; and improved social relationships.
These outcomes suggest that PSD provision can act as a stepping stone to other
learning and contributes to learners’ employability by building skills related to
communication, teamwork and motivation.
Experiences of the project
All of the prisons that took part in the project commented that the training was very
helpful. Some appreciate having the time to reflect on their practice and what they
are trying to achieve, and for some this was the first time they had thought about
wider outcomes and how they can be captured.
Project participants said that the outcomes tool and framework is useful, and it is
particularly helpful to have the outcomes grouped into categories. This enables staff
to identify and articulate the potential outcomes of their provision, and to define the
outcomes they plan to measure.
Tutors report that carrying out the research made them more aware of the diverse
range of outcomes that PSD learning can lead to. The project gave them an
opportunity to reflect on their practice and think about the difference that the
provision was making – for learners as well as other stakeholders. Some tutors now
plan to review their practices in light of their findings.
The work has led some tutors to improve their measurement of outcomes, either by
changing their methods and tools, or by measuring different outcomes.
Conclusion
The evidence gathered by practitioners demonstrates that PSD learning can act as
a stepping stone to other learning and contributes to learners’ employability by
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building skills related to communication, teamwork and motivation. This is
encouraging given that progression to further learning and employment are key
aims of PSD learning.
As a result of participating in the project and reflecting on their practice, OLASS
tutors report that they are now more aware of the wider outcomes of their PSD
provision. Some are now reviewing their practice and their systems for monitoring
and recording data, which demonstrates how the approach lends itself to both
evaluation and quality improvement processes.
Considerations
The following are considerations drawn from the research:
OLASS 4 providers should work closely with Lead Governors to raise the profile of
PSD and ensure that PSD programmes are available for offenders as part of the
core offer.
The Skills Funding Agency together with the National Offender Management
Service (NOMS) should provide clear guidance and support to providers and
other stakeholders in understanding the rules and how they can be applied. This
guidance should include exemplars of how OLASS providers can best use funding
to provide PSD learning opportunities.
The Skills Funding Agency together with NOMS should provide clear guidance for
providers and Lead governors on how these offenders can be supported through
learning provision.
Lead governors will need to carry out regular needs assessments to ensure that
the level of PSD activity is sufficient to meet identified needs.
Lead governors together with OLASS 4 providers should consider how they can
deliver PSD which meets the needs of learners and allows them (if required) to
complete a range of PSD learning.
The wider outcomes planning and capture tool has proven useful in this context
and OLASS 4 providers should consider supporting a roll out of the tool or a similar
approach across prisons.
We also recommend that the Department for Business Innovation and Skills and/or
the Skills Funding Agency conducts a large scale research project which can
map PSD provision and provide an evidence base on the outcomes of PSD and
similar provision across prisons in England.
THE IMPACT OF PERSONAL SOCIAL DEVELOPMENT LEARNING FOR OFFENDERS
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1. INTRODUCTION
NIACE works to improve the quality and breadth of opportunities available for all
adults so they can benefit from learning throughout their lives, and has for many
years contributed to debates about the nature, extent and quality of learning and
skills available to offenders. This is in line with our primary aim of advancing the case
for adult learning in public policy and debate and to use research evidence to
influence and persuade others that improving, increasing and extending
opportunities for adults to learn throughout their lives, has public as well as individual
benefits.
Throughout the past year NIACE has been supporting Offender Learning and Skills
Service (OLASS) staff to identify and evidence the wider outcomes of some of their
personal and social development (PSD) learning provision for offenders in custody.
This forms part of our Offender Learning Programme for 2013-2014, which was
funded by the Department for Business Innovation and Skills (BIS). This report presents
the results of this work and case studies from the prisons we worked with, as well as
some considerations for both policy makers and OLASS providers.
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THE IMPACT OF PERSONAL SOCIAL DEVELOPMENT LEARNING FOR OFFENDERS
2. CONTEXT
This section provides the context for two areas of policy and practice that underpinned
this piece of research: PSD learning provision and measuring social vale and impact.
2.1 Personal and social development learning provision
2.1.1 Defining PSD learning
PSD provision tends to refer to unaccredited learning that results in improvements in
personal and social skills, often referred to as ‘soft’ skills, such as self-esteem, confidence
and communication. PSD can provide a stepping stone from informal learning to formal
and accredited learning, as well as employment.
‘PSD learning is holistic learning, looking at the needs of the individual – physical,
emotional, psychological and social needs – so they can personally develop and
achieve empowerment and independence.’
PSD tutor
In prisons, PSD learning is delivered through OLASS 4 provision. It is primarily aimed at
offenders who face multiple barriers to education and employment, such as low
confidence and self-esteem, learning difficulties and disabilities, mental health issues and
substance misuse. As PSD tends to be unaccredited and aimed at developing the whole
person rather than a particular skills set, practitioners are able to take a more flexible,
personalised and learner-centred approach to the provision. As well as a progression
route to further learning, PSD can also result in learners’ engagement with the wider
prison regime and activities.
‘PSD is an opportunity to get them on the hook then spring board into OLASS provision.
The objectives will vary depending upon the learner's individual needs but the overall
aim is to engage learners who are in need of support to become socially empowered
and to raise confidence and self esteem both within custody and beyond.’
Education manager
‘For me, PSD is recognising the importance of building up soft skills... it means we can
give more time to that and we can make the targets more personalised. A lot of learners
have stereotypically not succeeded in traditional education environments. PSD means
there’s still structure and some classroom elements but we’re getting the chance to be a
stepping stone before the formal education.’
