Mapping ppt (Blueprint)
PES Quality Launch
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PES Quality Launch
Objectives:
Strategy Overview – Understand the key components and purpose of the Quality Strategy.
Blueprint for Success – Identify how it supports learner outcomes.
Mesma – Recognise its role and next steps for implementation.
Digital Strategy – Summarise priorities.
Paperwork & Processes – Confirm updated requirements.
Neurodiversity – Note key updates and practical application.
Ofsted Readiness – Understand priorities and actions for compliance.
Training & Next Steps – Record dates.
Questions – Clarify any uncertainties.
Quality Strategy Overview - Contract Year 1
Purpose & Vision:
Mobilise PES Prisons Contract with consistent quality assurance and improvement
Align all prisons under MKCG remit to deliver “exceptional” education experiences
Six-month focus for Year One; new strategy in Year Two
Key Objectives:
Implement a Quality Assurance Framework across all prisons
Monitor and improve performance and ensure timely interventions for underperformance
Share good practice and continuous improvement strategies
Maintain Ofsted readiness and compliance with awarding bodies
Quality Assurance Measures
SAR/QIP: Annual process to drive continuous improvement in teaching, learning, and outcomes.
Balanced Scorecard: Quarterly prison performance scoring.
Performance and Quality Forum: Quarterly meeting where scorecards will be discussed and evaluated.
Observations & Learning Walks: Minimum two per staff member; recorded on Mesma.
Effectiveness checks: Validate data and identify themes.
Interventions: Targeted support for rapid improvement.
Developmental Quality Reviews: Annual reviews to support provision development.
Student Surveys: Twice yearly to inform improvement.
Quality Improvement Activities
Staff Onboarding Programme: Online introductions to MKCG teaching expectations with standardised resources. Localised support from AQP’s to ensure consistency across sites.
CPD Programme: Standardised CPD delivered by the Quality Team, aligned to college-wide priorities. Bespoke CPD designed by sites with Quality Team input for local needs.
Teacher Training Offer: In-house strategic approach to rapidly upskill staff through accredited qualifications. Includes Level 3 & 4 teaching/assessor/IQA qualifications
Coaching: Development-focused coaching using effective questioning and evidence-based feedback. Delivered by Quality Team members at a frequency guided by staff needs in a supportive environment.
Timeline Highlights:
November:
Training needs analysis
December:
Regional Quality Launch days
SANs training
Mesma Observation training
Jan:
Blueprint training for Tutors
SoL Training for Tutors
PQF1 Week
Quality Calendars now available in Quality and Standards Hub
Blueprint for Success:
Teaching & Learning in Prisons
Objectives from this session
Understand the five stages of effective sessions
Explore strategies for engagement and progression
The Big Picture
Why a structured approach matters
Overview of the Blueprint framework
Purposeful Start
Effective corridor to classroom transitions
Captivating activity to engage learners
Reminder of standards and objectives
Discuss wider picture (What, How, Why)
Plan sessions that include digital research tasks; use digital presentations/quizzes to capture attention
“What’s one creative way you could make your session start more engaging?”
“How do you set expectations for behavior and learning at the start?”
Delivery of Learning
Provide variety of activities
Innovative resources and contextualization
Development of wider skills (FBV, Digital Learning)
Balance teacher-led and student-led tasks
“How do you scaffold tasks for learners with different abilities?”
“What strategies do you use to stretch and challenge advanced learners?”
Consolidate Learning
Structured scaffolding
Adapt for stretch and challenge
Apply learning through skill development
Clear links to next steps and careers
“How do you scaffold tasks for learners with different abilities?”
“What strategies do you use to stretch and challenge advanced learners?”
Checking of Progress
Effective formative assessment
Evidence of progress for all learners
Challenge thoughts and extend thinking
“What quick assessment methods work best in your environment?”
“How do you record evidence of progress for inspectors?”
Awesome Endings
Recap key components
Link to summative assessments
Discuss upcoming items and next phase
Issue out-of-session tasks
“What’s one way you could make your session ending more memorable?”
“How do you link learning to future opportunities or careers?”
Practical Application
Interactive activity: Discuss and share ideas and feedback about key areas for development at your sites.
“If you could improve one stage at your site tomorrow, which would it be and why?”
“What support or resources would help you implement this blueprint more effectively?”
“How can these strategies contribute to rehabilitation and employability?”
How does the Blueprint fit in with the bigger picture?
The blueprint creates consistency, accountability, and quality assurance across sessions. It ensures:
Clear objectives and checkpoints
Evidence of progress for all learners
Strong links to assessment and future learning
How will we know?
Teacher and learning observations
Learning walks
How the Quality Team will support you
AQPs will deliver the training to teaching staff
Resources and follow up materials will be provided for managers to deliver additional Blueprint for Success sessions
Wrap-up and Q&A
Do you understand the five stages of effective sessions?
Do you have any questions?
