UK Home Office: PC18 2007

UNCLASSIFIED
Probation
Circular
PC18/2007 – PSO LEARNING & DEVELOPMENT

PROGRAMME 2007-08
IMPLEMENTATION DATE: 22 June 2007 EXPIRY DATE: April 2009
TO: Chairs of Probation Boards, Chief Officers of Probation, Secretaries of Probation Boards
CC: Board Treasurers, Regional Managers
AUTHORISED BY: Paula Cairney, Head of Training and Development, Probation Area Co-ordination Unit
ATTACHED: Annex A: Curriculum
Annex B: Business Planning and Quality Assurance
Annex C: Equality Impact Assessment Form
Annex D: Resource Impact Assessment
RELEVANT PREVIOUS PROBATION CIRCULARS
PC41/2005, PC136/2001
CONTACT FOR ENQUIRIES
mandy.pointon@homeoffice.gsi.gov.uk or 020 7217 0791
PURPOSE
This PC provides details of the revised learning and development programme for PSOs and
equivalent grades. Following on from work undertaken in the Role Boundaries project it was
agreed that the curriculum and structure of the programme needed revising for 2007-08 to take
into account changes in practice since 2005. Specific attention has been given to the
production of workbooks and other materials to support the programmes. The circular has been
discussed and agreed with NAPO and UNISON learning and development representatives.
ACTION
Chief Officers are asked to work with the Consortium Director to ensure that existing PSO
programmes, and any new programmes, meet the criteria outlined in this circular. Consortium
Directors are required to submit business plans covering proposed programmes for approval.
These plans must be based on a learning needs analysis and should involve consultation with
relevant trade unions. Consortium Directors will also manage the audit arrangements for
programmes which will provide feedback to NOMS HQ.
SUMMARY
PSO learning and development programmes need to be revised to take into account
developments in practice and the introduction of new qualifying training arrangements in 2008-
09.
ISSUE DATE – 8 June 2007

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Programme structure
The PSO programme is divided into three stages:
Stage 1: Passport into Practice – first step towards working with offenders
Stage 2: Foundation Skills, Knowledge and Understanding
Stage 3: Further Skills, Knowledge and Understanding (including Specialist posts)
Stage 1: Passport into Practice
1. In the PSO programmes a clear target is to ensure that newly appointed staff have been
through a basic orientation to working with offenders before they are deployed in face-to-
face posts. With this in mind the Passport into Practice stage of programmes should be
able to demonstrate how this immediate need will be met and signed off as completed
by the line manager. Given operational demands it is recognised that it will not always
be possible to coincide the availability of a training programme with the start of
employment, therefore one of the workbooks (Induction) is designed to be used for self-
directed learning from the first day of appointment. Local induction procedures should
also ensure that the main points in the Induction workbook are covered. This passport
to practice stage should take place as the main activity of the first week or two weeks in
the new post.
Stage 2: Induction to Core Skills, Knowledge and Understanding
2. The induction to Core Skills stage of the PSO programme covers eight modules and
should be delivered over the first three months in the new post. In some cases, where a
participant requires specific skills in order to work in a specialist post, modules from
Stage 3 may need to be included in the induction stage of the programme.
Stage 3: Further Skills, Knowledge and Understanding (including modules for specialist
posts)
3. The further skills stage of the PSO programme covers a wide range of modules
(including modules for staff in specialist posts) and programmes should cover the
modules most relevant to the specific staff being trained. This part of the programme
should ideally be delivered as part of a continuous programme following on from the
Induction to Core Skills, and the whole programme should be delivered within the first
year in post.
Target groups
4. The focus of the PSO Learning & Development programmes is to build the competence
of this staff group to work with Tier 3 (OM Model) offenders. The learning needs analysis
undertaken as preparation for the programme will identify staff who will benefit from the
programme as well as identifying other potential sources of meeting needs, like, for
example, the OM Transitional training (phase 3).
5. The workbooks which support learners on the PSO programmes may also be useful for
the self-directed learning (as part of an appraisal commitment to learning and
development, for example) of other PSOs who are unable to attend the formally
delivered programme.
PC18/2007
PSO Learning & Development ISSUE DATE – 8 June 2007
Programme 2007-08 UNCLASSIFIED 2 of 5
UNCLASSIFIED
Assessment (of learners) arrangements
6. The curriculum includes options for the assessment of learners, as well as the usual
learning outcomes and cross references to national occupational standards. Existing
PSO programmes have been using a range of assessment techniques and in their
business plans Consortium Directors need to indicate how learning will be assessed.
The range of options includes workbooks, tests professional discussion and reflective
account or journal. The concept of Observed Practice (which might be escalated to
Assessed Practice) has also been included. All assessment arrangements should
include how learning will be signed off by the line manager or other appropriate person.
Curriculum (see Annex A)
7. A new curriculum has been drawn up for the PSO Learning & Development programme.
It stays quite close to the previous curriculum as this has proved robust enough and also
because there is no intention to radically alter existing good arrangements for PSO
development.
8. The main work on the curriculum was undertaken as part of the Role Boundaries project
of 2006 and the curriculum has been revised and refreshed in the light of changes in
practice, in response to points made about training in HMiP reports, and in the light of
significant and positive developments made in the implementation of the existing PSO
programmes.
9. The curriculum incorporates some of the newer modules which have been developed for
existing programmes as well as the basic elements of the Offender Management
Transitional training.
10. As well as providing the module together with learning outcomes, the curriculum also
identifies relevant learning materials and potential assessment techniques for the
module.
11. Where appropriate each module has been cross-referenced with the new National
Vocational Qualifications and with the Reducing Re-offending Pathways identified in
policy and research.
12. The modules are based on notional learning hours of one day for each module. The
workbooks do not have a specific notional learning time attached to them as their use
can be tailored to the individual’s need. Modules have been designed for a flexible
approach to delivery which allows for the notional learning hours to be delivered through
different methods like taught sessions and self-directed learning using the workbooks.
Support Materials
13. Many excellent support materials have been developed through the existing Consortium-
delivered PSO programmes and in issuing this probation circular this best practice has
been brought together to create support materials which cover the many of the modules
in the revised curriculum. These materials include workbooks which support each
module and contain all the materials trainers will need to deliver a programme including
participants’ workbooks and assessment materials. In the curriculum other existing
materials (for example, the Risk of Harm CD Rom) have also been referenced or
suggested together with how these can be acquired. Wherever possible the learning,
teaching and assessment materials which support the PSO Learning & Development
programme will be available through EPIC.
PC18/2007
UNCLASSIFIED
Business Planning and Quality Assurance arrangements (Annex B)
14. Consortium Directors are required to submit, by July 31 2007, a Business Plan covering
proposals for running the PSO Learning & Development programme in their region. This
will involve a check of current arrangements to ensure they match up with proposals in
this PC together with proposals for any adjustments required. It will also include a
training needs analysis to identify which staff need the training as well as what other
sources of training (e.g. OM Transitional Training Phase 3) might meet needs in ways
which avoid duplication.
15. The introduction of NAPO’s Union Learning Fund representatives provides an
opportunity for Consortium Directors to work together with the union to ensure these
plans meet regional training needs and business plan returns can include reference to
this.
16. Plans should also clarify the arrangements for the assessment of learners which will be
used as part of the programme.
17. The programmes, once up and running, will be subject to quality assurance visits and
audit checks based on data returns.
Funding arrangements
18. The funding for the PSO Learning & Development programme is £800 per head up to a
maximum of 1000 participants and will be allocated and administered through the
existing Regional Consortia arrangements. The distribution of places will be according to
the cash limit formula and regions have already been advised of their allocations.
Funding will be released according to existing arrangements based on the returned
Business Plans.
19. The available funding can be used either for the induction of new PSOs or for the
training of existing PSOs who are moving into new roles or taking additional casework
responsibilities. Where the learning needs analysis indicates a gap in the competence
of existing casework staff, the clear priority must be to bridge this gap.
A final word about the future qualifying training arrangements
20. Finally, this probation circular sets out the arrangements for PSO Learning &
Development programmes for 2007-08 and in doing so seeks to bridge the gap between
now and the introduction of the new qualifying training arrangements. The aim is to
prepare staff for the style of learning which will be contained in the future arrangements.
To this end, within the scope of the PSO learning project, work is simultaneously being
undertaken on the design of Development and Progression Awards for PSOs which
could well form the first building block of the new arrangements. This work will help to
explore accreditation options for future PSO training.
Development Awards
21. Development Awards provide a framework for a cluster of NVQ units to be put together
to create an award. It is recognised that probation staff, primarily PSO grade, who have
contact with offenders, can experience difficulty in finding a broad enough range of work
to evidence a full Level 3 NVQ. Work is in progress with Skills for Justice and City and
Guilds to develop groups of five units with direct links to the specific roles many PSOs
are currently performing. The aim is for these awards to be certificated by City and
Guilds and be part of the National Qualifications Framework. The project team
PC18/2007
UNCLASSIFIED
anticipate these awards will be finalised by November for implementation at the end of
the year.
Progression Awards
22. Progression Awards provide underpinning knowledge, in a structured format, for the
practical roles undertaken by staff working with offenders. These awards complement
the practical assessment process necessary for an NVQ and ensure individuals can
operate with knowledge and understanding of the actions they are performing.
23. Work is underway with City and Guilds to develop these awards and to synchronise the
delivery with the introduction of the ‘Development Awards’.
24. The work on these awards should facilitate the process of accrediting current learning
and practice in ways which will be supported by the accreditation of prior learning
arrangements which will be part of the new arrangements.
PC18/2007
ANNEX A
PC18/2007 – PSO LEARNING & DEVELOPMENT PROGRAMME 2007-08.
CURRICULUM FOR THE PSO LEARNING & DEVELOPMENT PROGRAMME.
STAGE 1 of the PSO L&D PROGRAMME – PASSPORT INTO PRACTICE: FIRST STEP TOWARDS WORKING WITH OFFENDERS
Passport into Practice is specifically aimed at new staff and is part of their first experience of working in the organisation and is intended to ensure that they are
properly introduced to how the risk of serious harm is assessed and managed by the organisation and to the importance of working as a member of a public
protection agency. No new member of staff should be allocated work involving direct contact with offenders until their Passport into Practice has been signed off
by their line manager.
MODULE LEARNING OUTCOMES DELIVERY OPTIONS ASSESSMENT OPTIONS References