PSD tutor
This interpretation of PSD is supported by the Skills Funding Agency ‘Funding Rules 2014 to
2015’, which state that:
‘For the purposes of OLASS, PSD activity counts as unregulated provision. The learner’s
Learning Agreement should set out how their learning experience and the skills they gain
10
will help to increase their confidence and self-esteem, and how the skills they gain will
contribute to further learning and make them more employable.’1
2.1.2 Funding PSD provision for offenders in custody
While the funding for PSD activity in prisons is not ring-fenced, OLASS providers have
freedoms and flexibilities about how to allocate funding for PSD, which should be
negotiated and agreed between the lead governor and provider at each group of
prisons. The Skills Funding Agency monitors the levels of PSD delivery and does not
anticipate the funding for PSD to increase in the next year.
‘There is no separate funding allocation for PSD activity in 2014/2015. We will continue to
monitor levels of PSD delivery and, as in previous years, we do not expect the value of
PSD activity to increase between 2013/2014 and 2014/2015. This requirement will be
monitored by the lead governor of each group of prisons as the needs of individual
prisons will vary. Whether or not to use funding for PSD delivery must be discussed
between the appropriate lead governors and providers at each group of prisons.’2
Some OLASS providers and staff are concerned that PSD provision is under threat, largely
due to the lack of allocated funding and that ‘wherever possible, the OLASS learning
must be for regulated qualifications or units’3. The Skills Funding Agency requires OLASS
providers to monitor learner progression to further learning and employment. Some
OLASS providers and staff we consulted as part of this research explained that, as a result
of this requirement, they feel pressured to develop their offer towards learning for
employment:
‘The fact that we can justify PSD as a soft skill that leads to the development of
employability skills is the angle we are taking, but there is still a great deal of pressure to
utilise the funding around vocational education.’
Representative from OLASS provider
Providers are also concerned that they are not able to draw down funding for learners to
access more than one PSD course, due to the OLASS funding rules that state:
‘You (or your subcontractors) must not claim funding for any part of any learner’s
learning aim or programme that duplicates provision they have received from any other
source... You must make sure that there is no duplication in the learner’s programme. If
this does happen because of an overlap in the content of the learning aim, you must
reduce the funding you are claiming to reflect the degree of overlap.’4
This can disadvantage individuals furthest from formal learning, who may benefit from
more than one intervention before they are ready to progress. Providers reported that
the vertical conception of progression is preventing them from effectively supporting
learners by offering more than one PSD course.
1https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/287917/Fundin
g_rules_2014_15.pdf, p.80. 2 Ibid 3 Ibid 4 Ibid, pp.8-9.
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‘PSD is only funded once for each learner... repeating a PSD course is not seen as
progression. But many learners need PSD input again as things can change and we are
currently challenging funders to allow those learners who need additional input to be
funded.’
Education manager
Providers are particularly concerned about these restrictions in relation to offenders
serving long sentences, who might have limited opportunities for vocational training
linked to prison industries or work within the prison. Some providers do not feel clear
about how they can respond to the needs of these offenders and therefore there is a risk
these learners will be excluded from – or have very limited access to – learning.
2.2 Measuring social value and impact
2.2.1 Policy context
At a time of deficit reduction and shrinking public budgets in the UK, it is not surprising
that bodies in receipt of public money are increasingly having to demonstrate the value
and impact they create through their activities and services. Social financing and
moving to outcomes based approaches are critical to this political agenda and
schemes such as the first social impact bond (SIB) in Peterborough prison5 have gained
much attention.
In England, running parallel to the debates on social investment is new legislation on
social value. The Public Services (Social Value) Act 20126 came into force on January
2013. It places a duty on public authorities to consider how the services they commission
and procure might improve the economic, social and environmental well-being of the
area. There is no precise definition of social value, although it is widely interpreted as
commissioning goods or services that create value above and beyond the basic
contractual requirements. It is increasingly important for organisations in receipt of public
funding to be able to articulate and quantify this wider value in order to secure
continued funding.
However, this agenda is not just about funding and with the government’s reform of
public services7 it is also about public service providers being accountable to the
communities they serve.
‘There is now an expectation on our public services that they will not only record and
measure the outcomes of their work, but also that they will make that data available
and accessible and they will report on what they are doing to improve those
outcomes.’8
5 Social Finance Limited (2011) Peterborough Social Impact Bond.
http://www.socialfinance.org.uk/sites/default/files/SF_Peterborough_SIB.pdf 6 http://www.legislation.gov.uk/ukpga/2012/3/contents/enacted 7 https://www.gov.uk/government/organisations/open-public-services 8 HM Government (2014) Open Public Services 2014, p.12
https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/291854/Open_P
ublic_Services_Progress_Report_2014.pdf
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In relation to this programme, the government has launched the Justice Data Lab, a pilot
project aimed at supporting providers of offender services by sharing aggregate data on
rates of re-offending, specific to the group of people they have worked with. The hope is
that providers can more easily understand their own effectiveness at reducing re-
offending.
On a local level, approaches to measuring and evaluating wider outcomes also lend
themselves to organisations’ internal arrangements for continuous quality improvement.
2.2.2 NIACE wider outcomes tool
In recognition of the growing significance of wider outcomes in the measurement of
impact and commissioning of services, NIACE has developed a wider outcomes
planning and capture tool to support learning providers to recognise and record the
wider outcomes of adult learning. A copy of the framework and tool can be found at
Appendices 1 and 2. The tool is based on detailed national research, and is part of a
wide programme of NIACE work exploring the social and economic value of adult
learning.
‘The impact of adult education is messy, irregular and very personal... Our challenge is
how we document this impact in a clear and systematic way that meets the needs of
decision makers in these challenging times.’
(David Hughes, Chief Executive, NIACE) 9
The tool gives learning providers a focused and consistent way of planning and
capturing the outcomes of learning that go beyond the learning outcomes and include
wider social and personal outcomes. Providers are encouraged to identify changes
(positive and negative, intended and unintended) in relation to the following six broad
categories: social relationships, individual agency, health, employability/employment,
volunteering, and learning.
The tool has been designed to be user-friendly and is not constrictive, but rather is flexible
to meet local needs and circumstances. On a local level, it supports providers to
demonstrate the difference they make across a range of agendas and can supplement
existing quality improvement arrangements.