Mesma overview and activity
Activity
Practice using the new observation tags
In small groups, read through the scenarios and decide which tags you would use
Indicate whether they are a strength or an area of development
Feedback to the full team
Digital
End slide
Lunch – 45 mins
Paperwork and Processes
We will discus:
Quality and Standards Hub
Quality Activity Reports
TLA Paperwork – Live File Contents Page, Scheme of Learning, ILPs
Effectiveness Checks
IQA Paperwork
Coaching Plans
Quality Calendar
Balanced Scorecard
Performance and Quality Forum
Quality and Standards Hub Overview
The Quality and Standards Hub is a Teams channel for each prison education team.
This is our shared space for uploading and storing all key quality assurance and enhancement documents.
The channels are accessible by site managers, Regional Managers and the Quality Team.
The channel can also be used for communication purposes.
Please begin to upload any key documents (previous SARs, current QIP, previous IQR/QDV reports, previous Coaching Plans etc.
Quality Activity Reports
Quality Activity Reports will be stored in the Quality and Standards Hub.
These are reports completed by members of the Quality Teams, outlining activity that has taken place, findings/impact and recommendations to sites.
These should by used at site level for oversight and to address quality improvement areas.
These can also be used to report back on support provided and progress made within different quality improvement areas.
Teaching and Learning Paperwork
We will take a standardised approach to key Teaching and Learning paperwork.
Documents have been revised and streamlined, to align with Blueprint for Success and make paperwork more manageable for staff at all sites.
Training will be delivered by AQPs via Teams with individual site follow-up training in person from January 2026.
Lot 1, new staff and staff delivering new courses should begin using this paperwork from January 2026. All sites should move over to the new paperwork by April 2026.
Effectiveness Checks
As part of our overarching strategy, Effectiveness Checks have been created as quality assurance tools.
The Effectiveness Checks are aimed at identifying strengths and areas for development within: Scheme of Learning, ILPs, Learner portfolios (marking and developmental feedback), and Education Support Plans.
These can be carried out by onsite managers or members of the Quality Team.
Results will support teaching development and feed into the Balanced Scorecard.
Training will be delivered to managers in February 2026.
IQA Paperwork
IQA paperwork has been standardised in alignment with Awarding Organisation expectations and the Assessor and TAQA qualifications.
This includes: Course Sampling Report, Learner Sampling Report, Portfolio Sampling Report, Assessor Observation Report, Learner Interview Report, Witness Testimony.
IQA paperwork has been digitalised for useability and storage.
All new documents will be sent out in January 2026 with a IQA process map. Training can be provided based on need.
Coaching Plans
Coaching Plans are working documents designed to support the ongoing development of teaching, learning and assessment (TLA).
Although goals often originate from formal observations, they can also be set following any quality assurance activity, including learning walks and effectiveness checks, carried out by any member of staff, such as the Quality Team or Regional Managers.
All Coaching Plans should be overseen by the Education Manager or Assistant/Deputy Education Manager with goals confirmed in 1:1 meetings with individual staff members.
Staff should have no more than three active goals at any one time. If more than three goals are required due to underperformance, this should be addressed through a formal Action Plan rather than the Coaching Plan.
Coaching Plans will be sent after the Mesma observation training.
Quality Calendar
A standardised Quality Calendar template will be shared week commencing 08/12, pre-populated with Quality implementation activity.
Add your site-level quality activity (such as planned Observations, Learning Walks and CPD) to the template and return it to your Regional Manager.
Once approved by your Regional Manager, the calendar can be shared with Governors.
Balanced Scorecard
The balanced scorecard will serve as a Quarterly prison performance scoring system.
It is measured against set criteria aligned to Ofsted’s Education Inspection Framework.
Various team members will input into each sites’ scorecard (Data support, People Services, Quality Team, EMs and DEMs)
Scores will be given for each aspect, based on set criteria, before allocation of an overall grade.
The scorecard will allow everyone to have full quarterly oversight of the performance of each of our teams in every prison.
Performance and Quality Forum
In the week leading up to each PQF meeting, those responsible for assessed criteria will conduct audits and populate the balanced scorecard.
Prior to the PQF meeting, the membership will meet to quality assure the data and agree lines of focus ahead of the meeting.
Scorecards will then be discussed and judged at PQF’s where the scores will be allocated by a select panel.
Membership of the meeting could include:
Group Director of Quality
Deputy Director of Quality
Regional Manager
Senior Quality Manager
Education Managers
Neurodiversity and Inclusion
Priority Focuses for PES Implementation
Do it Profiler (DiP)
Do It Profiler (DiP) must be offered to every new reception in Induction unless it has already been completed elsewhere.
There are 4 modules, first 3 must be completed by everyone:
Personal details
KASS (Knowledge and Skills Screener)
Neurodiversity Screener
My Growth – only for 18-25 years old
Login and access HMPPS DiP e-learning
Individual report – easy to read
Share with learner
Upload to their wallet on DEP
Staff Summary Report
Record on Curious 2
Enter strengths, challenges and conditions onto the SAN
Used by teachers to inform learning, support and create an ESP (Education Support Plan) where required
Training and access to the SAN system is provided by the prison
DiP Results
SAN (Support for Additional Needs)
The SAN is a central digital platform on DPS for recording a prisoner’s Additional Learning Needs, allowing prison and education staff to record and access support in one place
The overview page:
Shows DiP outcomes; self-declared challenges, strengths and conditions.