Passport into a. Understand the importance to your • Supervision • Sign off by line manager
Practice practice and to the organisation of the • Formal induction programme
assessment and management of risk of • Workbook with support with
serious harm. support (from manager).
b. Understand the importance of inter-
agency working in relation to working
with offenders to protect the public.
STAGE 2 of the PSO L&D PROGRAMME – FOUNDATION SKILLS, KNOWLEDGE & UNDERSTANDING
These modules form a foundation programme for PSOs and equivalent grades of staff, providing a basic understanding of role, organisation and working in the
community and criminal justice environment. It is recommended that these modules are covered within the first three months in post. Each module is equivalent
to one day in notional learning time. The modules will also provide some general knowledge and understanding for a number of the Level 3 NVQ units, and
where there is a direct link this has been indicated in the Reference column. In anticipation of the new qualification framework for practitioners it is recommended
that participants in the programme are encouraged to compile a portfolio of evidence of their learning.
MODULE LEARNING OUTCOMES DELIVERY OPTIONS ASSESSMENT OPTIONS References
PSO Learning & Development Programme 2007-08. Page 1 of 21

2.1 c. Describe the components of probation • Observation visits • Oral or written test NVQ:AE1
Induction to local practice in the Area in the full range of • Shadowing • Professional discussion
Area settings • Own research • Written account
d. Explain the organisational structures in • Meetings with Area staff • Learning log
your Area. • Supervision • Reflective account or journal
e. Identify your Area’s key policies and • Mentor
procedures, including Health & Safety, • Formal induction programme
HR etc
• Induction pack
f. Describe how your role fits into the
organisational structure.
2.2 a. Demonstrate an understanding of the • Training event [=available as • Professional discussion
Orientation to CJ range of agencies which form the support material]
community justice and criminal justice • Assignment
system • Workbook with support (from
system • Oral or written test
b. Identify the key purposes of the manager, mentor, coach)
agencies within the CJ system. • Reflective account or journal
c. Identify and understand the aims of the
National Probation Service/NOMS and
understand how it relates to the wider
CJ system and your role.
d. Explain the relationship between
legislation, policy development and
national standards
e. Demonstrate an understanding of how
principles of promoting equality, valuing
diversity and anti discriminatory
practice apply within the CJ system.
2.3 a. Understand and apply the key stages • Training event • Exercises NVQ:EA1/EB1
Offender required to assess and manage
offenders effectively according to • Workbook with support (from • Shadow case
management manager, mentor, coach)
criminogenic needs and assessed level • Reflective account or journal
of risk.
b. Understand the key offender • Professional discussion
management components for
community and custodial sentences
together with the relevant national
standards.
c. Understand and apply the core skills
required to assess and manage
offenders effectively according to

criminogenic needs and assessed risk
d. Identify the key partners of NOMS and
explain what each can contribute to the
provision of offender management
services.
e. Contribute towards the selection and
sequencing of interventions, and
effectively refer offenders to
appropriate resources.
f. Apply principles of promoting equality,
valuing diversity and anti discriminatory
practice in offender management.
2.4 a. Identify the relevant legislation for • Training event • Oral or written test
Legal Framework probation practice.
b. Understand the sentencing principles • Workbook with support (from • Professional discussion
and provisions of the Criminal Justice manager, mentor, coach)
• Reflective account or journal
Act 2003 • Own research [EPIC etc]
c. Describe the implications of legislation
for your practice
d. Describe the implications of legislation
for anti-discriminatory practice.
2.5 a. Explore how making assumptions, Training event • Observation of practice NVQ:AA1
Working with stereotyping, labelling and prejudice • Workbook with support (from • Simulation
Diversity affects different groups and individuals. manager, mentor, coach) • Work products
b. Identify the effect of equality and • Professional discussion • Reflective account or journal
inequality on people’s lives. • Professional discussion
c. Explain what working with diversity
means for you when working with
colleagues and offenders
2.6 a. Identify the key components of effective • Training event • Observation of practice NVQ: AB1
Introduction to communication • Workbook with support (from • Simulation
Communication b. Explain the barriers to effective manager, mentor, coach) • Work products
Skills communication and how these can be • Reflective account or journal
minimised • Professional discussion
c. Describe how to maintain personal and
professional boundaries in working
relationships
Understand how to plan, prepare, undertake
and record interviews