The wider outcomes tool has been piloted by projects funded through the Community
Learning Innovation Fund (CLIF) and some Community Learning Trust (CLT) pilots. NIACE is
keen to apply the approach in a range of learning contexts, including offender learning.
9 Fujiwara (2012) Valuing the Impact of Adult Learning: An analysis of the effect of adult learning
on different domains in life, Leicester: NIACE. http://shop.niace.org.uk/valuing-impact.html
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THE IMPACT OF PERSONAL SOCIAL DEVELOPMENT LEARNING FOR OFFENDERS
3. METHODOLOGY
The overall aim of the project was to support OLASS providers to identify and evidence
the wider outcomes of their PSD provision. Building on NIACE’s recent work on the wider
outcomes of adult learning, we were keen to introduce providers to a tool and
framework that NIACE has developed and explore how it could be applied in the
offender learning context. A copy of the framework and tool can be found at
Appendices 1 and 2.
NIACE raised awareness of the project and recruited for participants by briefing Heads of
Learning, Skills and Employment (HOLSE) and senior staff from all four OLASS providers.
We aimed to involve two prisons from each learning provider, making a total of eight
prisons. We also aimed for an equal mix of male and female prisons, as well as
representation from a range of prison categories and PSD provision. The following three
providers and six prisons agreed to take part in the research and received training:
Milton Keynes College: HMPs Whatton (Category C) and Sudbury (Category D)
The Manchester College: HMP-YOI Low Newton (Female) and HMP-YOI Deerbolt
(Category C)
A4E: HMP-YOI Holloway (Female) and HMP Whitemoor (Maximum security, Category A
and B)
NIACE ran face-to-face training for each participating prison and we encouraged the
education manager and at least one tutor from each prison to attend. The one day
session included: an introduction to the project and the potential benefits of planning
and capturing the wider outcomes of learning; an introduction to NIACE’s wider
outcomes tool and guidance on using it; different research methods and tools for
gathering evidence; and practical opportunities for participants to apply the tool to their
PSD provision. As well as the training, we provided ongoing support to OLASS staff with
regular communication via telephone and email.
Following the training, tutors were responsible for selecting research methods and tools
for capturing information on the wider outcomes of their chosen PSD course. They
collated their data using the tool and submitted this data to NIACE for feedback and
amendments. Tutors updated their outcomes tool throughout the duration of their
course.
Once OLASS staff had submitted their final completed tools, the results were analysed to
identify common outcomes of the PSD provision across all participating sites. In addition,
we developed a case study of each course explored. As well as drawing on the
completed outcomes tools, we gathered feedback and reflections on the project and
findings from OLASS staff through semi-structured telephone interviews. We invited the
14
education manager and tutor at each site, as well as a representative from the OLASS
provider to take part in interviews. The case studies and overall analysis of the findings
can be found in the following two sections of this report10.
10 Case studies were developed for all prisons that sent a completed wider outcomes tool. Staff at
HMP Whitemoor received training but did not continue with the project due to the tutor resigning
his post. It was not possible to develop a case study of the provision at HMP Sudbury because at
the time of reporting, the approach to capturing wider outcomes had not been fully embedded.
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THE IMPACT OF PERSONAL SOCIAL DEVELOPMENT LEARNING FOR OFFENDERS
4. CASE STUDIES
The following five case studies focus on each of the courses explored by OLASS staff at
the participating prisons. The case studies draw on data provided by OLASS staff through
the outcomes tool, as well as feedback gathered through interviews with staff at the end
of the project.
Case study 1: HMP-YOI Holloway
About HMP-YOI Holloway
HMP Holloway is a closed women’s prison in London, with capacity for 590 women. A4E is
the current OLASS provider.
About the learning support
Education staff at Holloway provide pastoral support to women who experience barriers
to learning in a group, such as learning difficulties or disabilities or emotional, social and
mental health issues. The overall aim of the provision is to support women with their
literacy and numeracy and help them to progress into more formal classroom
environments. Support is mainly provided on a one-to-one basis but does include some
classroom support.
Expectations of the project
The education manager and tutor were initially attracted to the research because they
are passionate about PSD learning and they want to highlight the importance of it being
available for women in prison. They also want to use a robust evaluation tool that would
enable them to do this.
‘I like the idea of using something that has been tested and works as opposed to trying
new things which we are not sure about.’
Education manager
Findings
Data were gathered from nine learners through a range of methods and tools, including
verbal and written feedback from learners, attendance registers and Individual Learning
Plans (ILPs).
The key outcomes identified through the research were: progression to further learning,
increased motivation to learn and improved communication. Only one negative
outcome was identified, where a learner had increased levels of anxiety and
hyperactivity.
The tutor found that undertaking the research made her more aware of teaching
practices that lead to learners’ personal development. This is largely due to having the
opportunity to reflect on the wider outcomes of the learning activities the women are
16
taking part in. While staff may be aware of the ways that learners change, they do not
always monitor and record these outcomes.
‘At the beginning I wasn’t really sure what could be highlighted from what I was doing
with a student… Everyone gets on with their job and we don’t have any means of
evaluating and monitoring social, behavioural and emotional development. It was
interesting to slow down and think about what has changed in this woman, how has she
responded to this technique?... It’s made me more aware of the factors that contribute
to someone’s personal development… I’m even more aware of how people receive the
support and how people interact… It’s important to take time to reflect on why
something is working.’
Tutor
Challenges
The main challenge faced by the tutor carrying out the research was the amount of time
it took to gather the information and record it. This was overcome by the education
manager arranging for dedicated time to the project, away from other work duties.
‘I was fortunate to have dedicated time in my week for the project… The only way to do
it is to have an afternoon off to record the data.’
Tutor
In some instances having this additional time to focus on individual learners actually
improved their outcomes, because their progress was being monitored more closely. For
example, a learner was not engaging with the class she attended and the tutor tried
various strategies to build confidence, but these were unsuccessful and the woman was
referred to psychiatric support. While the same course of action would have been taken
in other circumstances, the tutor felt on this occasion she was able to use data gathered
through observations and feedback to respond to needs more quickly.
