Prison Education and Employment Strategy

(Limited Text - Ministerial Extracts only)

Wednesday 17th October 2018 Westminster Hall

[The Minister of State, Ministry of Justice (Rory Stewart)]

It is a great pleasure to serve under your chairmanship, Mr Betts. I pay tribute to my hon. Friend the Member for Redditch (Rachel Maclean) for making a powerful speech and for securing a debate on such an important subject. I also pay tribute to my hon. Friend the Member for Walsall North (Eddie Hughes) and the hon. Member for Strangford (Jim Shannon), both of whom have been strong supporters of the entire project of engaging with prisoners and offender reform in many debates in Westminster Hall and in the Chamber.

In essence, we are dealing with a classic issue of public policy—something where the objective or target really is a big prize. If we can get prisoners into education, and through education into employment, they are less likely to offend and there will be fewer victims. The public will be safer, and the prisoners’ lives will be turned around. The problem is that it is also a classic issue of public policy because it is easy to talk about but difficult to do much about.

The problem with this debate is that at almost any time in the past 175 years, Ministers would have stood up and talked about prison reform. Despite 175 years of Ministers talking about prison reform and about investing in education in prisons, we are still in a situation where only 20% of prisoners get a job on release—that has been pretty static for decades. About one fifth of the people coming into prison have a job and about one fifth of the people leaving prison have a job.

What is the answer to this problem? Clearly, it is not a question of silver bullets. In 1898, Herbert Gladstone stood up and gave a great speech in the House. In language that I cannot hope to emulate, he said that prison

“discipline and treatment should be more effectually designed to maintain, stimulate, or awaken the higher susceptibilities of prisoners, to develop their moral instincts, to train them in orderly and industrial habits, and, whenever possible, to turn them out of prison better men and women, both physically and morally, than when they came in.”—[Official Report, 24 March 1898; Vol. 55, c. 858.]

That is over 120 years ago—it is very difficult to disagree with the basic expression of what we have been trying to do in this country for a very long time.

What are the problems? The first problem was touched on by my hon. Friend the Member for Walsall North: many prisoners come from very difficult backgrounds. As we have heard, perhaps a quarter of them come out of care. Nearly a third of prisoners have serious alcohol addiction issues, and another third have serious drug addiction issues. Perhaps half of prisoners have a reading age of under 11 and a significant number have a reading age of under 6. Nearly 40% of our prisoners have been excluded from school at one time or another.

To fast-forward from the rhetoric around education to the reality, one needs to imagine oneself in Pentonville—I was there today. Imagine a small classroom in midsummer. It is very hot and five men are sitting there with a single teacher. These are people who have never found it easy to go to school. They have never found it easy to listen to a teacher. Those five men will be at very different educational levels. One will be unable to read and write, and another one will be bored because he is in prison for theft but he can already read and write and does not understand why he is in the class. There will be a general sense that everyone is rotating through—on an average day at Pentonville, 45 to 50 new prisoners turn up and a similar number are released. It is very difficult to deal with that.

Solving the problem is not a question of making grand statements about the human soul—Mr Gladstone made much better statements about that in 1898 than I am able to make today. It is about understanding exactly what is going wrong in that prisoner’s journey, step by step. The first thing is to recognise the type of prison that that prisoner is in. Is it a reception prison that they are coming into for a short period, straight out of the courts from remand? If it is a prison where they are likely to spend six months, 12 months or two years of their life, a very different kind of education provision can be delivered.

Secondly, are the kind of qualifications offered in prison A the same as the qualifications offered in prisons B, C and D? A prisoner could move to four prisons in the course of their career. Too often, as a prisoner follows that course, they pursue a City & Guilds qualification in prison A, but it is not available in prison B. Even more fundamentally, the core common curriculum might not be available, so they might not be able to study English, maths and information and communications technology. In addition, governors frequently do not feel genuinely empowered to control the prisoner’s life. They do not feel that they have the leverage or flexibility to say to the education provider, “What really matters in this area is bricklaying,” or, “We have a real shortage of people in scaffolding. I want you to provide scaffolding training.” They do not feel they would get rewarded or promoted for that.

We are trying to deal with those kinds of practical issues in the education and employment strategy. The first thing we did was introduce a common core curriculum, which will ensure that, right the way through the prison service, every single prison, regardless of where it is, which part of the country it is in and how long the prisoner is there, will deliver the core curriculum of English, maths, ICT and English as a foreign language for people who do not speak English.

Secondly, we are ensuring that the qualifications in prisons are the same. A lot of this sounds pretty simple, but the complex and strange world of Government procurement means that we have ended up having a series of conversations about dynamic purchasing systems. We have ended up with 12 preferred suppliers for the core common curriculum and 300 suppliers for the additional work. We have 17 core groups bidding in, with a selected shortlist of five for each area.

