Youth Justice Board. Teachers’ session planning shows that they have taken full account of the assessment data available to them. Teachers’ records show clear evidence of formative assessment and progress being made. No young person will wait more than five week days before commencing the appropriate courses as identified by their assessment. Service Requirements • Case conferences. Within the Training Plan there will be a Personal Education Plan (PEP) that ensures access to services and support; contributes to the stability of young person, minimises disruption and broken schooling; signals particular and special needs; establishes clear goals and acts as a record of progress and achievement. The PEP should be sensitive to the diverse needs of young persons and should focus on the action that is required for them to fulfil their potential. Plans should set clear objectives or targets for the young person which relate to academic achievement as well as other personal and, if appropriate, behavioural targets, and details of who will review the plan with timescales for action and review. It will cover the following four areas: an achievement record (academic or otherwise); identification of developmental and educational needs (short and long term, development of skills, knowledge or subject areas and experiences); short-term targets including progress monitoring; and long term plans and aspirations (targets including progress, career plans and aspirations). The latter might be broken into goals achievable in the shorter-term. Where a young person who is looked after by the Local Authority already has a PEP, the initial assessment process should modify, if necessary, the existing document. All individual assessment and target setting meetings must take place in appropriate surroundings that ensure privacy and are outside the classroom or other association areas. Success Criteria
Youth Justice Board. The best use of ICT will be made to: • Record essential information about a young person; • Transfer essential information quickly and efficiently; • Deliver elements of the assessment process. The information must be safely and securely transferred.
Youth Justice Board. An appropriate curriculum within the determined time limits is available for every young person in the establishment. The clear, comprehensive development plans to be produced for every secure establishment demonstrate how all young people are receiving the coherent and consistent education and training that they require. The curriculum provides all young people with the education and training that they require, notwithstanding their different cultures, religions, ethnicity or levels of attainment on entry. There is evidence that the formal curriculum is enriched by personal and independent work and extra curricular activities, including structured weekend Enrichment Activities. Service Requirements • Offending Behaviour Programmes; • Physical Education; • Resettlement Programmes. Those young people assessed at Entry Levels 1,2,3 and below Entry Level are to receive a curriculum with the highest priority given to improving the essential skills of literacy (including oracy), numeracy and life skills. Regular and discrete periods of literacy and numeracy should be timetabled. Additional support is to be given on numeracy and literacy through individual tuition and through directed support in other subjects in the curriculum. In addition, the young people should be given access to Offending Behaviour Programmes, ICT, PSHE, Citizenship and Careers Education, PE, practical, pre-vocational or taster courses and opportunities for engaging in the arts, science and games. Those young people with attainment level 1 and working towards Level 2 should receive a similar curriculum but with greater emphasis on work related learning and on the development of independent learning and study skills. This will include one (or more than one if appropriate) vocational Success Criteria
Youth Justice Board. Surveys show that the young people have valued and derived benefit from the programmes of study that they have received throughout the DTO. 85% of young people say that the work they have done has been challenging and stimulating. Service Requirements course together with Offending Behaviour Programmes, literacy, numeracy, ICT, PSHE, careers education, Citizenship, PE and opportunities for engaging in the arts, science and games. Where there is a need, these young people will be entitled to additional support in addressing specific learning needs, particularly in relation to literacy, and numeracy. Those young people already entered for, or studying for, examination courses at GCSE, A Level and Advanced GNVQ, etc. will have full access to those courses and continuity of syllabuses, exam entries, materials, and coursework. In addition, they will have an entitlement to Offending Behaviour Programmes, PSHE, Citizenship, Careers Education, the arts, PE and games. All courses and programmes, including vocational training, Enrichment Activities, Offending Behaviour Programmes and PE must have policies, syllabuses and written schemes of work with clear learning objectives. All documentation should be available for reference, monitoring and inspection and be regularly revised. Each education course and training programme must promote, where appropriate, the following: • Problem solving skills; Success Criteria