The tutor also felt the research would have been easier if they were able to include more
learners, because learners are difficult to track once the intervention is finished and
involving a greater number of women would have boosted the numbers in the final
analysis.
Next steps
The education staff at Holloway are very keen to increase their offer of PSD, in
recognition of how valuable it is for many of the women at the prison. They also plan to
continue to use the wider outcomes tool in their monitoring of PSD provision and the
manager would like the tutor to cascade the lessons learned and understanding of the
tool to colleagues and peers.
‘I’d like to see how we can make the tool work for us in the future… we need to use
something consistently and I’m interested in extracting ideas for good practice.’
Tutor
17
Case study 2: HMYOI Deerbolt
About HMYOI Deerbolt
HMYOI Deerbolt is a Category C Young Offenders Institute for male offenders between
the ages of 18 and 21. Located in County Durham, Deerbolt receives offenders from the
North West, Yorkshire and other parts of the north. The Manchester College is the OLASS
provider for the prison.
About The Performing Arts Studio
The Performing Art Studio uses drama, music and team building to deliver PSD learning.
The course is open to all offenders in the prison and caters for up to 16 learners during the
five week course. Learning outcomes include: employability skills; ability to work as part
of a team; improved literacy; improved numeracy; better ICT skills; understanding of
storage management.
Expectations of the project
PSD provision is highly valued by The Manchester College, but the outcomes have been
difficult to evidence. The Education Manager at Deerbolt explained that young
offenders often do not have the social skills needed to progress and achieve and it is this
lack of social skills which can lead to offending behaviour.
‘For young people –sometimes it is a lack of social skills which lead them into crime.’
Education Manager
The staff from The Manchester College are very interested to find a tool that will allow
them to evidence the value of PSD for young offenders. This will also allow them to
promote PSD across prisons served by The Manchester College.
Staff also feel it was particularly important to highlight a wide range of outcomes for this
course as it is not accredited and can sometimes be undervalued within the prison.
Findings
The tutor employed a range of data collection methods to gather evidence of change,
such as individual Learning Plans, records of adjudications, written reflections and
recorded tutor observation. The tutor identified a number of wider outcomes
experienced by the learners on the Studio course relating to: physical health; social
relationships, employability, volunteering and agency.
Of the 16 learners on the course, 12 reported an increase in their fitness and stamina as a
result of the physical exercise session conducted at the beginning of each session.
Observations and reflections also showed that 12 learners strengthened relationships in
social settings or are now able to form new relationships primarily with members of the
group. This is a good outcome for learners who reported that they feel more positive
about themselves and are more confident in meeting new people.
The majority (12) of learners gained job-related skills including better communication and
interpersonal skills. The same learners also reflected that they are more motivated to
18
engage in learning as a result of the course. Further, three learners from the course
progressed to become mentors on the course and will be offering peer support to the
next cohort of learners.
Changes for the prison community were also noted where seven learners show marked
improvement in their behaviour on the wings; their files reflect a reduction in the number
of adjudications and less anti-social behaviour.
Challenges
Time was the main challenge for the staff participating in the research. Staff reported
that they would have benefitted from a longer training session where they could better
familiarise themselves with the methodology and processes.
Next steps
Participation in the research has already changed the way in which the Performing Arts
Studio is run. The tutor now uses more of a group focus approach which encourages
greater team work and empathy amongst participants.
‘We are finding that where a learning difficulty may be identified it is sometimes
discussed as a group to help and support others in the group who may have similar
learning difficulty, without identifying individuals who have a learning difficulty.’
Education Manager
The staff are also keen to see PSD embedded in a range of learning and skills activities
and will be using the approaches learned and evidenced gathered to raise the profile of
PSD across the prisons served by the college.
‘My own thoughts are that even in a maths class there is PSD – not always highlighted as
PSD... We should have it in every class – it’s part of life.’
Education Manager
Case study 3: The Bridge at HMP-YOI Low Newton
About HMP-YOI Low Newton
HMP-YOI Low Newton is a closed prison for female adults and young offenders in the
North East of England, with capacity for 325 prisoners. The Manchester College is the
current OLASS provider at Low Newton.
About The Bridge
The Bridge is a one week induction course provided for all women at Low Newton. The
overall aim of the programme is to raise awareness of the learning and skills provision
available and support women to increase self-confidence and realise their potential. The
course is delivered in the classroom in groups, as well as some one-to-one activities. The
Bridge has been running for four years and is routinely monitored and evaluated through
learners’ Individual Learning Plans (ILPs), learner assessments and feedback, as well as
data from Career Information and Advice Services (CIAS).
19
Expectations of the project
OLASS staff at Low Newton decided to take part in the research project because they
are keen to ensure that they can evidence learners’ distance travelled for monitoring
and reporting, as well as develop a better understanding of the kinds of tools that can
be used. Another key motivation was to be able to ‘protect’ the provision they have and
highlight the ‘importance of PSD’ so it can be ‘appropriately funded’.
‘We all know how important PSD is but to get the tangible evidence that providers or
policy makers need so targets can be met is difficult.’
Tutor
Findings
Data were gathered from all 10 learners on the induction programme through the
following methods and tools: learner feedback sheets recording their expectations of the
course; learner feedback sheets recording their reflections at the end of the course; ILPs;
CIAS action plans; works allocation database; and one-to-one interviews with the career
service.
The results of the work showed that all 10 learners increased their levels of motivation and
confidence to learn new skills as a result of the course, and eight of them progressed
onto further learning. Further, learner reflections showed that the majority of women felt
anxious at the beginning of the course but this had reduced by the end. Only one
negative outcome was identified, where one learner was less likely to progress to further
learning because she found some of the discussions negative and did ‘not want dwell on
emotions’.