What does that mean? Imagine that you are the prisons group director for Yorkshire, Mr Betts. You get your six prisons together and you have five people on a shortlist—it could include Milton Keynes college or Novus. Eighty per cent. of the score is based on your judgment, with your prison governors, of which will provide the best quality of education, and the other 20% is based on the cost of the provision.

[Rachel Maclean]

I welcome what the Minister is saying. It is heartening to hear how much progress has been made. Will he enlighten us about the role of volunteers who go into prisons and offer their time freely because they believe in the cause of helping prisoners to rebuild their lives? For example, my son is an English literature student and he went to a nearby prison and taught prisoners Shakespeare. He said it was the most profound experience he had ever had. The feedback was that the prisoners got something out of it too. Clearly, there is a vast spectrum of that sort of activity. I very much hope that what he did does not crowd out the kind of activity that the Minister is describing. Will he enlighten us about that?

[Rory Stewart]

Absolutely. To put this in context, if you were the Yorkshire prison group director, Mr Betts, you would get your governors together to look at your list of five. You would choose the supplier that you think will provide the best quality for your core common curriculum, and then you would adjust for your area. How do you do that? Humber, which is a training prison, is currently offering coding, upholstery and design services to other prisons. Lindholme—again in Yorkshire—will be focusing on construction skills. Then, as my hon. Friend pointed out, you need to be open to bolting on to that the incredible education offerings of other types of volunteers. I taught Shakespeare in prisons when I was an undergraduate, so I can relate to what my hon. Friend’s son has been doing. The governor needs to provide space for those voluntary organisations to come into the prison, and they need to get the regime right for the core common prison day so they can get the prisoners into the classroom.

[Jim Shannon]

In the Minister’s response to the intervention of the hon. Member for Redditch (Rachel Maclean), he referred to the educational quality of the providers he is looking at. Everything he said is right, but some prisoners need daily living skills, budgeting skills and how-to-live skills. How do we incorporate those sorts of skills into the very basics of their lives?

[Rory Stewart]

The core of the answer is that we must give governors the freedom to adjust to the prisoners. They must take responsibility for that. One of the big changes in this framework is that we have taken power out of the centre and given it to governors so they can do exactly that. How are governors doing that? Increasingly, numeracy, literacy and budgeting skills are taught through the upholstery, carpentry and construction courses. The best way to get people to learn those things is often to focus on the practical vocational skills, and attach life skills to them.

In Yorkshire—I want to pursue this example a bit further—the New Futures Network gets people with the prisons group director to connect directly to employers. It reaches out to employers’ boards and ensures that employers understand what is on offer in the prison. I pay tribute not just to Paul Foweather, the prisons group director in Yorkshire, but to organisations such as Tempus Novo. My hon. Friend the Member for Redditch asked about voluntary organisations. Tempus Novo is a charity run by two terrific ex-prison officers who have spent 25 years working on the landings. They left as band 4 officers—not governing-grade officers—and set up that organisation. They walk with employers into the prison, introduce them to the prisoners, reassure them about what is involved in employing offenders, and go into the workplace with the offender for the first interview. If any problems emerge in the workplace, Tempus Novo follows them up.

In the end, education and employment for prisoners is not about big ideas or fancy strategies. It is about doing 50 or 60 things well and looking carefully at the quality of what we are delivering. It is about speaking to prison governors and prisoners and saying, “What is going wrong with the curriculum? How many hours a day are you able to spend in the classroom? Is the fan working in the classroom? Are the teachers actually turning up? Is the qualification you got of any use in the outside world? Yes, you are beginning to go on an apprenticeship scheme, but are you able to connect it to the Government system? Yes, you are learning how to abseil, but are you getting the health and safety support to be able to turn that into being a window cleaner on a high-altitude building? What are we doing with release on temporary licence”—that is a question from my hon. Friend—“to make sure we give people the chance to spend time in an employer’s workplace before they leave prison formally?” Changing that is about changing a dozen small rules. We must ensure there is not a statutory lie-down period in each new prison, so that if a person is released on temporary licence in one prison and moves to another prison, they do not suddenly have to sit back in the prison and lose touch with their workplace.

If we get all those things right—it will be hard yards—we can make a difference. At the moment, only 20% of prisoners who leave prison get a job. If we can get it up to 25% or 30%, it would be fantastic and would change nearly 40 years of stagnation. Those do not sound like big numbers, but nearly 200,000 people circle through our criminal justice system every year. Every one of those people we get into a job is 7% less likely to reoffend. That translates not just into tens of thousands of families with an income and somebody at home with a job, but into thousands fewer crimes and thousands fewer victims of crime. It leads to a society that is healthier and safer.

At the core of this is our belief in the capacity for humans to change, and in our incredibly hard-working prison officers, governors and prisons group directors who are driving through this change. Employers such as Timpson take a huge risk, but they put a lot of energy into understanding prisoners, their needs and the skills they need to stand eight hours a day on the shop floor dealing with customers. If we get all those things right, we can be proud not just of our criminal justice system and our education strategy but of our society.

Question put and agreed to.