The Chief Constable Of Hampshire

Further education and skills inspection report

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Inspection of The Chief Constable of Hampshire

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Inspection dates: 16 to 18 February 2022

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Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Apprenticeships Good Overall effectiveness at previous inspection Not previously inspected

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Information about this provider

The Chief Constable of Hampshire is based in Southampton. The Chief Constable of Hampshire has been training apprentices under its own contract since 2019. At the time of the inspection, there were 75 apprentices on programme. All apprentices were studying the level 3 Emergency Service Contact Handling standard. The provider does not have any apprentices under the age of 19. Training is delivered face to face at the training centre and police station in Southampton. All apprentices are levy funded. The Chief Constable does not use any subcontractors. 16 to 18 February 2022

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What is it like to be a learner with this provider?

Apprentices benefit from a safe and disciplined environment which helps them to enjoy their learning. They rightly value the substantial new skills, knowledge, and behaviours they develop during their apprenticeships.

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What is it like to be a learner with this provider?

Apprentices speak confidently about the strong culture of support and the help they receive from staff who provide clear and timely feedback on their progress. Apprentices know in detail about the quality of their practical work. They benefit from frequent reviews of their development plans with staff to enable them to identify and understand what they need to do to improve.

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What is it like to be a learner with this provider?

Apprentices behave in a professional manner. They learn to communicate clearly and effectively with the public which builds their confidence when working. Apprentices speak positively about the inclusive culture created by staff. As a result, they learn the importance of gathering and recording information accurately, and building positive relationships, when taking calls from the public. They develop the skills they need to serve customers effectively.

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better ?

Leaders and managers have carefully planned an effective curriculum which ensures apprentices develop the necessary skills, knowledge, and behaviours they need in a logical and sensible order. For example, leaders ensure that apprentices practise their call handling skills to build their confidence before progressing to live calls. Apprentices rightly value the effective mentoring from their managers which enables them to access support and guidance. Leaders and managers review the structure of the curriculum well and make careful adaptations to meet the needs of apprentices. For example, leaders give apprentices who need further help extra time with their studies. This enables apprentices to move confidently to the next stage of their learning and ensures that they can meet the demanding needs of the call centre.

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better ?

Leaders and managers ensure apprentices develop high levels of skill and confidence in their roles as emergency call handlers. Apprentices confidently demonstrate and explain the processes and skills they have gained over time in the work they carry out. Managers successfully recognise apprentices training needs and provide good opportunities for them to shadow and learn from more experienced colleagues. As a result, apprentices quickly develop new skills within a supportive culture. Skilled mentors provide instant and useful feedback to apprentices during their live calls and in review meetings. This helps apprentices understand what they did well and what they need to do to improve further.

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better ?

Staff are positive about the leadership of the organisation. They feel valued and are rightly proud to work there. Most teaching staff have progressed from management and supervisory roles in call centres and apprentices value the practical skills and knowledge of their trainers. 16 to 18 February 2022 Leaders and managers ensure trainers have the right skills and knowledge to be effective in their roles. Leaders observe trainers frequently in the classroom to check the quality of their teaching. They give trainers useful feedback that helps them understand their strengths and improve weaknesses quickly.

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better ?

Most apprentices benefit from opportunities to understand the role of British values on their jobs and lives. Trainers support them to understand how to keep themselves physically and mentally healthy. Apprentices feel safe in learning and know how to report concerns. Too many apprentices are not sufficiently aware of local risks that could be a potential threat to their safety.

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better ?

Leaders ensure that all apprentices receive high-quality off-the-job training. In most cases, they ensure employers and apprentices understand the requirements for their final assessments. Employers appreciate the positive impact of apprentices’ training on their organisation. Leaders and staff do not communicate sufficiently and consistently well with employers about apprentices’ progress or learning. Consequently, employers are unable to fully support apprentices to make as rapid progress as possible.

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better ?

Leaders recruit new apprentices effectively. They check their knowledge when they start their apprenticeships. Teachers use this information well to identify and fill any gaps in apprentices’ understanding.

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better ?

Leaders and managers recognise that apprentices do not currently receive sufficient impartial information, advice, and guidance to help them understand about their next steps beyond their current roles. They have clear plans to ensure this is included in the apprenticeship programme but it is too early to assess the impact of these actions.

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better ?

Senior leaders of Hampshire Constabulary have ensured effective governance and oversight of the apprenticeship programme. These staff ensure leaders implement the actions to improve the quality of provision effectively. Staff responsible for governance receive useful and sensible reports to help them understand the strengths and weaknesses of the provision. They work closely with leaders to improve apprentices’ learning. For example, they provided clear and effective advice on appointments of staff to ensure apprentices are effectively supported throughout the apprenticeship.

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better ?

Managers and teachers focus well on developing apprentices’ character and resilience. This ensures that apprentices can successfully manage challenging scenarios in the workplace, such as dealing with distressing calls. Apprentices speak positively about the emotional support they can access which helps their well-being.

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better ?

Leaders gather the views of apprentices effectively through regular surveys to review the impact of safeguarding, the ‘Prevent’ duty and British values on apprentices’ knowledge and understanding. Apprentices know how to report safeguarding concerns. Leaders responsible for safeguarding ensure effective, frequent contact with managers to review the well-being of apprentices. 16 to 18 February 2022 Leaders and managers understand the strengths and weaknesses of the training. They plan carefully and successfully to improve weaknesses. For example, they recognised that apprentices were not making fast enough progress with their English and mathematics functional skills learning. As a result, they appointed an experienced specialist teacher who has improved the quality of functional skills teaching.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The suitably qualified safeguarding team use appropriate policies and processes to help keep apprentices safe. They monitor safeguarding concerns closely and intervene effectively.

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Safeguarding

Safeguarding staff are appropriately trained and have developed an effective ‘Prevent’ duty action plan. Safeguarding staff have created useful training materials to ensure staff and apprentices understand how to stay safe, how to report concerns and how to recognise sexual abuse and harassment. Leaders check staff are recruited safely. The safeguarding team ensure that staff understand how to identify and disclose concerns.

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What does the provider need to do to improve?

 Leaders and managers should ensure that employers understand apprentices’ progress so they can fully support them to achieve.  Leaders should make sure that all apprentices understand local risks to their safety and how to protect themselves from extremism and radicalisation.  Leaders should make sure that all apprentices receive impartial careers advice to help them make informed choices about their next steps. 16 to 18 February 2022

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Provider details

Address Hamble Lane Hamble Southampton SO31 4TS

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Provider details

Date of previous inspection Not previously inspected

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Provider details

Main subcontractors N/A 16 to 18 February 2022

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Information about this inspection

The inspection team was assisted by the Learning and Professional Development Standards Manager, as nominee. Inspectors took account of the provider’s most recent self-assessment report and development plans, and the previous monitoring visit report. The inspection was carried out using the further education and skills inspection handbook and took into account all relevant provision at the provider. Inspectors collected a wide range of evidence to inform judgements including, visiting learning sessions, scrutinising learners’ work, seeking the views of learners, staff and other stakeholders, and examining the provider’s documentation and records.

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Inspection team

Daniel Beale, lead inspector Her Majesty’s Inspector Alun Maddocks Ofsted Inspector 16 to 18 February 2022 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 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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Inspection team

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Inspection team

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Inspection team

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Inspection team

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

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