The tutor felt that the process had highlighted how the complexity of PSD learning
outcomes makes them extremely difficult to measure. In addition, much of the data
collected is qualitative, such as learner reflections or tutor observations.
‘PSD has huge value but sometimes it’s difficult to measure because the evidence is
qualitative and using a tool like that is difficult because you can’t put the real value that
the women feel.’
Tutor
Challenges
The main challenge experienced by staff was being able to follow learners’ outcomes.
The course is only one week long and it was felt that outcomes and impact would be
easier to track on a longer course.
Staff also identified challenges around how outcomes relating to self-esteem or
confidence can be measured robustly. In addition, they explained that the impact of
most value relates to learners’ behaviour and attitude once they are released from
prison – and that this would be even more challenging to evidence.
‘How can you quantify someone’s confidence for example? How can you quantify
someone’s building of self-esteem and how can you – in a tangible way – quantify how
those skills are applied? It’s quite complex and we could probably evidence it in custody
but when they get released, do they take it with them?’
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Next steps
As The Bridge has been routinely monitored throughout the time it has been delivered,
the education staff at Low Newton are keen to use the tool to collate this evidence.
‘I would love to use it because I have four years of learner reflections from The Bridge...
I’d like to use the tool to package the evidence I’ve already got.’
Tutor
As part of their commitment to evidence the PSD learning they offer, OLASS staff are also
using a different evaluation approach for another PSD programme. They would like to
compare that approach with the wider outcomes tool and potentially use the tools for
other curriculum areas.
‘If we found the evidence of progress and distance travelled easy to track and record
then there is no reason why we could not use the tools in a wide range of curriculum
areas... We need to be confident that we can justify what we are doing – now we have
the tools to help us evidence it.’
Education manager
Case study 4: Creative Techniques at HMP-YOI Low Newton
About Junction 42
Junction 42 is a registered charity based in the North East of England, which works
primarily with offenders and ex-offenders, offering support in custody and in the
community. Their aim is to provide support to enable people to overcome barriers to
social inclusion, employability and independence through education, employment and
on-going mentoring support. Junction 42 works in HMP-YOI Low Newton, providing the
‘Creative Techniques’ programme as part of the prison’s PSD offer.
About Creative Techniques
Creative Techniques is a four week learning course that focuses on craft techniques but
its main aim is to support learners to develop personal and social skills. The course is
primarily for women who need additional support to overcome barriers to social inclusion
whilst in custody.
Expectations of the project
Tutors were keen to be involved in the research because they had only recently re-
focused the course on PSD and they are looking for ways to consistently record and
monitor learning outcomes. They feel that they need paperwork that will enable them to
recognise the outcomes and provide evidence for management or Ofsted.
‘We were trying to work out how we’d record and make a formal note of things that
don’t seem formal when they’re happening and record the milestones… On other
courses we’d have a tracker and tick off all the criteria boxes but you’re not going to do
that with something so personalised. That made [the tool] attractive as a way of thinking
through how we document what we see.’
Tutor
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Findings
Data were gathered from 10 learners in a four week period. The tutors drew on a range
of methods and tools, some of which were already established, such as learner
feedback and some which they introduced as part of the project, such as learner
referrals and information regarding their intended next steps. Adopting these methods
ensured that they collected both qualitative and quantitative data.
The most common outcome, experienced by all learners, was increased contact with
more diverse groups. Tutors were already aware of this outcome but had not previously
recorded it and so had not realised how frequently it was experienced. Given the
increased contact with more diverse groups, it is not surprising that half the learners also
reported an increase in support through new relationships.
‘Once you’re recording things, you become more aware of them. So we became more
aware of how people are paired and you think ‘Where else would women like you mix
together?’ and that makes you think more about how relationships are formed, so
they’re not just mixing with people that are like them in the prison.’
Tutor
The results from the research also showed that as a result of participating in the course,
six out of the 10 learners feel that they have increased levels of confidence to take part
in further education and the remaining four learners have progressed to further learning.
Being able to monitor the number of learners that move onto education is particularly
important to the tutors because the aim of their course is to support learners into more
formal learning.
‘We could measure how many women want to move onto education and how many
actually do. That’s really helpful to us because we call ourselves the springboard so it’s
really important that we can show that.’
Tutor
As the aim of the research was to explore wider outcomes, the tutors included everyone
in the classroom in the scope of the work, including two mentors, the two tutors and a
volunteer teaching assistant. This data were mainly gathered through reflections,
observations and appraisal or supervision notes. As well as positive outcomes, this data
also reveals some unintended negative outcomes. For example, the tutors reported an
increase in anxiety and stress as a result of running the course and one mentor reported
an increase in social isolation from an elevated position.
‘We’d never really considered measuring anything else in the classroom. We might be
aware of them but we wouldn’t have recorded them or given evidence for them. You’re
always thinking about the learners but there are other people in the classroom and you
have to think about what’s happening for them.’
Tutor
Challenges
Tutors reported that the main challenge they faced was finding time to complete the
paperwork and record the data they had collected. However, once they dedicated
some time to doing this, it did not take as much time as they had anticipated. The time
22
spent on collating the information was outweighed by the usefulness of having the data
stored in one place and having the opportunity to reflect on improving practice.
‘As ever, the pressure in here is to have a lot of paperwork done… It’s really important
that this information is recorded centrally so we can confidently say that as a result of the
course women change in these ways. And if we see something negative happening, we
can think about what we do next time, for example to make sure that mentors don’t feel
isolated. It’s definitely helpful to collate everything and not keep it separate and
personal.’
Tutor
Next steps
The tutors running the programme plan to integrate some of the things that they have
been measuring as part of the research project into the system they were using
previously. They are now recording learners’ recent learning, their intentions after the
Creative Techniques course and their actual destination. They plan to use this
information in a number of ways, including: monthly reports to management; evidence
for Ofsted inspections; explaining learning outcomes to learners; and discussing learner
allocations with other tutors.
