Reader in Residence - Criminal Justice Group Lead (Kent)

This role offers a unique opportunity to merge a passion for literature with a commitment to breaking down barriers for individuals within the criminal justice system. At The Reader, we believe in the transformative power of Shared Reading, a practice where a trained Reader Leader guides a group through the exploration of great literature, fostering deep discussions along the way. At The Reader we call this ‘Shared Reading’. Shared Reading is a tool through which human life can be explored safely and - crucially – deeply. As part of our Criminal Justice Team, you'll be trained to lead Shared Reading sessions with individuals navigating the justice system. Your role will involve not only facilitating these sessions but also reaching out to those who may be hesitant to participate. By embedding Shared Reading into these environments, you'll create spaces where everyone feels welcome and valued, enabling individuals to engage in meaningful dialogue and personal exploration through literature. This represents a chance to contribute to a nationwide movement dedicated to providing access to the enriching experience of Shared Reading, particularly for those who may have limited exposure to such opportunities.

The role is as part of our Criminal Justice Team, who work across the UK delivering our HMPPS contract for the enrichment programme for a nationwide body of Psychologically Informed Planned Environments (PIPEs) as part of the Offender Personality Disorder (OPD) Pathway. See supplementary information for more details.

Prison vetting and delivery start date 

This role is subject to the relevant prison vetting and security clearance. Applicants should be aware that this process can sometimes take several months - potentially around three to six months - so there may be a period between being appointed and being able to begin delivery within the setting. While clearance is being processed, we will use this time to prepare the successful applicant for the role through their induction, Read to Lead training, shadowing opportunities and other relevant preparation. The date on which the successful applicant can begin delivering within the prison will ultimately depend on the necessary security clearance being granted.

Key Responsibilities

• Literary Skills: a demonstrable relationship with literature, an eagerness to learn and develop a strong understanding of Shared Reading and how literature can work to improve people’s lives, along with the ability to articulate this well. 
• Facilitating Shared Reading Groups: Lead weekly Shared Reading sessions in a safe and inclusive environment, engaging residents and fostering discussions on literature. 
• Building Relationships: Develop rapport with residents and staff to promote participation in Shared Reading groups, especially those who may be hesitant. 
• Mentoring and Development: Support partner staff in delivering quality Shared Reading sessions, providing feedback and guidance as needed. 
• Communication and Collaboration: Work closely with setting staff to embed Shared Reading into the culture and routine, while collaborating with colleagues to share best practices. 
• Planning and Organisation: Manage workload effectively to meet targets, including text selection, preparation, record-keeping, and contributing to project reports. 
• Problem-Solving and Initiative: Address day-to-day challenges collaboratively, contributing to solutions that enhance delivery and participant engagement. 
• Decision-Making and Adaptability: Make decisions within project parameters, demonstrating flexibility and alignment with Shared Reading principles. 
• Teamwork and Contribution: Actively participate in personal and professional development activities, while contributing to organizational goals through written contributions and engagement. 

Person Specification

• Facilitation Skills: Ability to effectively lead group activities and handle potentially challenging situations with sensitivity. 
• Self-Motivation: Demonstrated capacity to work independently and proactively without constant supervision. 
• IT Proficiency: Competency in using basic Microsoft Office applications (Word, Excel, Outlook) and willingness to learn new IT skills as necessary. 
• Record-Keeping: Strong organizational skills with a focus on maintaining accurate records of activities and participant engagement. 
• Engagement Strategies: Understanding of strategies to engage individuals who may initially feel disconnected from the concept of literature-based activities. 
• Literary Appreciation: Demonstrable passion for literature, including a wide range of personal reading experiences, especially poetry, and the ability to articulate its significance in an engaging manner. 
• Communication Skills: Excellent verbal and written communication skills, with the ability to build relationships and convey ideas authentically. 
• Emotional Intelligence: Capacity for self-reflection and the ability to engage in reflective practice to support emotional well-being, both for oneself and others. 
• Understanding of The Reader's Mission: Familiarity with the goals and values of The Reader organisation, and a commitment to promoting Shared Reading across diverse communities.

Working pattern and delivery

Delivery is currently on a Tuesday, although this may be subject to change. The groups currently take place later in the day, with the first group beginning at 2pm and the second at 3:30pm, with delivery finishing at approximately 5pm. Our current Reader-in-Residence uses the later start to complete their 1.75 weekly administration hours on Tuesday morning, allowing them to complete all of their contracted hours on the same day. However, there is flexibility around this, and the successful applicant could instead complete their 1.75 administration hours at another agreed time during the week. The usual arrangement for this type of role is therefore one delivery day, with the additional administration hours completed separately. The above simply reflects how the role is currently structured at this particular setting. 

Location and travel 

Although the setting is located in Kent, it is approximately an hour’s drive from South London, so the role may also be suitable for applicants based in South London. Due to the more remote location of the setting, access to a vehicle is highly preferable for this role. 

Read to Lead training 

The successful applicant will be required to attend all three dates of our online Read to Lead training: Friday 29th January - 9:30am - 4:30pm Friday 5th February - 9:30am - 4:30pm Friday 12th February - 9:30am - 4:30pm Attendance at all three training days is mandatory, so applicants should ensure they are available for all three dates before applying. Following completion of Read to Lead, the successful applicant will move onto their monthly salary from week commencing Monday 15th February. Any required induction, training or other agreed work undertaken before this date will also be paid separately.

Supplementary Information – Psychologically Informed Planned Environments (PIPEs) 

The Reader has worked in CJ settings for over ten years, delivering our Shared Reading model to people serving sentences in secure and community settings for excellent, meaningful and person-centred outcomes. Shared Reading brings people together in small groups to read the world’s best writing (always aloud) to prompt thoughts, feelings and reflections which may or may not be shared by participants. Shared Reading aims to improve wellbeing, increase pro-social behaviour and support the prevention of re-offending via shared engagement with literature, a tool through which human life can be explored safely and - crucially - deeply. The Reader consistently sees the following outcomes in line with the below from our activity in CJ services (evaluation exercise 2019-20): ·98% feel safe and welcome in the group (pop. 164) ·86% agree: ‘hearing other people’s views helps me to think differently about ·things’ (pop. 165) ·85% agree: ‘this activity makes me feel better’ (pop. 167) ·77% say they feel ‘inspired to read more’ (pop. 163) PIPEs are specifically designed environments – whole wings or units – where staff members have additional training to help them develop an increased psychosocial understanding of their work. This understanding enables them to create an enhanced safe and supportive environment, which can facilitate the development of those who live there. They are designed to have a particular focus on the environment in which they operate; actively recognising the importance and quality of relationships and interactions. They aim to maximise learning opportunities within ‘ordinary’ living experiences and to approach these in a psychosocially informed way, paying attention to interpersonal difficulties, for example those issues that might be linked to a diagnosis of Personality Disorder. PIPEs have been designed to operate in prisons and in probation approved premises settings. They aim to provide opportunities for improved relational experiences, supporting residents to make meaning of their environment and thrive through participation in a pro‐social setting. Development of the PIPEs concept originated, in part, as a response to a number of key government policies relating to the management of offenders with a diagnosis of Personality Disorder. The developed strategy identifies PIPEs as having a central role in the development of pathways for offenders with this diagnosis. It is not, however, a requirement that participants have a diagnosis or that all offenders on the pathway must, at some point, reside in a PIPE.