Tabs to prison to add support strategies for work and wider prison and education to create ESPs.
Shows legacy information from Curious
Needs Plan - If an ESP is required
When enrolled in education this will automatically change to Plan due
ESPs should be completed with the learner on the SAN platform or on paper if SAN is unavailable.
Paper ESPs must be entered onto the SAN as soon as possible or uploaded to the prisoner wallet on DEP, if the SAN is not accessible.
An ESP must be created within 5 working days of enrolment.
ESPs must be reviewed by the 5th day of starting a new course or within 3 months.
Plans must be evidence-based with strategies linked to the challenges that affect learning.
Education Support Plans (ESPs)
Reading Screener
Still offered to anyone who is E2 or below in English qualification or IA or meets any of the other education referral routes.
Reading profiles – must still be completed with the outcomes of screening and uploaded to prisoner wallet on the DEP.
Scores from the reading screener and a reading support level must be recorded on Curious and captured on site spreadsheets where applicable.
Must be offered to prisoners whose first language is not English, unless an ESOL profile exists on the VC.
Part 1 (S&L questions) stays the same and determines the pathway
FS pathway → complete BKSB Initial assessment.
ESOL pathway → complete parts 2 and 3 (reading and writing).
If a FS pathway but BKSB cannot be completed - place in E3/L1 course, complete diagnostics to confirm level.
ESOL Pathway Screener
Parts 2 and 3 provide an ESOL level and English Language Support (ELS) level.
English Language Support levels align to an ESOL level.
Where ESOL classes are not available – suggestions for support are noted in the ELS levels
ESOL Record - uploaded to prisoner wallet on DEP; results must be recorded on Curious and captured on site spreadsheets where applicable.
HMPPS training and resources for all screening and assessment tools are on the Digital Prison Service (Justice SharePoint)
The Neurodiversity Leads are creating a series of sessions on different areas.
The first Team's session will be on the 12/12/25 taking all staff and managers through the processes of screening and assessment, provide more detail of the SAN platform and creating ESPs.
Resources available
Training to deliver screeners, creating and reviewing ESPs
Understanding Additional needs
Implementing a tiered approach to support
Access Arrangements
Evaluating neurodiversity and inclusion data
Ofsted readiness
What else can the Neurodiversity Leads support with ….
Ofsted Updates
Ofsted Trigger Plan
Once a site is informed about an Ofsted Inspection, Natalie Stephens should be contacted with details.
The Quality Team will set up a call with key onsite and regional managers to discuss support required.
The Quality Team will produce key performance data and send out the Position Statement template to site managers.
Ofsted refresher training will be delivered via Teams to site managers and education staff (prison staff are able to attend this).
Quality Team members will facilitate a Position Statement review.
Feedback should be sent to Natalie Stephens at the end of each day. This should also highlight any actions to address areas of underperformance identified by Ofsted.
Ofsted Readiness Programme
The Quality Team aim to:
Support all sites to be ready for Ofsted Inspection
Understand the Ofsted Education Inspection Framework
Understand how to build narrative and have a successful Ofsted Inspection.
The Quality Team will support all sites to be prepared with their Ofsted Quality Folder. These include position, data and evidence documents that will be used during Ofsted Inspections.
Ofsted Quality Folder
Training programme delivered to prison/provider managers and education staff covering Ofsted Inspection details, the EIF, building a narrative, expectations and tips to have a successful inspection week.
Ofsted Readiness Training
All sites are tracked using the RAG rated 'At Risk' Tracker. Targeted support will be provided at High-Risk sites as part of quality visits and training programmes.
‘At Risk’ Tracking and Support
This will include…
Current Key Ofsted Focuses
Meeting the FS need – How have you designed you Functional Skills provision to meet the population need? How successfully is it working to address the need?
Attendance – How are you supporting people in prison to attend ESW? What are you doing to track and address and lower non-attendance for ‘Refusal’, ‘No Reason’, ‘Other’ or ‘Any Other Activity’?
Reading development – What is being done to support people in prison’s reading development and reading for pleasure across the prison estate (in the LLRC, classrooms, workshops, 1:1, and through enrichment)?
British values and PREVENT – How are you preparing people in prison for life in modern Britain? Do people in prison understand their role in the PREVENT strategy?
Curriculum rationale and progress from – Why do you deliver what you deliver (for example vocational or non-accredited courses)? What impact and progress data justifies your offer? How does your ESW provision sit within the Lot-wide statement of intent?
Key training dates (in your Quality Calendars):
Screening and Assessment 12/12/25
Observation and Mesma (Managers) 18/12/25
Blueprint for Success 9/01/26
Scheme of Learning 16/01/26
ILP 23/01/26
Final Questions?
End slide