‘We have a tracker for start and end date but now we’ve added where they’ve come
from, where they want to go and where they actually go. So that’s something that came
out of this and we’re carrying on with that so we can see how many women actually do
springboard into education… We’re due an Ofsted inspection at any point and that
would be the best thing to show them. Yes, they can come and talk to our women but
we also have a written record over the last six months… I think it will make us more
confident talking about what we do.’
Tutor
Case study 5: HMP Whatton
About HMP Whatton
Located in Nottingham, HMP Watton is a category C prison for male adult sex offenders.
All offenders participate in the Sex Offenders Treatment Programme and have at least six
months left to serve on their sentence. Milton Keynes College is the current OLASS
Provider for HMP Whatton.
About ‘Write Thing’
‘Write Thing’ is a reflective journal writing course, which is aimed at vulnerable prisoners
with a range of literacy levels who are about to start the Sex Offenders Treatment
Programme. It aims to introduce learners to language which can be used in personal
reflection and to develop journal writing skills. The course is delivered over five weeks,
one morning per week and learning outcomes include improved literacy, improved
speaking and listening and better understanding of how to write a reflective journal.
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Expectations of the project
There is a growing concern from staff within the education department that the OLASS
contracts’ focus on success rates and employability is almost forcing providers to move
away from delivery which is not accredited and/or expressly linked to employability.
However this focus tends to deviate from a more holistic approach to learning and skills
which values personal development and a range of inter-personal skills.
‘My concern for our men is that it is not so much how to paint a wall or how to hang wall
paper but the issue is perhaps how to work in small groups of three people, to work with
somebody to do a task or how to communicate and understand their themselves and
their own emotions...If a man comes in and he has problem behaviours, he achieves and
he goes away with a certificate and his behaviours have not been addressed then that’s
a limited success.’
Education Manager
Staff hoped that participating in the project would enable them to measure outcomes
other than rates of success from the reflective writing journal course. For instance, staff
are keen to capture changes in confidence and self esteem as these are important to
the rehabilitation of vulnerable prisoners.
In addition, staff anticipated that by using the research techniques and tools developed
through the research, they would be able to compare the participation levels of two
groups of learners in the Sex Offenders Treatment Programme: those learners who
completed the writing course with others who had not.
Findings
Both qualitative and quantitative data were collected from the nine learners who took
part in the course using methods such as: psychology reports, feedback from staff,
questionnaires, journals and portfolios, and progression tracking.
As well as achieving the learning outcomes of the writing course, the majority of learners
(eight out of nine) experienced the following wider outcomes: reduced levels of stress
and anxiety, increased ability to express emotion and increased confidence and self
awareness. This strongly suggests that the course is effective in helping offenders to better
prepare for the Sex Offenders Treatment Course as all of which support participation in
that programme.
The Education Manager is also gathering data on the levels of participation and rates of
progression of the learners on the Sex Offenders Treatment Course to identify whether
there is a difference between those who first completed the journal writing course and
those who did not. Initial finding suggest that the learners from the journal writing course
had higher levels of participation and progression than the other learners.
‘[Facilitators] saw a vast difference between the two groups and found it much easier to
work with the men who had completed the course because they hit the ground running
when they began the treatment programme and they made much quicker progress
than the other learners.’
Education manager
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Two unintended positive outcomes were noted. Firstly, teams within the prisons have
developed closer working relationships across. In order to gather robust data, staff from
the Education Department have had to engage more with colleagues in the Psychology
Department as well as with the learners who have completed the writing course. Staff
from the Psychology Department reported that they felt more informed about course
participants and are currently exploring the possibility of reducing the length of the
treatment programme for learners who have completed the journal writing course.
Secondly, tutors observed team-work and peer support among the men who had
completed the journal writing course as they progressed onto the Sex offenders
Treatment Programme.
‘When they go forward to the SOTP course, they go forward as a team ready to support
each other.’
Tutor
Challenges
A challenge for staff at HMP Whatton was that the tutor delivering the course could not
attend the training day. However the Education manager was able to cascade the
training to delivery staff and support them to identify outcomes and complete the tool.
Next steps
The wider outcomes planning and capture tool has given the tutor a relevant list of
potential outcomes to measure. Staff plan to use this evidence to demonstrate the value
of the writing course.
‘Because we did the NIACE project we were able to capture (that) data and that data
means that the course is much more valued within the prison.’
Education Manager
Involvement in the research has also lead to improvements in data collection methods
and the tutor now uses tools that are more relevant to the provision. The intention is to
continue to collect this data and use it to advocate for continued PSD provision.
In the future the Education Department may also consider using the tool within other
classes and in the learners’ ILPs to monitor wider outcomes relating to self confidence
and self esteem.
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THE IMPACT OF PERSONAL SOCIAL DEVELOPMENT LEARNING FOR OFFENDERS
5. DISCUSSION
This discussion draws together the findings from the research carried out by OLASS staff
and their subsequent feedback on the process gathered through interviews towards the
end of the project.
5.1 The wider outcomes of PSD
As the case studies in the previous section demonstrate, a range of PSD provision was
included in the scope of this research, including:
a one-week induction programme;
a four-week craft course;
a five-week performing arts course;
a five-week reflective journal writing course; and
pastoral support offered on an individual basis.
The practitioner-researchers used the NIACE wider outcomes planning and capture tool
to record the wider outcomes of the PSD course they were involved in, as well as the
evidence they had gathered. This has enabled us to collate all the findings and
summarise the outcomes that were most frequently identified.
5.1.1 Outcomes for learners
All of the courses result in positive changes related to learning. As a result of four out of
the five courses, learners experience increased motivation and confidence to learn new
skills and all of the courses lead some learners to progress on to further learning courses.
Many of the outcomes can be categorised under the outcome domain ‘Agency’, which
we define as ‘the capacity for someone to act independently and make their own
choices’11. OLASS staff identified outcomes such as: improved communication skills,
increased confidence to meet new people and increased self-esteem. Further, and
related to mental health, some learners experienced reduced levels of anxiety and
stress.
