Executive Summary
November, 2001
The full interim report can be requested from Robin Elliott at the Research,
Development and Statistics Directorate (robin.elliott@homeoffice.gsi.gov.uk).
Executive Summary
Key Findings
• Screening 31% of the sample at Pre-Sentence Report (PSR) stage (n=3300) were
likely to have basic skills below level one. 37% of those offenders who received a
Community Rehabilitation Order, 23% who received a Community Punishment
Order and 35% who received a custodial sentence were likely have basic skills needs
below level one (functional literacy level). The data indicate significant associations
between basic skills needs, employment status and risk of reconviction.
• Initial Assessment 66% of those assessed using the Basic Skills Agency’s Initial
Assessment (n=96) were likely to be below level one in literacy. 49% of the same
sample are below level one in numeracy. 77% of those assessed using a measure of
non-verbal ability (Raven’s) were likely have a non-verbal ability which is below
average. It is emphasised that the Initial Assessment sample is not representative of
the offending population as a whole.
• Perspectives on Initial Assessment Basic skills tutors thought that in the future
an initial assessment should consist of a standardised and validated assessment of
basic skills, some detailed background information particularly on previous
educational experience, and probably an assessment of non-verbal ability.
• Basic Skills Provision Appropriate use should be made of both in-house and
external provision. Effective links developed by pathfinders with external providers
should be extended. Consideration should be given to increasing the amount of in-
house group provision and, where appropriate, providing more accommodation for
in-house group teaching. It should be ensured that tutors have access to Information
and Communication Technology (ICT) to use in their teaching, and that paper-based
and ICT teaching resources are aligned to the Basic Skills Standards. Effective
strategies developed by pathfinders to motivate offenders to take up and attend
regularly at basic skills sessions, should be extended. Tutors should have access to
continuing professional development.
• Effective Infrastructure The system for referral should be consistent across local
offices and individual probation staff, flexible enough to identify any offenders who
may have been missed at an earlier stage, and communicated to relevant staff, to
minimise attrition between screening at PSR stage, Initial Assessment at the start of
supervision and take up of basic skills provision. Training on basic skills should be
provided for probation staff. The evidence suggests that referral should be a
designated part of someone’s role, senior management should actively promote basic
skills, and basic skills should be incorporated into the case manager’s role. In
developing basic skills practice, probation areas need to make effective use of
monitoring and evaluation data.
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Executive Summary
The Basic Skills Pathfinders
There were seven basic skills pathfinder projects, originally based in nine probation
areas (Cornwall; Cumbria; Dorset; Lincolnshire; Nottinghamshire; Oxfordshire and
Buckinghamshire, and Berkshire; and East and West Sussex). Following
amalgamation in April, 2001, the seven pathfinder projects were based in seven
probation areas (as Oxfordshire and Buckinghamshire, and Berkshire are now Thames
Valley Probation Area, and East and West Sussex are now Sussex Probation Area).
Pathfinders were funded from late 1999. The pathfinders were set in a context of
large-scale national developments in adult basic skills.
There were three main strands to the basic skills pathfinder evaluation:
These preliminary findings are from data collected at PSR stage using the self-report
BI form and FT 20 Q. The findings are based on a sample of 3300 offenders whose
screening data have been entered into the SPSS database. In the final report screening
data for over 7500 offenders will be analysed. This means that these preliminary
findings should be treated cautiously.
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30
20
10
0
no qualifications level one level two level three
qualifications qualifications qualifications or
above
level of qualifications
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Executive Summary
• Risk of reconviction (as measured by OGRS 2) is associated with gender, the age
of the offender, highest level of qualification achieved, FT 20 Q score and
employment status.
These preliminary findings are based on the small sample of the BSA’s Initial
Assessment (for basic skills’ levels) and Raven’s Progressive Matrices (for non-verbal
ability) entered into the SPSS database to date. Given the size of the sample, the
findings below should be treated with caution. Furthermore, it should be emphasised
that these findings do not represent the offender population as a whole. There will be
a thorough analysis of all completed initial assessment tools returned to the evaluation
team in the final report.
