HMPPS Learning Centre

Her Majesty’s Probation and Prison Service (HMPPS) Learning Centre Monitoring visit report

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Name of lead inspector: Bev Ramsell, Her Majesty’s Inspector

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Address: Learning and Development Centre Newbold Revel Stretton-under-Fosse Rugby CV23 0TH Monitoring visit: Her Majesty’s Probation and Prison Service Learning Centre, 26–27 May 2021.

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Context and focus of visit

From October 2018, Ofsted undertook to carry out monitoring visits to all newly directly funded providers of apprenticeship training provision which began to be funded from April 2017 or after by ESFA and/or the apprenticeship levy. This monitoring visit was undertaken as part of those arrangements and as outlined in the Further education and skills inspection handbook, especially the sections entitled ‘Monitoring visits’ and ‘Monitoring visits to providers that are newly directly publicly funded’. The focus of these visits is on the themes set out below.

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Context and focus of visit

Her Majesty’s Prison and Probation Service (HMPPS) Learning Centre is part of the wider learning and development division that sits within the Ministry of Justice. HMPPS started to teach apprentices in October 2019. There are currently 182 apprentices following a level 3 standard in custody and detention.

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Context and focus of visit

As a direct result of COVID-19 (coronavirus), managers paused the apprenticeship for four months while the organisation ran a restricted regime across the prison estate. The focus for all leaders at this time was on maintaining a safe prison. August 2020 saw a return to learning for apprentices.

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Context and focus of visit

The impact of COVID-19 has been taken into account in the findings and progress judgements below.

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Reasonable progress

Leaders recognised the need to extend and professionalise the training for individuals starting a career as a prison officer. Originally, the training for prison officers was between eight and 10 weeks long and contained no qualifications. Leaders work with very experienced prison group directors and establishments to construct carefully a curriculum that equips apprentices with the knowledge, skills and behaviours needed for their future job roles.

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Reasonable progress

Leaders identified the impact that COVID-19 has had on the apprentices’ experience. Due to the establishment restrictions, many apprentices have not experienced prisons working to their fullest capacity. Leaders recognise that this will lead to a gap in learning experience for apprentices. Consequently, additional training will be required.

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Reasonable progress

Leaders recruit experienced prison officers as apprenticeship coaches. They have created a job role that is inviting to current officers and can lead to a promotion. As Monitoring visit: Her Majesty’s Probation and Prison Service Learning Centre, 26–27 May 2021. a result, apprentices benefit from working with highly skilled and experienced coaches.

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Reasonable progress

Leaders left it too late to inform apprentices about the requirements of end-point assessment (EPA). The initial group of apprentices were not informed of the requirements of EPA until they reached check point two of their training. This did not support the long-term development of the skills that the apprentices need to enable them to meet their potential. However, current apprentices understand what they need to do earlier in their programme.

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Reasonable progress

Leaders recognised the need for a more vigorous insight to apprenticeship performance. Leaders and managers meet weekly to review apprentices’ progress. However, in some cases, where establishments responded to poor performance, leaders were not able to respond quickly enough. As a result, leaders have now applied a new process, where they work jointly with the establishment to review underperforming apprentices. However, it is too early to see the impact of this intervention.

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Reasonable progress

Apprentices develop new knowledge, skills and behaviours that enable them to work effectively as prison officers. They undertake a training programme that consists of an initial eight-week block of teaching at the learning centre. Workplace coaching follows this training, allowing them to put into practice their new knowledge and skills. After a period of developing their confidence in the workplace, they attend a more advanced block of training. These sessions give the apprentices a deeper understanding of the knowledge required and provides them time to focus on developing their individual skills. This has resulted in apprentices who are skilled and useful in their establishments.

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Reasonable progress

Coaches are effective in supporting the development of skills and behaviours needed by the apprentices. They provide considerable help and guidance to the apprentices they support. In the most successful examples, coaches work at the same establishment as the apprentices. They are able to make arrangements for apprentices to visit and shadow colleagues in other areas of the establishment. However, in some cases, the use of peripatetic coaches is less successful. These coaches are less familiar with apprentices’ work environments, so are unable to make the arrangements that local coaches can. Consequently, not all apprentices receive the same broad experience.

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Reasonable progress

Tutors have not made sure that apprentices receive the support they need to develop their English and mathematics skills and knowledge. Where apprentices have not yet gained a level 2 qualification, they attend intensive training blocks. At the end of this training, they sit functional skills examinations. Those who are Monitoring visit: Her Majesty’s Probation and Prison Service Learning Centre, 26–27 May 2021. unsuccessful continue to receive support. However, many apprentices who do not require the examination have very poor writing skills. Trainers and coaches do not focus on the development of these skills. As a result, apprentices do not know what they need to do to improve.

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Significant progress

Managers have successfully established a culture of safeguarding across the organisation. The designated safeguarding lead, deputy and safeguarding officers have all undertaken the required training.

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Significant progress

Managers have implemented a systematic process for the recording of safeguarding incidents. They monitor occurrences through to resolution. They know the apprentices who are vulnerable and, where appropriate, they link with the apprentice’s establishment to ensure a coordinated approach to supporting the apprentice.

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Significant progress

Apprentices benefit from expert trainers. At the foundation stages of the programme, apprentices undertake a range of specific safeguarding learning from subject experts. These include, counter terrorism, anti-corruption and the ‘Prevent’ duty. When apprentices move into their establishments, they receive further detailed teaching to ensure they understand their local threats. They articulate their knowledge of these threats well. In addition to gaining the required knowledge, they develop skills in ‘control and restraining’, dynamic security and self-defence strategies, such as the ‘5-minute intervention’. As a result, apprentices know what to do to keep themselves safe, and they say that they feel safe. Monitoring visit: Her Majesty’s Probation and Prison Service Learning Centre, 26–27 May 2021. regulates and inspects to achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and

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Significant progress

inspects childcare and children’s social care, and inspects the Children and Family Court Advisory and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for children looked after, safeguarding and child protection.

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Significant progress

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Significant progress

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Significant progress

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Significant progress

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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