The Good Prison Award

The Good Prison Award

For prisons and young offender institutions that can demonstrate innovation and excellence in reducing re-offending through person-centred approaches

Entry form

Contents

The Good Prison Framework…………………………………………………………………………………………2

Part One. Examples of work within each category of the Good Prison Framework……....3

Part Two. Overall example of excellence and innovation………………………………………………9

Part Three. Your plan for the prize money…………………………………………..……………………….11

Example of an entry to Part One…………………………………………………………………………………..12

Rules and procedures……………………………………………………………..……………………………………13

The Good Prison Framework

The Good Prison Award uniquely recognises holistic achievement by prisons or young offenders institution in delivering a range of person-centred interventions that evidence shows to be effective in reducing re-offending.

The Good Prison Framework that forms the entry criteria for the competition is based on 4 years’ research in developing PrisonerActionNet (used by over 3,200 practitioners and 100 prisons) and on a comprehensive review of literature on desistance and transitions from crime.

Part One. Examples of work within each Good Prison Framework category

What are you most proud of in each of the 12 framework categories? What’s worked well and why? Please do not exceed 250 words in each of the 12 categories.

Building positive identity

1.1 Self-expression and reflection through the arts

E.g. Visual art courses, drama workshops, music sessions…
Within the Adult Learning Centre at HMP/YOI Drake Hall we have developed a suite of Creative Arts courses (accredited by City and Guilds). These include ceramics, work in oils, pastels, charcoal; embroidery, knitting and soft furnishings. These practical skills will be of use to the ladies on release not only in their personal lives but also to use to generate income and progress onto vocational courses at college. The creative courses are very popular offering a more practical distraction (thus occupying time), tangible goods that can be used or sent home, plus having recognized therapeutic value for learners.

1.2 Interests and activities that encourage mindfulness

E.g. Victim awareness courses, teaching counseling skills to prisoners…
Health Trainers Scheme: Prisoners are trained to be Health Trainers, which is a level 2 accredited course. This is run in conjunction with the Primary Care Trust at a minimal cost to the prison. There is a good level of peer support which actively encourages attainment and a real possibility of employment on release.
There is also a level 2 Substance Misuse course which develops and understanding of the effects of drug and alcohol misuse.
An OCN Counselling course is delivered by a qualified and practising Counsellor, this is a short course introducing the theories and practicalities of Counselling. Many women use these skills upon release to offer voluntary support to others.

1.3 Improving attitudes and cognitive behaviour

E.g. Self-esteem courses, anger management courses, meditation…
Our Gym Orderlies complete a number of accredited qualifications and gain experience by taking a number of exercise classes for their peers. Once they have enough experience they progress onto taking staff classes. To begin with the prisoners find this quite daunting however once they have taken a few classes the ladies grow in self esteem, confidence and self worth.
PEARL is a new course through which tutors can assess and develop the personal qualities of individuals, designed as a tool to help increase employability skills. This accredited course encourages willingness to learn, commitment, dependability, self motivation, team work, communication, co-operation with others and self management. Learners really enjoy these sessions and you can visibly see their development throughout this short course.

1.4 Celebrating personal achievement, change and development

E.g. Certificates of achievement, art by prisoners displayed in prisons, making use of prisoners’ skills
A range of two and three dimensional work is created and displayed throughout the education department, visitors centre and administration areas of the prison. There are always numerous entries into the national Koestler Exhibition/Competition and we are currently awaiting this year’s results with anticipation.
Skills of prisoners working in the gardens contribute to a beautiful rural setting which prisoners enjoy on a daily basis. The garden carvings enhance the area even further – there is a ‘gator and snake in the gate area, toadstools, flowerpot men and other fun items for all to enjoy.
A prisoner recognition scheme is being developed where prisoners nominate others for recognition of their work and support for others within the establishment.

