HMP Doncaster

Section 3. Purposeful activity
3.17 Classrooms were equipped with a range of appropriate resources, including computers,
reference books and dictionaries in several languages, and displayed suitable wall charts,
posters and learners’ work.
3.18 Prisoners received a good induction to their education programme, including an initial
assessment of their English and mathematics abilities, and were placed on courses at the right
level. Individual learning plans contained educational and personal targets, which were
specific and measurable.
3.19 Although prisoners completed many worksheets, not all were marked by tutors, and written
feedback did not always guide prisoners to correct errors or improve their skills. Tutors
sometimes intervened too readily to provide answers without challenging them to think for
themselves.
3.20 Tutors planned vocational training well, creating a positive learning environment. They
recapped prior learning and used peer mentors effectively to help less-able prisoners
progress, and used questioning to assess and develop prisoners' understanding. Tutors were
skilled at helping prisoners to think for themselves when working out solutions to practical
problems. Assessments were well planned and feedback was timely, making it clear what
prisoners needed to do to improve. Vocational training tutors set prisoners clear targets for
vocational unit achievement, but personal development targets were rare.
3.21 Prison work was well organised with prisoners progressing to more complex tasks as they
gained experience. In the textile workshop, prisoners worked to strict deadlines and high
quality standards for external contractors. The horticulture department provided a range of
varied work activities, such as landscaping, recycling materials to make planters and garden
furniture, and general repairs.
Recommendation
3.22 Tutors should apply higher and consistent standards to the marking of learners'
work and the feedback they provide to help them improve.
Personal development and behaviour
3.23 As well as the low attendance at education classes, particularly from many young adults (see
paragraphs 3.2, 3.7 and main recommendation S43), prisoners often arrived late. Activities
and classes also often finished early for security staff to return prisoners to wings. Prisoners
who did attend education developed self-confidence and improved their social and
communication skills. They found an enthusiasm for learning, recognising how improving
their skills in English and mathematics would improve their chances of finding work and
reducing the likelihood of reoffending. Learners took a pride in their work and were
motivated to build on their achievements, and they were courteous to one another and staff.
3.24 In prison workshops, prisoners developed good work attitudes and focused well on meeting
quality standards for contractors. Their standards of behaviour in work and vocational
training were good. Prisoners worked well in teams and showed respect to other prisoners
and staff. In vocational training, prisoners developed good employability skills, such as
working to tight timescales, alongside their main qualification. They gained confidence in
solving problems through the tasks they needed to complete, as well as a good
understanding of safe working practices, which they applied well.
48 HMP Doncaster