2.7 a. Understand the current definitions of • Training event • Oral or written test NVQ: GC4
An introduction to risk, and risk management and public • Case Study • Reflective account or journal
risk of harm or of protection procedures, and the • Professional discussion • Professional discussion
reoffending importance of a victim perspective. • Workbook with support (from
b. Understand the dynamic nature of risk manager, mentor, coach)
and the need to continuously review • Shadowing
assessments according to criminogenic • De Montfort University / NPD
need. “Risk” CDRom
c. Understand the methods for identifying,
predicting and managing risk within
agency policies and procedures
d. Understand the link between good
practice, risk assessment and public
protection
e. Begin to identify the relevance of these
concepts for your own roles and
responsibilities and understand when
and how to refer to others
f. Apply principles of promoting equality,
practice in assessing risk.
2.8 a. Describe the organisation’s • Professional discussion • Professional discussion NVQ: AE 1
Maintain and responsibility to manage your learning • Supervision • Reflective account or journal
develop your own and development • Own research • Supervision notes
knowledge, skills b. Demonstrate the ability to take
appropriate responsibility for own
and competence development and learning
c. Demonstrate the ability to take
feedback constructively to inform own
change and development
d. Understand the purpose of supervision
and appraisals
e. Understand the need for supervision
and appraisal and how to prepare for
them

STAGE 3 of the PSO L&D PROGRAMME – FURTHER SKILLS, KNOWLEDGE & UNDERSTANDING
The modules in Stage 3 build on the foundations laid in Stage 2. In order to build competence to work with Tier 3 offenders it is likely that some staff, especially
new entrants, will need to complete the entire range of modules; other staff, however, will have existing skills from current and previous experience and therefore
may only need to undertake those modules which meet their specific skills gaps. In the case of staff new to post and who need to attend the whole programme it
is recommended that the programme is completed within the first 12 months in post.
MODULE LEARNING OUTCOMES DELIVERY OPTIONS ASSESSMENT OPTIONS Reference

3.1 a. State the key principles of risk • Training event • Professional discussion NVQ:
Risk assessment management and understand and • Workbook with support (from • Reflective account or journal GC4/GC7
apply the key strategies. manager, mentor, coach) • De Montfort University / NPD
b. Understand the key interventions • De Montfort University / NPD “Risk” CDRom self-assessment
for effective risk management. “Risk” CDRom • Practice evidence
c. Understand how to work with other
agencies with special reference to
work related to child protection,
domestic abuse, arson and mental
health.
d. Understand the implications of risk
decisions.
e. Understand the potential sources of
errors in risk decision making,
including methodological, human
and systematic.
f. Understand how practitioners can
help to reduce the incidence of
failures in risk assessment and
management.
3.2 a. Understand the principles and • Training event • Professional discussion NVQ:
Effective Practice methods of cognitive behavioural • Workbook with support (from • Reflective account or journal EC1
work and how it can be applied to manager, mentor, coach) • Assessment of Core Skills for
understanding and changing • Own research Tutor Reducing Re-
offending behaviour. • Observation of practice offending
• Accredited Programme Core Skills Pathway 7:
b. Understand the findings of research Attitudes,
(for Tutors)
as it relates to the development of Thinking &
programmes in general, Behaviour

programme integrity, targeting,
dosage, group size and level of
staff competence.
c. Understand the key components of
effective practice, including
criminogenic needs, risk
assessment and community based
interventions.
d. Demonstrate an understanding of
how principles of promoting
equality, valuing diversity and anti
discriminatory practice should be
applied in relation to effective
practice work.
3.3 a. Explain the principles and benefits • Training event • Professional discussion NVQ: AD1
Inter-agency Working of interagency working. • Workbook with support (from • Reflective account or journal
b. Develop and maintain effective manager, mentor, coach) • Practice evidence
interagency relationships and • Visits to Court etc • Witness statement
channels of communication.
c. Identify and manage factors which
help and hinder effective joint
working.
d. Explain how risk is managed across
agencies.
e. Apply principles of promoting
discriminatory practise in
interagency work.
3.4 a. Understand how values and ethics • Training event • Professional discussion NVQ: AA1
Diversity impact upon work in the CJ sector. • Workbook with support (from • Reflective account or journal
b. Identify the ways in which manager, mentor, coach) • Practice evidence
discrimination and oppression are • Own research
built into society and organisation.
c. Have explored the legislative
framework surrounding diversity
and equality

d. Have an overview of the various
power positions and understand
how this impacts on day to day
work practises.
e. Understand how micro-messages
can impact on offenders, victims
and the workforce.
f. Practise skills for effectively
working with diversity in day to day
work.
3.5 a. Understand how to contribute to • Training event • Professional discussion NVQ: AC1
Team work effective team practice. • Workbook with support (from • Reflective account or journal
b. Understand how to contribute to the manager, mentor, coach) • Practice evidence
development of others in the work • Supervision
team.
c. Understand how to develop oneself
in one’s own work role.
a. Maintain an anti- discriminatory
stance in working in a team.
3.6 a. Understand the importance of ensuring • Training event • Professional discussion NVQ: EB1
Enforcement and that offenders know sentence • Workbook with support (from • Reflective account or journal
Compliance requirements, their responsibilities manager, mentor, coach) • Practice evidence
under national standards and the • Supervision
consequences of non compliance.
b. Understand relevant national standards
and, where appropriate, apply actions
that need to be taken in response to
non compliance.
c. Understand how to promote and
support compliance in offender
management.
d. Identify good practice in working within
professional boundaries
e. Apply principles of promoting equality,
practice when considering or
undertaking any aspect of enforcement.
3.7 a. Integrate oral and written • Pro-social modelling Training event • Professional discussion NVQ:

Communication Skills communication skills into practice. • Reflective account or journal AB1 /
& Pro-Social b. Understand the use and value of • Workbook with support (from • Practice evidence EC7
Modelling contracting manager, mentor, coach)
c. Understand the use and value of • Professional discussion Reducing Re-
offending
role clarification. Pathway 7:
d. Understand the use and value of Attitudes,
creating a boundaried, professional Thinking &
relationship Behaviour
e. Identify problem solving in a pro-
social context.
f. Explain what working with diversity
means in the context of
communicating with others.
3.8 a. Understand the key principles of • Motivational Interviewing event • Professional discussion NVQ:
Motivational motivational interviewing • Reflective account or journal AB1
Interviewing b. Understand the significance of • Practice evidence EC7
being able to encourage and
Reducing Re-
motivate offenders to 1) consider offending
the effects of their behaviour on Pathway 7:
others 2) think through options 3) Attitudes,
own and be responsible for their Thinking &
decisions 4) see the need to Behaviour
change their behaviour.
c. Demonstrate an ability to
encourage and motivate individuals
to change
d. Identify good practice in working
with professional boundaries
e. Apply principles of promoting
discriminatory practice when using
motivational skills
3.9 a. Understand the key good practice • Training event • Practice evidence NVQ:
Writing Skills principles in the planning, • Workbook with support (from • Supervision EA 2
compilation and presentation of manager, mentor, coach) EA3
reports. • Own practice