Other common outcomes relate to improved social relationships. These include learners’
experiencing increased support through new relationships; increased contact with more
diverse groups; and increased ability to work as a team.
The outcomes above suggest that PSD provision can act as a stepping stone to other
learning and contributes to learners’ employability by building skills related to
11 NIACE (2012) Outcomes tool guidance, p.7
26
communication, teamwork and motivation. This is encouraging given that progression to
further learning and employment are key aims of PSD learning, as discussed in the
‘Context’ section of this report.
5.1.2 Outcomes for other stakeholders
As well as outcomes for learners, practitioners were encouraged to account for
outcomes for other stakeholders, including tutors and other staff at the prison. These
inquiries resulted in the identification of unintended outcomes, some of which were
positive and others that were negative. For example, the staff at HMP Whatton found
that the journal writing course led to improved working relationships between
departments in the prison. However, staff at HMP Low Newton discovered that classroom
mentors felt socially isolated due to their elevated position.
These unexpected outcomes suggest that taking a wider outcomes approach to
evaluation can highlight ways in which practices can be built upon or improved to
maximise the positive (and reduce the negative) impact of activities.
5.2 Experiences of the project
OLASS staff at all levels were invited to take part in semi-structured telephone interviews
to discuss their original expectations of the project, how they found the process and their
plans for taking the work forward.
5.2.1 What worked well and why?
All of the prisons that took part in the project found the training very helpful. Some
appreciate having the time to reflect on their practice and what they were trying to
achieve, and for some this was the first time they had thought about wider outcomes
and how they could be captured. Education managers also reported that it was
particularly useful to have the training on their premises and for them to have the
opportunity to attend the training with another prison, as they were able to exchange
ideas.
‘The training was so helpful, I felt like having that time for me and my colleague to sit and
think about our own classroom just meant that we already had most of the outcomes
identified from the training... and then it was a case of deciding a point to start
measuring.’
Tutor
‘I really enjoyed the training – and speaking with the two tutors... It was done very well, it
was very prison friendly... you went through it all at the beginning and we were able to
sort out any issues.’
Education manager
Project participants found the outcomes tool and framework useful, and said it was
particularly helpful to have the outcomes grouped into categories. This enabled staff to
identify and articulate the potential outcomes of their provision, and to define the
outcomes they planned to measure.
27
‘The approach makes you break it down more rather than looking at the just the course
as a whole achievement it made you focus on different areas – the learners especially.’
Education manager
‘Having a list of outcomes made it easier for us to identify outcomes.’
Tutor
‘I liked identifying the categories like agency and breaking them down so you knew
exactly what you were looking for.’
Tutor
From NIACE’s point of view, the approach works best where there is commitment to both
PSD and the research project at a manager level, as well as buy-in at a practitioner level.
Some tutors were given dedicated time to complete the work and most tutors had the
support from managers as they accompanied them to the training and so were aware
of what was involved.
5.2.2 What challenges did staff face?
The main challenge faced by staff based at all of the prisons involved was access to a
computer and the tool. Many of the tutors we spoke to said that it is not always possible
for them to access a computer, or use one with access to the internet or email. Further,
the wider outcomes tool is electronic and software restrictions limit their access to or use
of the tool. This was overcome by creating an alternative version of the tool but it did
cause some ‘frustration’ and led to some delay in work being completed.
‘The tool is great, the categories are great and the outcome category drop down was
fine. I think the biggest problem was just being able to use it on our computer system.’
Education manager
Other challenges raised by some of the tutors include: finding robust and feasible
methods for quantifying and measuring some outcomes; tracking learners on short
courses; and how to capture longer-term changes. These are all issues that managers
and practitioners are considering as a result of the work.
5.2.3 What difference has taking part in the project made?
Tutors reported that carrying out the research made them more aware of the diverse
range of outcomes that PSD learning can lead to. The project gave them an opportunity
to reflect on their practice and think about the difference that the provision was making
– for learners as well as other stakeholders. Some tutors now plan to review their practices
in light of their findings, which is an example of how this approach lends itself to quality
improvement processes.
‘It’s made me aware of outcomes and we need to sit down and take a look through it
now that it’s finished and think about what we can do as a result. Working through those
steps is definitely the first thing to do because sometimes you’re just not aware of it but
then you look at it and identify patterns.’
Tutor
Tutors also said that the work required them to record information that they would not
normally record, and made them more aware of how important this is for tracking
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learner progression and recognising small gains in personal development that often ‘get
lost’. They explained that this can provide valuable feedback for learners who may not
recognise their own progress:
‘It made me more aware of recording some of the things we don’t usually and thinking
creatively about how you prove something that we see. It’s really important for the
women to realise it as well. Sometimes we think they’ve become more confident but a
woman with less confidence or low self-esteem might not recognise that about herself.
So if we hadn’t asked them to write their reflections for a record, they might not have
realised it.’
Tutor
This has led some tutors to improve their measurement of outcomes, either by changing
their methods and tools, or by measuring different outcomes. For example, one tutor has
now designed a new tool for measuring distance-travelled and another tutor is now
looking at how many learners actually progress onto further learning as well as the
number that intend to progress.
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THE IMPACT OF PERSONAL SOCIAL DEVELOPMENT LEARNING FOR OFFENDERS
6. CONCLUSION
This report has presented the results of research work that NIACE has conducted in
partnership with three OLASS providers on identifying and evidencing the wider
outcomes of PSD provision. Six prisons received training on the importance of measuring
social outcomes, using the NIACE wider outcomes planning and capture tool and
research methods.
The evidence gathered by practitioners demonstrates that PSD learning can act as a
stepping stone to other learning and contributes to learners’ employability by building
skills related to communication, teamwork and motivation. This is encouraging given that
progression to further learning and employment are key aims of PSD learning, as
specified by the Skills Funding Agency.