Perspectives on Screening
Main Findings
• From the evidence of the basic skills pathfinder, it seems feasible to screen for
basic skills needs at PSR stage. However, evidence has not been collected on
whether the screening process would be more effective at PSR stage or at the start
of supervision.
• Although FT 20 Q is not a flawless screening tool, it has proved acceptable to
most users within the basic skills pathfinders. New screening tools will be
reviewed by the National Probation Directorate (NPD) for strengths and
weaknesses and for potential appropriateness for use within probation.
• Evidence indicates that, despite the demands of heavy workloads, it is feasible for
Probation Officers (POs) to screen for basic skills needs.
• If POs screen for basic skills, then there is a training implication, to ensure that
screening is carried out as accurately as possible. Whilst most interviewees
thought that the training they had received to screen at PSR stage was good, it was
suggested that future training could include a greater focus on strategies to
motivate offenders to engage in the screening process.
• The fact that five probation areas have continued to use FT 20 Q to screen at PSR
stage, after the collection of screening data for evaluation purposes finished
(September, 2001), suggests that the majority of those involved in the basic skills
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Executive Summary
pathfinder think that the screening process has contributed to improved practice
with basic skills.
Given the lack of previous research on what constitutes effective basic skills teaching,
it is difficult to draw firm conclusions in this area. However, the following points have
emerged through direct observations of basic skills teaching and interviews with
tutors. It should be noted that these conclusions do not necessarily reflect Home
Office policy.
Main Findings
• It is clear that the basic skills pathfinder projects have benefited greatly from the
expertise and dedication of those responsible for basic skills tuition.
• There are examples of innovative methods to ensure that those offenders, for
whom transport to sessions in probation or in the community is problematic, have
the opportunity to improve their basic skills.
• The direct observations of basic skills teaching and practice revealed many
examples of lively, well-structured teaching, with the use of a variety of resources,
including Information and Communication Technology.
• Some project managers and tutors have been impressive in keeping up to date
with resources and with developments in delivery methods.
• Some tutors moving towards more group, rather than purely one to one, provision.
• Many relationships between tutors and offenders were outstanding.
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An Effective Infrastructure
Main Findings
The pathfinder evidence underlines that an effective infrastructure depends upon
careful attention to detail in planning and implementing the system for referral,
strategic roles, procedures for monitoring and evaluation and a training programme
for basic skills.
Strategic Roles
• Senior management’s involvement in basic skills should be considered and, where
appropriate, increased.
• Part of the role of the individual responsible for basic skills (project managers, in
the pathfinders) could include the promotion of basic skills, proactive liaison with
relevant individuals at a range of different levels over basic skills and monitoring
of data on basic skills.
• The role of the senior probation officer could include promotion of basic skills at
team and individual officer level by ensuring team meetings are a vehicle for
ongoing training on basic skills, (where appropriate) cascading training on basic
skills, and monitoring data completed by team members on basic skills.
• There is some evidence from the pathfinders to suggest that the person responsible
for referral should have a vested interest in ensuring the referral is made.
• The role of the case manager could be developed. For example, strategies to
motivate the offender to take up and attend regularly at basic skills and strategies
for proactive liaison with the basic skills tutor could be explored.
• There should be adequate resourcing of administrative support for basic skills.
Administrative staff should be involved as appropriate in training and in meetings
related to basic skills.
Monitoring and Evaluation
• Monitoring and evaluation should include the quantity and quality of screenings
completed; the number of referrals to initial assessment, initial assessments
completed and referrals to provision; attendance at basic skills sessions; and the
inclusion of basic skills in the PSR and supervision plan.
• To maximize the number of screenings and initial assessments completed,
monitoring could take place at individual probation office and officer level.
Training
• Training should be provided to raise awareness of basic skills, to ensure that all
those involved in screening and initial assessment know exactly what their role
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Executive Summary
consists of, and to clarify to all those involved the infrastructure for referral from
screening to initial assessment and provision.
• Training on basic skills, appropriately tailored to the audience, should be available
for everyone in probation.
• Training should be accompanied by written guidelines, as appropriate, on the
system for referral, how to administer assessment tools and the inclusion of basic
skills in the PSR and supervision plan.
• Training should be ongoing and probation areas should put into place
arrangements to train new staff.
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