b. Understand the information • Supervision
required for particular types of
reports.
c. Develop the interviewing skills to
elicit this information.
d. Demonstrate the skills required to
identify the need for a further risk
assessment and understand how to
refer to the appropriate person
e. Recognise and rehearse report
writing skills.
f. To consider ADP issues in relation
to completing reports and records.
3.10 a. Demonstrate an understanding of the • Training event • Countersigned OASys NVQ:
OASys for new users Offender Assessment System • Shadowing • Reflective account or journal GC4/
– effective recording b. Be able to complete an OASys • OASys training pack • Practice evidence EA1
assessment consistent with the manual
c. Be able to complete a Risk Assessment
Plan
d. Be able to complete a Sentence Plan
e. Demonstrate an understanding of the
Review and Termination Process
3.11 a. Communicate with individuals who are • Training event • Practice evidence NVQ:
Handling difficult distressed, anxious, angry or in denial. • Workbook with support (from • Simulations
GC7
situations b. Handle disagreements constructively, manager, mentor, coach) • Professional discussion
recognizing and managing the impact • Role plays • Reflective account or journal
of an incident on self and others. • Observed practice • Supervision
c. Understand the different levels and Reducing Re-
• Supervision
causes of conflict. offending
d. Assess potentially difficult situations Pathway 7:
and contribute towards identifying Attitudes,
strategies to reduce risk. Thinking &
e. Apply principles of promoting equality, Behaviour
practice in handling difficult situations.
3.12 a. Demonstrate awareness of their • Training event • Practice evidence NVQ:
Substance Misuse own individual and society’s • Workbook with support (from • Professional discussion GE1
attitudes to substance misuse manager, mentor, coach) • Reflective account or journal
• Visit partnership agencies Reducing Re-

b. Demonstrate an understanding of • Own research offending
the effects of drugs and alcohol use • Input from specialist Pathway4:
on the individual, their family and Drugs and
society Alcohol
c. Demonstrate an understanding of
the factors which may contribute to
and may indicate use
d. Demonstrate an understanding of
specific orders and different types
of treatment options available.
e. Explain diversity issues in relation
to working with substance misuse
3.13 a. Explain the myths and stereo types • Training Event • Practice evidence Reducing Re-
Mental Health associated with mental disorder • Workbook with support (from • Professional discussion offending
b. Recognise and respond to behaviours manager, mentor, coach) • Reflective account or journal Pathway3:
which indicate a mental health issue • Visits to partnership agency Mental and
and the potential of risk to self and • Own research Physical Health
others • Input from specialist
c. Identify the relevant professionals who
are able to undertake mental health
assessments
d. Outline the range of services available
to mentally disordered offenders
practice in working with mentally
disordered offenders.
3.14 a. Demonstrate an awareness of the • Training Event • Practice evidence
Victim Awareness and impact of crime on victims an survivors • Workbook with support (from • Professional discussion
contact b. Understand the reasoning and manager, mentor, coach) • Reflective account or journal
development of the probation services • Visits to partnership agency
work with victims • Own research
c. Understand the roles and function of • Input from specialist
the Victim Liaison Officer role
d. Develop victim empathy work with
offenders
e. Consider diversity issues in relation
to victim awareness activities

3.15 a. Recognise what constitutes child abuse • Training event • Practice evidence NVQ:
Safeguarding children and how to identify it. • NSPCC training materials • Professional discussion GC2
b. Identify relevant legislation • Handbook • Reflective account or journal AD1
c. Locate their local child protection • Own research Reducing Re-
procedures and be guided by them
d. Recognise the need for a coordinated offending
and consistent response to CP Pathway 6:
concerns Children and
e. Identify where they could seek advice Families of
and support for themselves Offenders
f. Recognise the importance of the role
they play in the protection of children
g. Consider diversity issues in relation to
safeguarding children
3.16 a. Demonstrate a beginning • Training event • Practice evidence NVQ:
Introduction to understanding of the basics of sexual • Professional discussion GC2
Working with Sex offending and the characteristics of • Reflective account or journal AD1
Offenders these offenders, including an
awareness of trigger factors and risk Reducing Re-
indicators. offending
b. Demonstrate an understanding of a Pathway 6:
range local policies and procedures Children and
and risk assessment tools and how Families of
they should be incorporated into Offenders
working practises to manage and
reduce risk
c. Demonstrate an understanding of the
role of specific interventions and a
range of good practice principles and
techniques in managing or reducing
risk in this work
d. Understand how workers can both
positively and negatively contribute to
the assessment and management of
sex offenders and explain your own
role and its boundaries within this
process.
3.17 b. Demonstrate a beginning • Training event • Practice evidence NVQ:

Introduction to understanding of domestic violence and • Professional discussion GC2

Domestic Violence the implications for practice including • Reflective account or journal AD1
an awareness of trigger factors and risk
indicators. Reducing Re-
c. Demonstrate an understanding of a offending
range local policies and procedures Pathway 6:
and risk assessment tools and how Children and
they should be incorporated into Families of
working practises to manage and Offenders
reduce risk
d. Demonstrate an understanding of the
role of specific interventions and a
range of good practice principles and
techniques in managing or reducing
risk in this work
e. Understand how workers can both
positively and negatively contribute to
the assessment and management of
perpetrators of domestic violence and
explain your own role and its
boundaries within this process
3.18 a. Understand the current situation of • Training event • Practice evidence NVQ:
Resettlement prisoners and those recently • Workbook with support (from • Professional discussion F13
released from prison manager, mentor, coach) • Reflective account or journal
b. Understand the work of the Reducing Re-
offending
resettlement PSO Pathway 1:
c. Understand the process of Accommodation
completing an HDC Pathway 2:
d. Understand the conditions of ETE
release on licence Pathway 5:
e. Understand the recall process Finance,
f. Understand the process of oral Benefits and
hearings. Debt

PSO L&D PROGRAMME – ADDITONAL STAGE 3 MODULES FOR SPECIALIST POSTS
This section contains modules (with Learning Outcomes only) which might be useful as part of a programme for staff in specialist posts.
PSO - IN COURTS
MODULE LEARNING OUTCOMES

Courts 1 a. Understanding of the legislation and
national and local guidelines in relation
Prosecution Training to breach prosecution
b. Understand court etiquette and the
roles of prosecutor and defence
c. Understand the process for those who
present a high risk of serious harm to
others
d. Have the confidence to prosecute a
breach within the court arena
Courts 2 a. Understand the key good practice
principles in the planning, compilation
Fast Delivery Report and presentation of FDRs.
Writing Skills b. Understand the information required for
particular types of reports, including
issues of risk and criminogenic need.
c. Develop the interviewing skills to elicit
this information.
d. Understand and use the OASys Risk of
Harm screening
e. Demonstrate the skills required to
identify the need for a further risk
assessment and understand how to
refer to the appropriate person
f. Recognise and rehearse FDR
completing skills.
Courts 3 a. Understand why it is important to

ensure that individuals understand
Processing Breach sentence requirements, their
and enforcement responsibilities and the consequences
of non-compliance

training b. Understand what actions need to be
taken in response to non-compliance.
c. Have an awareness of the relevant
legislation and National Standards as
they apply to enforcement
d. Understand the roles of colleagues who
are also involved in the enforcement
process – Offender Managers, Court
staff, Line Managers and Administrative
staff
Courts 4 a. Understand the required standard of
documentation required for effective
Court Presentation court practise
Skills. b. Use verbal and non verbal
communication skills to establish an
effective court presence for the
Probation Service.
c. Demonstrate the skills required to
collect information from individuals and
other agencies.
d. Understand when to seek advice and
support from others.
e. Apply principles of equality, valuing
diversity and anti discriminatory
practice in the court setting.
PSO - OFFENDER MANAGEMENT

