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HMP Doncaster

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Summary<br />

Purposeful activity<br />

S20<br />

S21<br />

Time out of cell was poorly recorded and managed. Although there were enough activity spaces for<br />

the population, attendance was low, especially in education, and some good facilities were poorly<br />

used. There was some purposeful workshop provision, and the quality of education and vocational<br />

training was good, as were prisoner achievements. Library and PE provision were good but access<br />

was too limited. Outcomes for prisoners were not sufficiently good against this healthy<br />

prison test.<br />

At the last inspection in 2014 we found that outcomes for prisoners in <strong>Doncaster</strong> were reasonably<br />

good against this healthy prison test. We made 11 recommendations in the area of purposeful<br />

activity. At this follow-up inspection we found that four of the recommendations had been achieved,<br />

three had been partially achieved, and four had not been achieved.<br />

S22<br />

S23<br />

S24<br />

S25<br />

S26<br />

S27<br />

Prisoners' time out of cell was erratic and poorly managed. Many prisoners refused to<br />

engage in their scheduled activities and were not challenged sufficiently by staff or<br />

encouraged to attend them. Roll checks during the middle of the working day showed about<br />

half the population locked in their cells.<br />

There was insufficient strategic oversight of learning and skills and work activity. Managers<br />

did not have sufficiently accurate data to review and evaluate provision, and prioritise<br />

improvement actions. The self-assessment for education provision was realistic and linked<br />

well to the quality improvement process, but not to any improvement actions for wider<br />

prison training and work activities. There was good partnership working between the prison<br />

and other activity providers, and the range of provision was appropriate for the needs of the<br />

population.<br />

There were enough places for prisoners to undertake at least part-time activities, but these<br />

were underused and attendance was poor, especially in education. Prisoners received a good<br />

activities induction and the allocations process was fair and equitable. There were practical<br />

opportunities for prisoners to develop work skills. Prison work was purposeful, although<br />

much was mundane.<br />

Teaching, learning and assessment were mostly good in education and vocational training.<br />

The quality of tutor feedback in mathematics and English functional skills classes was variable.<br />

Education classrooms and vocational training areas were well equipped. The majority of<br />

teachers and vocational trainers supported prisoners well and assisted them to solve<br />

problems, manage their behaviour and overcome barriers to learning. Peer mentors were<br />

used well.<br />

Prisoners who attended education, vocational training or work behaved well, had positive<br />

attitudes and were courteous to each other and to staff. Prisoners reflected well on their<br />

learning and undertook increasingly complex tasks. Standards of work in education,<br />

vocational training and work were good, and prisoners made progress. Achievement rates in<br />

education and vocational training were high, although those in English functional skills at<br />

entry level were still too low.<br />

There was now a single library that had good stock, met the needs of most prisoners and<br />

had effective links with the education department. However, access to the library for<br />

prisoners not in education was poor.<br />

14 <strong>HMP</strong> <strong>Doncaster</strong>

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