Improving relationships

2.1 Supporting prisoners as parents

E.g. Learning together clubs, encouraging interaction between prisoners and their children, parenting courses
Storybook Mums, Childrens visits, Family Links, Time for families

2.2 Sustaining long-term relationships

E.g. Help with transport for visits, support for prisoners’ families in the community, using technology to maintain relationships

2.3 Building friendships and social networks

E.g. Support for clubs, prisoner befriending programmes, peer mentoring

2.4 Inculcating a sense of responsibility for others

E.g. Encouraging volunteering, peer mentor training, restorative justice

Developing capabilities

3.1 Supporting numeracy and literacy

E.g. Partnerships with educational institutions, one-to-one learning with peer mentors, learning together clubs

3.2 Developing social and other skills for work

E.g. Training programmes, links/partnerships with employers pre-release, prison councils

3.3 Addressing mental health and drug problems

E.g. Intensive support, peer mentoring, group therapy

3.4 Helping resettlement through housing

E.g. Partnerships with social landlords, mentoring pre and post-release, help with benefits

Part Two. Overall example of excellence and innovation

Choose one project / intervention demonstrating overall excellence and innovation in person-centred work (This can be further information for an example already referred to in Part One, or a new example). Please do not exceed 1000 words in total.

Name of project

Describe the project in one sentence

What are the project’s objectives?

What are the project’s activities?

What has been the impact / achievement of the project? (a) in terms of the people involved and (b) in terms of re-offending

What are your plans for developing the project further?

Part Three. Your plan for spending the prize money

How would you spend the winner’s prize of £2,500 within the prison? Please do not exceed 500 words.

Examples of entries to Part One

The following examples are taken from PrisonerActionNet and are presented as illustrations of the kind of project/ inervention that could be included in Part One.

HMP Lay Moye: Inside Out

(Example of 1.1 Self-expression and reflection through the arts)

This project, at HMP La Moye, Jersey, encourages prisoners to take up creative and educational activities, to follow courses, and to present their work to the public annually at the Inside Out exhibitions in local art galleries.

Many prisoners have failed at school and shy away from academic courses, but art can be therapeutic and can encourage prisoners to achieve success in other areas. Developing skills and knowledge can have an impact on the willingness of individuals to embrace change as people, and can stimulate well-being and improve self-esteem. This can encourage other educational activity, and participation in behaviour management programmes, and promote desistance from further crime.

The Inside Out project encourages prisoners to make art that will be shown to family and the wider community at galleries in March. The exhibition allows prisoners to express themselves, gives them pride in their achievements, and builds links with the community. The project also encourages prisoners to engage in horticulture, creative industry and carpentry.Plans for the future include exploring different 2- and 3-dimensional media; expanding the exhibition to include ceramics, carpentry and horticulture; making the art classes a space where emotions can be expressed safely; employing prisoners in creative industries such as toy making; and the tutor will complete an advanced diploma course in the therapeutic and educational application of the arts

HMP Forest Bank: Timpson's Training Academy

(Example of 3.2 Developing social and other skills for work)

Timpson’s Training Academy provides the opportunity of industry training and a guaranteed Timpson interview with the prospect of employment upon release for offenders who are willing to learn new skills and who are motivated and committed to gaining employment. As a company, Timpson’s provide a wide range of services, including key-cutting, shoe repairs, photo services, dry cleaning, locker repairs, house signs, engraving, and watch repairs. The project’s activities are not only to provide training, skills and experience but also to raise the aspirations of the trainees and get them focused on succeeding in employment upon release. The workshop environment and daily workload prepare prisoners for employment: it is not only a training academy but a service, as the trainees work on customers’ shoes that have been dispatched from local Timpson branches. The academy focuses on instilling the importance of employment in terms of the positive effects it has on reoffending rates and social inclusion. The partnership secures a minimum of 60 guaranteed interviews a year at Timpson’s for prisoners at Forest Bank and a total of 36 prisoners from Forest Bank have been interviewed and gained employment with Timpson. The partnership work and development of the academy was recognised at the 2010 GMEC Awards where Forest Bank and Timpson were awarded finalist status for the ‘Clean Slate’ Award.

Rules and procedures

Entries must be completed using this entry form and submitted electronically here:
Receipt of all entries submitted online will be automatically acknowledged.
Entrants may be asked to provide further information.
The judges' decision is final. Awards will be made at the judges' discretion and no correspondence will be entered into concerning any decision. Not all the awards advertised may be awarded if the judges consider the criteria have not been met. Additional commendations may be made at the judges' discretion.
The content of any entry may be used for informing other practitioners and also for publicity purposes unless the entrant withholds their consent to this in writing.
Entrants are deemed to have accepted these rules and procedures and to have agreed to be bound by them when entering this competition.