OM 1 a. Understand and explain the key tasks
of OM and the role of the Offender
The Sentence as a Manager in risk assessment, sentence
Project and the planning and implementation
b. Identify key techniques in project
Brokerage Role in management
Offender Management c. Set and prioritise sentence planning
objectives and broker the right
resources needed to achieve the

sentence outcomes in individual cases
d. Demonstrate a commitment to act in
accordance with legislation, national
standards and procedures.
OM2 a. Be able to either participate or lead, as
well as contribute effectively, as a
Team Working member of a cross-agency, Offender
Management Team
b. Be able to identify and respond
constructively to the demands of
working in cross-agency Offender
Management teams
c. Demonstrate a commitment to act in
accordance with legislation, national
standards and procedures.
OM4 d. Understand when to refer a case to the
line manager or PO colleague where
Understanding the risk of harm is escalating, where
boundaries of their unknown safeguarding children or
domestic abuse issues arise or where
own responsibilities risk of self-harm or suicide increases.
and appropriate e. Understand the limits of own role and
actions role of interventions, partner agencies
and other agencies with whom we
work, for example children’s services
f. Understand the boundaries in
professional relationships with
offenders for whom one has
responsibility i.e.: what is appropriate
for the offender manager to take
responsibility for and what is the
offender’s responsibility; how a
professional relationship is different
from a social relationship
OM5 a. Understanding of dynamic risk factors
and how to recognise changes in risk in
Identification of individuals
Triggers b. Awareness of how significant change in
criminogenic factors with OASys
impacts on levels of risk of harm to self

and others and to risk of re-offending
c. Awareness of significance of change in
any of the factors associated with risk
of harm in the risk analysis within
OASys
d. Understand basic cognitive behavioural
processes and the link between
triggers, their processing by an
individual and the subsequent
behaviour
PSO - APPROVED PREMISES

Approved Premises 1 a. Understand the current definitions of
risk and the procedures within risk
Principles of Risk management and the importance of a
Assessment and Risk victim perspective in risk assessment
and management.
Management in the b. Understand the dynamic nature of risk
context of Approved and the need to continuously review
Premises assessments according to criminogenic
need.
c. Understand and contribute to methods
for identifying, predicting and managing
risk within agency policies and
procedures.
d. Understand the link between good
practice, risk assessment and public
protection.
valuing diversity and anti-discriminatory
practice in assessing risk.
f. The assessment and management of
risk is central to the work of NOMS
Approved Premises 2 a. Increased awareness of the profile of

victims in offence focussed practice.
Victim awareness and b. Recognise and manage the tensions

risk of harm and conflicts inherent in balancing the
rights and needs of both victims and
offenders through effective risk
management.
c. Recognise and deal with issues arising
from the possibility that offenders have
been victims themselves in one way or
another.
d. Delivered in conjunction with an area
specialist victim contact worked
Approved Premises 3 a. Understand the importance of probation
staff in establishing and maintaining
Interagency working working relationships with other
in the management of agencies to enhance risk assessment
and management of offenders.
risk b. Examine their own practice, what helps
and hinders good practice and to see
interagency working from other parties
point of view. Staff are informed about
the MAPPA process and have an
opportunity to take part in a MAPPA
meeting even though this may not be
part of their role.
c. Child protection is covered in this
module in relation to effective risk
management only.
Approved Premises 4 a. Explain the myths and stereotypes

associated with mental disorder and/or
Mental health and risk personality disorder
of Harm b. Recognise and respond to signs and
behaviours that may indicate the
presence of mental ill health
c. Apply the principles of promoting
equality, valuing diversity and delivering
anti-discriminatory practice in dealing
with mental health issues
d. Explain the range of provision
available, identifying key aspects of
good practice in referral to specialist

agencies.
Approved Premises 5 a. Demonstrate an awareness of relevant

risk assessment tools and processes
Working with (OASys, RM2K, SARA etc) and your
residents posing a contribution to these processes
b. Demonstrate an understanding of how
significant risk of an individual’s background and life
harm to others experiences can contribute to their
behaviour and the risk they represent
c. Demonstrate an awareness of trigger
factors and risk indicators as they relate
to particular offender groups (e.g.
domestic abusers, child sex offenders
etc)
d. Demonstrate an understanding of the
role of specific interventions in
managing or reducing risk within an
approved premises setting
e. Demonstrate an awareness of how
issues of gender and power issues can
impact on the thinking and behaviour of
individuals
f. Demonstrate an awareness of how
your own values, beliefs, experiences
and behaviour can affect your work,
and how you can best deal with those
issues
g. Apply the principles of promoting
equality, valuing diversity and delivering
anti-discriminatory practice in dealing
with offenders posing a significant risk
to others
Approved Premises 6 a. Identify potential triggers and warning
signs
Introduction to b. Increased awareness of the risk factors
Suicide and Self-Harm and how to manage these
c. Understand the range of support
available and how to make appropriate
referrals

d. Understand how to respond
appropriately
Approved Premises 7 a. Understand the aim of your team in
relation to the assessment and
Effective team work management of risk of harm and how
and communication in you can contribute to effective
teamwork.
the management of b. Understand your role in relation to risk
risk assessment and management and how
this fits in with other staff and
management roles, both within and
outside the Approved Premises.
c. Be able to identify and understand the
different forms and systems of
communication that are important in
assessing/managing risk of harm in the
Approved Premises you work in.
d. Understand potential barriers to
effective communication, the dangers
they can cause in managing risk and
ways in which to overcome them.
e. Understand the importance of building
effective and appropriate working
relationships with residents in order to
more effectively assess and manage
risk in Approved Premises.
f. Understand the importance of applying
principles of diversity and anti
discriminatory practice in your
approach to team work and
communication in Approved Premises.
PSO - ACCREDITED PROGRAMMES

Accredited a. Understand the underlying theories and
Programmes 1 rationale of effective practice principles
and offending behaviour programmes

Responsivity with b. Understand and explain the purpose
Integrity: and rationale of all aspects of sessions.
c. Demonstrate flexibility when
responding to the needs of trainee
facilitators while maintaining focus on
key learning points and purpose.
d. Monitors and assesses comprehension,
learning skills and achievement of aims
e. Deals responsibly with issues relating
to culture and other forms of diversity,
for example gender, sexuality,
disability, religion, mental health,
learning difficulties, language and
literacy.
f. Show sensitivity to the training
environment and factors which may
impact on participation.
Accredited a. Relates to others in a warm, genuine,
Programmes 2 transparent and collaborative way.
b. Demonstrates empathy, including
listening reflectively, summarising,
attempting to understand feelings of
Treatment Style participants.
c. Encourages, models and reinforces
pro-social and respectful attitudes and
behaviours.
d. Uses motivational skills to encourage
participation.
Accredited a. Encourages a balanced and
Programmes 3 representative contribution from all
participants.
b. Is able to use a variety of methods to
facilitate learning and development
c. Communicates clearly, adapts pace
Facilitation Skills and wording
d. Demonstrates knowledge and is
sensitive to group dynamics
e. Models good co-trainer relationships
f. Maintains boundaries and uses
leadership skills to create a safe and

production environment
Accredited a. Prepares for session delivery
Programmes 4 collaboratively with co-trainer
b. Is well-prepared to deliver, including
Planning and organising materials and equipment
c. Develops effective session plans
Reviewing d. Reviews previous learning and the
needs of participants to inform the
planning process, including the delivery
of feedback
Accredited a. Takes responsibility for own learning
Programmes 5 and seeks ways to improve
b. Demonstrates an openness to
Openness to Learning feedback
c. Reflects on feedback and integrates
/ Giving feedback to into practice
others d. Provides constructive feedback to co-
facilitators
PSO – UNPAID WORK