Youth Justice Board. All departments have good written plans that identify what is to be taught and learned over a whole programme of work, on a weekly basis and in individual sessions. Inspection findings demonstrate that 85% of learning programme plans or schemes of work are satisfactory or better. Inspection findings demonstrate that 85% of individual session plans are satisfactory or better Service Requirements • Creative thinking skills; • Team working ability; • Behaviour and social skills; • Taking responsibility; • Citizenship; • Decision making; • Planning. Learners should be provided with more interesting and challenging tasks than are often offered to them. These tasks should therefore give opportunities that enable them to use higher order thinking skills, applied learning, group activities and problem solving. Sessions should be objectives led and have clear targets for progression that are regularly reviewed as part of the learning process. All programmes will be available and staffed for 50 weeks of the year, including vocational training, PE, games and Offending Behaviour Programmes. Success Criteria
Youth Justice Board. Service Requirements The best use of ICT will be made to: • Support and enhance the learning experience in all curriculum areas; • Enable young people to develop skills in using ICT as both a tool and a medium in its own right; • Develop essential knowledge and skills relating to the use of ICT in those curriculum areas; • Provide a range of high quality resources to support the learning process; • Plan and manage the curriculum. Success Criteria
Youth Justice Board. 3.2 The Organisation of the Learning Day Principles • Learning is the most important part of the rehabilitative process and must be the centrepiece of each young person’s institutional and community experience across the DTO. There will be access to education and training for all. • The volume and intensity of learning takes account of the fact that the majority of the young people have had no or only part-time provision prior to custody. • No young person will be excluded from a learning opportunity as a sanction or for any other reason without the agreement of the Head of Learning and Skills. • It is essential that all adults in the establishment: – Are aware of the significance of education as a protective factor in preventing reoffending; – Understand the impact of having poorly developed essential skills on a young person’s ability to learn; – Clearly understand the contribution that they can make to a young person’s learning; – Can plan for, deliver and justify that contribution. • Education and training are priorities not competitors with other programmes or activities. • All experiences and activities should provide opportunities for the development of the essential skills that promote active participation in the community. • Learning continues beyond the formal, timetabled day and all young people must have an opportunity to decide for themselves what tasks and learning they will undertake. • Disruptions to the continuity of learning must be avoided except under conditions of operational emergency.
Youth Justice Board. There will be a minimum of 30 hours of timetabled sessions, Monday to Friday. In addition to the 30 hours of education during weekdays, there will be personal and private study for a minimum of 1 hour a day, i.e. 7 hours a week, of which there will be a minimum of 1 hour a week of literacy and 1 hour a week numeracy. This will include homework, paired reading and peer mentoring. Self-assessment and learning reviews take place each day led by the Personal Tutor. 85% of young people record their satisfaction of the reviews of their performance. The performance of establishments against the 30hrs a week requirement will be measured on ‘take-up’ as well as provision. Twelve hours of planned Enrichment Activities are available each weekend and include the promotion of literacy and numeracy. Service Requirements The weekends will include a minimum of 12 hours planned Enrichment Activities such as games, arts and environmental programmes. Literacy and numeracy will be themed within these programmes.
Youth Justice Board. Inspection evidence demonstrates that an appropriate amount of time is given to the teaching and promotion of literacy and numeracy. The YJB (or YJB appointed) Monitors will approve the timetable for each YOI. These plans will be included in the annual self-evaluation papers that the YJB will require from each establishment. The YJB intends to introduce an electronic monitoring system that will enable the detailed performance of each YOI to be assessed against the requirements set out above.
Youth Justice Board. 85% of young people achieve the literacy and numeracy targets set for them through the review process. Assessment scores are accurately recorded for all young people. All staff receive appropriate, accredited training relevant to their role in facilitating and/or supporting the improvement in a young person’s levels of attainment. No more than 10 per cent of literacy or numeracy sessions to be judged less than satisfactory by Inspectors. 85% of programme and session plans to be found to contain objectives in line with the PLUS Frameworks for literacy and numeracy. Service Requirements All staff will need to understand the implication of a young person’s attainment levels in literacy and numeracy; know how their contribution can help him/her to develop these skills; and the importance of mapping the progress made by a young person Those young people whose attainment levels are below Level 1 will have access to additional, one-to-one support through: • Trained Learning Support Assistants; • Adults and peers providing mentoring roles with a specific focus on literacy and numeracy. A range of formal accreditation for literacy and numeracy will be available when a young person needs them, whether in custody or in the community. Success Criteria