As a result of participating in the project and reflecting on their practice, OLASS tutors
report that they are now more aware of the wider outcomes of their PSD provision – both
for learners and other stakeholders including staff and peer mentors. Some are now
reviewing their practice and their systems for monitoring and recording data, which
demonstrates how the approach lends itself to both evaluation and quality improvement
processes.
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THE IMPACT OF PERSONAL SOCIAL DEVELOPMENT LEARNING FOR OFFENDERS
7. CONSIDERATIONS
The following are considerations drawn from the research. We have offered these
suggestions on how stakeholders could improve delivery of PSD provision within prisons.
1. Many offenders experience barriers to learning and employment, which can be
addressed through PSD learning provision. This provision supports individuals to
progress to formal or accredited learning as well as to build the personal and social
skills required to acquire and sustain a job. However, there is a general perception
amongst OLASS providers that PSD is currently under-valued within provision. OLASS 4
providers should work closely with Lead Governors to raise the profile of PSD and
ensure that PSD programmes are available for offenders as part of the core offer.
2. The research uncovered varying interpretations of the Funding Rules from tutors,
education managers and providers. The Skills Funding Agency together with the
National Offender Management Service (NOMS) should provide clear guidance and
support to providers and other stakeholders in understanding the rules and how they
can be applied. This guidance should include exemplars of how OLASS providers can
best use funding to provide PSD learning opportunities.
3. As part of the freedoms and flexibilities within the Skills Funding Agency’s rules, the
level of funding for PSD is no longer ring-fenced but instead will be determined at the
local level. Lead governors will need to carry out regular needs assessments to ensure
that the level of PSD activity is sufficient to meet identified needs.
4. The current funding framework supports vertical progression through learning which
means that learners are only funded at each level once. Whilst this is appropriate with
regulated courses, it may not be appropriate for PSD where the outcomes are
different and some offenders may have to repeat a particular course or complete
another course at the same level. Lead governors together with OLASS 4 providers
should consider how they can deliver PSD which meets the needs of learners and
allows them (if required) to complete a range of PSD learning.
5. Providers are unclear about what provision for category A and long term offenders
should look like if the focus for OLASS provision is primarily on learning for work. There is
a risk that these offenders will be excluded from or have limited access to learning
opportunities. The Skills Funding Agency together with NOMS should provide clear
guidance for providers and Lead governors on how these offenders can be supported
through learning provision.
6. As PSD is non-regulated it has been difficult for providers to measure the outcomes
and/or impact from their provision and this limits their ability to evidence its
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effectiveness in meeting the wider needs of offenders. The wider outcomes planning
and capture tool has proven useful in this context and OLASS 4 providers should
consider supporting wider use of the tool or a similar approach across prisons.
7. Linked to this, we also recommend that the Department for Business Innovation and
Skills and/or the Skills Funding Agency conducts research to map PSD provision and
provide an evidence base on the outcomes of PSD learning across prisons in England.
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APPENDIX 1: WIDER OUTCOMES FRAMEWORK
Health
Physical health
Increased/decreased physical stamina
Improved/deteriorated physical health
Better/less able to manage physical health
Improved/worsened diet
Increased/decreased physical activity
Mental health
Improved/deteriorated mental health
Improved/deteriorated mental well-being
Reduced/increased anxiety and stress
Reduced/increased incidents of depression
Increased/decreased involvement in positive activities
Less/more intervention from external agencies
Social relationships
Family relationships
Improved/deteriorated family relationships
Improvement/deterioration in family routine
Strengthened/weakened bond between family members
Other social relationships
Increased/decreased support through new relationships
Improved/deteriorated existing relationships
Increased/decreased contact with more diverse groups
Volunteering
Increased/decreased interaction with community through volunteering
Increased self-esteem through giving something back to society by
volunteering
Gaining/losing skills for work through volunteering
Increased/decreased motivation and confidence to take up volunteering
Newly engaged/disengaged with volunteering
33
Employment/employability
Increased/decreased job satisfaction
Gaining/losing job-related skills
Utilising/under-utilising skills in the workplace
Improved/deteriorated workplace communications
Increased/decreased career opportunities
Increased/decreased productivity
Gaining/losing employment
Increased/decreased motivation and confidence to seek employment
Learning
New engaged/disengaged with education and training
Moving/not moving on to further education or training
Increased/decreased motivation and confidence to learn new skills
Agency
Agency is the capacity for someone to act independently and make their own choices.
Outcomes in this category may include changes such as increased self-esteem, taking
control of life and feeling included.
Increased/decreased personal responsibility for lifestyle
Increase/decrease in at risk behaviour
Increased/decreased ability to carry out day-to-day tasks independently
Increased/decreased ability and resilience to cope with everyday situations
Increased/decreased ability to contact appropriate professional agencies for
help and/or advice
Reduced/increased social isolation
More/less digitally included
Improved/worsened financial capability
Increased/decreased involvement in community life
Increased/decreased access to community facilities
Increase/decrease in communication skills
Increased/decreased self-esteem
Increased/decreased confidence to take part in…
Increased/decreased sense of purpose to…
Developing a broader identity through new activity
Feeling more/less able to influence decision-makers and make a difference
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Other
Changes for individuals
Feel more/less positive about local area
Saving/losing money
Less/more involvement with the criminal justice system
Increased/decreased sustainability of housing
Changes for community
More/less pleasant local environment
Less/more anti-social behaviour
Stronger/weaker links between different community groups
Improved/worsened local services
More/less local sustainability
Changes for organisation
Increased/decreased ability to meet organisational objectives
Increased/decreased positive publicity
Increased/decreased uptake of services
More/less effective partnership working
Increased/decreased staff morale
Improved/worsened service to clients
Improved/worsened ways of working
Reduced/increased costs
APPENDIX 2: WIDER OUTCOMES: PLANNING AND CAPTURE TOOL
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