Unpaid Work 1 a. Ensure the proper use of any tools or
equipment
Health and Safety b. Ensure that the environment is safe
and secure for self and others
Unpaid Work 2 a. Understand and implement the

necessary measures in relation to
Emergency first aid accidents in the workplace

ANNEX B
PC18/2007 – PSO LEARNING & DEVELOPMENT PROGRAMME 2007-08.
PSO BUSINESS PLANNING
PSO L&D PROGRAMME BUSINESS PLAN
……………………………..Consortium
1. Learning Needs analysis.
A learning needs analysis will have to be conducted to ascertain how the PSO
allowance is to be spent. Please detail below how this will be arranged.
Area Who will do this and how will this take place
1
2
3
4
5
2. Induction and Programme Arrangements
2a Please list below the induction arrangements for newly recruited PSOs.
(i.e. ‘Passport to Practice’ or other arrangements)
Area Arrangements
1
2
3
4
5
Induction to Core Skills, Knowledge and Understanding

2b Please list below who will be delivering the components of this programme
Area Delivered by
1
2
3
4
5
Advanced Skills, Knowledge and Understanding
2c Please list below who will be delivering the components of this programme
Area Delivered by
1
2
3
4
5
2d If following a different programme please identify the programme,

content and delivery method
Area Programme How does this match with PC

1
2
3
4
5
2e If funding is to be used for building existing PSO/s skills in their

current or new role please detail below
Area Training delivery, content and method

1
2
3
4
5
3. How many PSOs are undertaking the Offender Management

Transitional Training (OMTT) Phase 3
Area Number Where delivered

1
2
3
4
5
4. How many PSOs by area are you planning for the financial year?
Area Number Stage a b c d e or OM TT phase 3

1
2
3
4
5
5. Does each area have a system in place for monitoring the profile of
this PSO group (eg age, ethnicity, gender) to which you have access?
Area System
1
2
3
4
5
6. If there is not a system in place to which you have access how do you
plan to capture this data?
7. If other areas of PSO training have been identified, please detail those
here and suggest how they could best be delivered.
8. Please describe below how you will gauge learner satisfaction of the
programme.
9. Describe below how you will assess learning at the end of the
programme and how this will be authenticated by line management
10. Describe below how you will evaluate the performance of the whole
programme ensuring you capture: attendance; completions; area
satisfaction; evidence of knowledge and understanding; use of
observed practice and liaison with Union Learning Fund representatives.
Name of person completing the business plan……………………………….
Date completed……………………………………………………………………..
Signature of Director……………………………………………Date……………
PROGRAMME TRACKING SHEET
…………………………………………..CONSORTIUM
This tracking sheet is completed by the Regional Consortium for a

group or an individual at the start and end of the programme.
Part 1
The following should be completed at the start of each Individual programme
and a copy sent by E Mail to: Ingrid.wheeler@homeoffice.gsi.gov.uk
Probation area on behalf of which this programme is taking place:
Date programme started:
Projected end date:
Numbers expected to attend this programme ( enter name here or attach list)
Signed………………………………………………………Date……………………
----------“”------------
Part 2 (please ensure this is attached to part 1)

The following should be completed at the end of the programme above and an
E Mail copy sent, within 4 weeks of the programme ending to:
Ingrid.wheeler@homeoffice.gsi.gov.uk
Date programme ended
Actual number instructed to attend
Please indicate the % of attendance by individual or group by Probation area

to this programme.
PROGRAMME EVALUATION
This should reflect your statement in sections 5 -10 of your business plan
Signed………………………………………………..Date…………………………..
Consortium Director…………………………………………….Date…………….
Business Planning Document…….Notes on completion.
Expand all the boxes to provide full information
Area. Where this is requested enter the name of the Probation Area i.e.
Derbyshire, Gwent etc
1 Learning needs analysis. Give the area and how they plan to undertake the
learning needs analysis of their existing staff. If an area has recently
undertaken this piece of work please use existing data
2a In arrangements box insert what arrangements the area is making for PSO
induction .
2b Delivered by: Insert who is delivering the programme, i.e Consortium,

Area, mixture of both
2c As above
2d If there are established arrangements which meet this PC please detail

here
2e In this box detail how the learning needs of current staff are to be met, who
will deliver the training and how this will be delivered.
3. Enter as headings
4. In the numbers column enter the projected number of PSOs expected to

train in this financial year.
In the delivery column enter the letter relating to the level of delivery (either
one or a combination of abc and d)
5 and 6 System: Identify how this information is captured i.e. HR system,

paper trail etc
Should the Area system not be available to you detail how you will capture
this data
7 An example of how this section can be used is to identify training needs for
more experienced PSOs
8 Example would be Feedback Sheets, Reports, questionnaires etc
9 Assessment of learning could be through a quiz, reflective log, written piece

of work etc
10 Information in this section can be provided in your own format or as an

attachment.
The business plan must be endorsed by the Consortium Director.

Tracking Sheet …………………. Notes on completion
This form is in two parts. Part one at the start of each programme and part
two at the end. One form should be sent for each Area in your Region.
Part 1
If groups of learners are starting together one form can be sent with names
attached.
If an individual starts the programme the same form should be sent.
Forms should be sent by E Mail at the start of the programme
Part 2
This is a continuation of part one and should be sent by E Mail within 4 week s
of the end of the programme.
The programme evaluation should accompany this document.
Indicate by each area the % level of attendance:
e.g. 12 sessions x 10 attendees (if all attended all sessions) = 120
12 sessions x (average) of 7 attendees = 84
Therefore the % level of attendance is 70%
NPS Race Equality Impact Assessment template
Annex C
A. INITIAL SCREENING
1. Title of function, policy or practice (including common practice)

Is this a new policy under development or an existing one?
Existing policy, contained in PC41/2005 PSO Induction & Development
2. Aims, purpose and outcomes of function, policy or practice

What is the function, policy or practice addressing? What operational work or
employment/HR activities are covered? What outcomes are expected?
Develop skills of PSO grades of staff to work competently with offenders up to and
including Tier 3 of the OM Model.
3. Target groups
Who is the policy aimed at? Which specific groups are likely to be affected by its
implementation? This could be staff, service users, partners, contractors.
For each equality target group, think about possible positive or negative impact,
benefits or disadvantages, and if negative impact is this at a high medium or low
level. Give reasons for your assessment. This could be existing knowledge or
monitoring, national research, through talking to the groups concerned, etc. If there
is possible negative impact a full impact assessment is needed. The high, medium or
low impact will indicate level of priority to give the full assessment. Please use the
table below to do this.
Equality Positive impact Negative impact Reason for assessment

target group – could benefit - could and explanation of
disadvantage possible impact
(High, medium,
low)
Women 9 L Potentially positive impact
Staff – improved learning
1
opportunities and career

development.
Diversity included as specific
module in the L&D
programme
Service Users – improved

services from more
competent staff
Potentially negative impact

.
Men 9 L Positive:
Staff – improved learning
development
module in the L&D
programme

services from more
competent staff
Negative:
Asian/Asian 9 Positive:
British people L Staff – improved learning
development
module in the L&D
2
programme

services from more
competent staff
Negative:
Black/Black 9 L Positive:
British people Staff – improved learning
development
module in the L&D
programme

services from more
competent staff
Negative:
Chinese 9 Positive:
people or L Staff – improved learning
other groups opportunities and career
development
module in the L&D
programme

services from more
competent staff
Negative:
People of 9 Positive:
mixed race L Staff – improved learning
development
3

module in the L&D
programme

services from more
competent staff
Negative:
White people 9 L Positive:

(including Irish Staff – improved learning
people) opportunities and career
development
module in the L&D
programme

services from more
competent staff
Negative:
Travellers or 9 L Positive:
Gypsies Staff – improved learning
development
module in the L&D
programme

services from more
competent staff
Negative:
Disabled 9 L Positive:
people Staff – improved learning
4

development
module in the L&D
programme

services from more
competent staff
Negative:
Lesbians, gay 9 L Positive:

men and Staff – improved learning
bisexual opportunities and career
people development
module in the L&D
programme

services from more
competent staff
Negative:
Transgender 9 L Positive:
people Staff – improved learning
development
module in the L&D
programme

services from more
competent staff
Negative:
5
Older people 9 Positive:

over 60 L
services from more
competent staff
Negative:
Young people 9 Positive:

(17-25) and L
children Service Users – improved
services from more
competent staff
Negative:
Faith groups 9 Positive:

L Staff – improved learning
development
module in the L&D
programme

services from more
competent staff
Negative:
4. Further research/questions to answer
As a result of the above, indicate what questions might need to be answered in the
full impact assessment and what additional research or evidence might be needed to
do this.
6
Full impact assessment required. This is being commissioned externally and will run
through into the operational life of the circular.
Initial screening done by:
Name/position Mike Ashe Date 24 May 2007.
7
B. PLANNING A FULL IMPACT ASSESSMENT
1. Title of function, policy or practice (including common practice)

Is this a new policy under development or an existing one?
2. Aims, purpose and outcomes of function, policy or practice

What is the function, policy or practice addressing? What operational work or
employment/HR activities are covered? What outcomes are expected?
3. Target groups
Who is the policy aimed at? Which specific groups are likely to be affected by its
implementation? Use the initial screening to summarise potential adverse impact on
each group as identified above and the reasons given. What knowledge and
information do you already have, what further research or evidence should be
collected in the full impact assessment?
√ Gender
√ Race
√ Disability
√ Sexual orientation/transgender
√ Age
√ Faith
4. Impact assessment process

Which staff will conduct the IA? (e.g. Board members, senior managers, policy
leads, or a team of staff.)
8
Will you include external advice from community groups or individuals?
How will the IA be approved and integrated into senior management processes?
What is the role of the diversity manager?
5. Consultation
Give details of any planned internal staff and external community consultation and
engagement.
Who will be consulted, how will it be done, when, what are the aims of the
consultation, what will be done with the results?
Are a diverse range of staff, service users and stakeholders consulted?
How will be impact assessment process be publicised to give as many people as
possible an opportunity to take part?
The Impact Assessment will be placed on EPIC, the probation service intranet.
C. CONDUCTING THE IMPACT ASSESSMENT
6. Q & A: Effect of function, policy or practice
What questions were identified in the initial screening above?
9
What other aspects of the way this policy is, or might be, implemented, should be
explored?
Are there any points within the policy as it stands where the potential exists for
negative impact on staff or service users or stakeholders across all groups?
Is there any existing evidence to show that adverse impact on any racial group has
occurred previously in this area, if so what?
If not what evidence will you need to collect to assess the impact? (This might be
monitoring, evidence from staff networks, evidence from service users, surveys,
interviews, focus groups, wider consultation, research at national or area level on
impact of similar policies or functions, etc.)
How can you be sure you have fully understood potential for adverse impact? Have
relevant community members been engaged at all stages in identifying questions to
ask, areas of concern?
What level of community consultation and engagement has taken place during the
impact assessment? What were the results?
Overall, how does the policy promote equality, eliminate discrimination and promote
good relations?
7. Assessment of evidence and action on results
10
What conclusions can be drawn from the consultation and the evidence collection?
Support the conclusions by reference to the outcomes of consultation and evidence

collection.
Is there is a need to change amend or withdraw the policy or practice?
In what ways will be policy promote good relations, promote equality and eliminate
discrimination? Does it need amending to reflect this?
If so, what action is needed, , by when and who is responsible?
11
D. FOLLOW UP TO IMPACT ASSESSMENT
8. Monitoring and management

How will the policy be monitored to measure the impact of it on the target groups?
Are monitoring arrangements adequate to measure the impact of the policy in

relation to on all groups?
Race
Gender
Disability
Sexual orientation/transgender
Faith
Age
What management structures are in place to ensure effective implementation of the

function, policy or practice?
9. Publishing the results

How will you publish the results of the IA and any subsequent monitoring to measure
progress?
In what formats, aimed at which audiences? If the information accessible to those
who need it?
Publish on EPIC
How will feedback be given to those involved in consultation?
10. Approval and review

Who will give final approval of the impact assessment of the policy or function?
How often will it be reviewed in future – by when and by whom?
12
The policy will be reviewed in line with the QA process and by the NOMS OM Team.
Final approval by ______________________________________ (name)
Date of completed IA and approval _________________________
13
RACE EQUALITY IMPACT ASSESSMENT

Ten key points to ensure a good impact assessment
The ten steps below are practical suggestions about how to approach the impact
assessment process in general to ensure that it is thorough and fully evidenced.
These notes supplement the more detailed guidance in the Home Office Impact
Assessment template, to which probation areas should refer for more information
if required, as well as the CRE guidance on impact assessment.
1. Establish the local baseline in your area – this will help with all
impact assessments
Who are your service users? Who are your staff? Who are your partner
organisations and those to whom you contract services? What do you
know about these groups in relation to racial and cultural background, age,
faith, gender, etc? Do you have enough knowledge and information about
these diverse groups to be able to assess the impact of your policies and
practices on each of them? What sort of information might you need to
show that you can give detailed consideration to the possible impact?
If you don’t have it, how can you get it? What do you know about your
local community and sources of advice and expertise that you could tap
into? How can you find out? What could be available in your area or at
national level, to strengthen local community sources and their capacity to
help with the impact assessment process?
Area there any race equality issues in your area which should be taken
into account? For example have there been any employment tribunal
cases alleging racial discrimination, or complaints from service users or
community groups? What well know community concerns are there
beyond the probation service – for example any known concerns about
policing, or poor community relations – these external factors can affect
how the Probation Service delivers its services.
2. Clarify who is responsible for conducting impact assessments
Will all impact assessments be done by one person, for example, the
diversity manager? Or will relevant policy and operational managers carry
them up with advice from the diversity manager? How will the assessment
be communicated and actioned by senior management? How will the
outcome form part of regular performance and management review
14
processes? Are responsibility and deadlines clearly assigned and are

there enough resources available for those responsible to do them
properly?
Will impact assessment training be provided for all those responsible for
impact assessments?
3. Set up a process for internal consultation – and use it before you

start
Given the composition of your staff, who needs to be consulted internally

about the impact of policy and practice? Is there already a system in place
for consultation? If so how effective is it? And if not can something be put
in place before the impact assessment process begins? Can staff
associations and support groups help?
Use the internal consultation process to help identify potential problems,

adverse impact or areas which the impact assessment might need to
probe. This framework can be used for all policies and functions.
4. Set up a process for external consultation – and use it before you

start
What is the best way for you to involve local communities, faith groups
etc? What sort of support from you might they need in order to take this on
effectively (resources, access, methods of communicating, frequency of
consultation and so on)? Are any existing consultation methods working
well and do they include the right people? If not, set up a strong and
effective system of regular consultation with local communities.
Some organisations have set up an independent advisory group

specifically to assist with impact assessment, by reviewing priorities for
assessment, conduct of the assessment, conclusions, and bringing a
challenging and fresh perspective which can be very helpful.
Once a good process is in place, consult before you begin the impact
assessment to help to identify potential problems, adverse impact or areas
which you need to explore.
15
5. Decide what questions need to be asked about the policy, function or

practice.
Remember that policies can be unwritten – custom and practice – as well

as formal written policies.
What and who does the policy or function affect? How much do you
already know about the way it works: has there been any ethnic
monitoring in the past, any staff or service users surveys, audit reports or
other information? Are there any identified concerns?
Use this and the consultation process above to think through any potential
adverse impact of each area: what are the danger points where unfair
treatment might occur? How much discretion is involved, and how is this
discretion supervised and by whom? How is use of discretion recorded?
What management oversight and supervision is in place for the policy or
function?
What are the gaps in your knowledge of the impact of this policy or
practice and how can you fill them?
6. Collect the evidence
Evidence can be from a variety of sources: ethnic monitoring where it is in

place, of staff and service users, is one source. You can also carry out
surveys or interviews and focus groups specifically to gather evidence for
the impact assessment, and collect further evidence from the consultation
methods set up earlier in the process. There might have been inspectorate
reports, or pieces of local research on a topic. Staff associations and
networks may have evidence as may partners and service users.
In the impact assessment you need to describe what the various sources
of evidence were; how it was obtained, from whom and what were the key
issues (concerns or successes) which the evidence suggests. It is not
enough to state that no adverse impact has been identified: the
assessment must make clear the basis for that statement: the how, who,
what and when of arriving at that assessment.
7. Act on the results
According to what the impact assessment concludes, ensure action is

taken to amend the policy or function or even produce a new policy or
16
procedure, and that responsibility and a timetable for action is clearly

assigned and implementation is monitored.
8. Set up and use an effective ethnic monitoring system.
If the policy or function concerned has not been subject to ethnic

monitoring in the past, and has a potential for adverse impact, you need to
ensure ethnic monitoring systems are in place. All new policies and
functions will also require an ethnic monitoring process to demonstrate
year on year that there is no discrimination and that the policy promotes
good race relations.
Make sure your local ethnic monitoring system can provide the answers to
your own local questions (not just provide data for NPD statistics!) and
reflects what you know about your service users and your staff. Make sure
that everyone involved knows why they are monitoring and how to do it.
As well as outcomes in terms of statistics ensure you cover the use of

discretion at key decision making points: how is it used, who by, who
oversees the outcomes. Can you be sure discretion is always been
exercised fairly and can you prove that? Provide training for the staff that
will collect and analyse the ethnic monitoring information.
9. Publish the results
All race equality impact assessments should be made available to service

users and staff, perhaps using the Area web site. Feedback and results
should also be given to everyone, internally and externally, who was
consulted. Publication promotes openness and accountability and
encourages further dialogue and debate. Make sure the published results
are in a range of accessible formats to meet the diverse range of access
requirements.
10. Keep asking the questions!
If the ethnic monitoring and consultation is effective, the review process

should become part of the routine performance and management
processes so that the impact of policy and practice can be continuously
reviewed.
Think about additional ways to check for impact and gather evidence as
time goes by: annual service users and staff surveys, for example. Use
local independent external contacts (for example local universities) to
17
conduct small scale research projects to validate the ethnic monitoring

results.
Impact assessment is an evolving and continuous process. Policy and

practice changes and so do people and knowledge and understanding of
race and diversity. Setting up a strong system as suggested above will
mean the impact assessment process becomes mainstreamed, and can
be used as a basis for impact assessment of other diversity strands such
as gender, disability, sexual orientation, faith and belief, and age.
18
Annex D
Resource Impact of PC18/2007
Funding totalling £800.000 has been identified to deliver training to 1000

PSOs, which equates to £800 per PSO. Additional investment is currently
made by the majority of areas from local area budgets.
It is clear that several areas, which have previously under-invested in this area
will have to commit more resource to PSO training to meet the requirements
of the PC. The remaining areas which already provide PSO training above the
minimum standard will continue to do so and their investment of funds and
staff time represent a significant resource for the programme.
The issue of this PC will require areas that do not currently meet the standard
to divert training funding from other initiatives. Research indicates that areas
spend on average £65K per year of area budgets on training initiatives that
are not mandated by NOMS.
The Unions are currently in formal dispute with employers on the issue of
PSO training investment. The proposed curriculum and arrangements have
been negotiated with them. Failure to issue the PC will cause an escalation of
the dispute and may lead to industrial action that would undermine the
performance of Probation Areas.

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UNCLASSIFIED

PC18/2007 – PSO LEARNING & DEVELOPMENT

IMPLEMENTATION DATE: 22 June 2007 EXPIRY DATE: April 2009

ISSUE DATE – 8 June 2007

The PSO programme is divided into three stages:

Stage 1: Passport into Practice

Stage 2: Induction to Core Skills, Knowledge and Understanding

Assessment (of learners) arrangements

Curriculum (see Annex A)

Business Planning and Quality Assurance arrangements (Annex B)

A final word about the future qualifying training arrangements

PC18/2007 – PSO LEARNING & DEVELOPMENT PROGRAMME 2007-08.

CURRICULUM FOR THE PSO LEARNING & DEVELOPMENT PROGRAMME.

MODULE LEARNING OUTCOMES DELIVERY OPTIONS ASSESSMENT OPTIONS References

MODULE LEARNING OUTCOMES DELIVERY OPTIONS ASSESSMENT OPTIONS References

PSO Learning & Development Programme 2007-08. Page 1 of 21

PSO Learning & Development Programme 2007-08. Page 2 of 21

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PSO Learning & Development Programme 2007-08. Page 4 of 21

MODULE LEARNING OUTCOMES DELIVERY OPTIONS ASSESSMENT OPTIONS Reference

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PSO Learning & Development Programme 2007-08. Page 10 of 21

3.17 b. Demonstrate a beginning • Training event • Practice evidence NVQ:

PSO Learning & Development Programme 2007-08. Page 11 of 21

PSO Learning & Development Programme 2007-08. Page 12 of 21

MODULE LEARNING OUTCOMES

Courts 3 a. Understand why it is important to

PSO Learning & Development Programme 2007-08. Page 13 of 21

PSO - OFFENDER MANAGEMENT

MODULE LEARNING OUTCOMES

PSO Learning & Development Programme 2007-08. Page 14 of 21

PSO Learning & Development Programme 2007-08. Page 15 of 21

PSO - APPROVED PREMISES

MODULE LEARNING OUTCOMES

Approved Premises 2 a. Increased awareness of the profile of

PSO Learning & Development Programme 2007-08. Page 16 of 21

Approved Premises 4 a. Explain the myths and stereotypes

PSO Learning & Development Programme 2007-08. Page 17 of 21

Approved Premises 5 a. Demonstrate an awareness of relevant

PSO Learning & Development Programme 2007-08. Page 18 of 21

PSO - ACCREDITED PROGRAMMES

MODULE LEARNING OUTCOMES

PSO Learning & Development Programme 2007-08. Page 19 of 21

PSO Learning & Development Programme 2007-08. Page 20 of 21

PSO – UNPAID WORK

MODULE LEARNING OUTCOMES

Unpaid Work 2 a. Understand and implement the

PSO Learning & Development Programme 2007-08. Page 21 of 21

PC18/2007 – PSO LEARNING & DEVELOPMENT PROGRAMME 2007-08.

PSO BUSINESS PLANNING

PSO L&D PROGRAMME BUSINESS PLAN

1. Learning Needs analysis.

2. Induction and Programme Arrangements

Induction to Core Skills, Knowledge and Understanding

2d If following a different programme please identify the programme,

Area Programme How does this match with PC

2e If funding is to be used for building existing PSO/s skills in their

Area Training delivery, content and method