University of South Wales / Prifysgol De Cymru

University of South Wales Monitoring visit report

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Name of lead inspector: Russell Shobrook, His Majesty’s Inspector

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Type of provider: Higher education institution

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Address: Llantwit Road Treforest Pontypridd CF37 1DL Monitoring visit: University of South Wales , 1 and 2 November 2022

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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 the Education and Skills Funding Agency 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

University of South Wales (USW) began training apprentices in 2019 for police forces predominantly in the southwest of England. They provide training for the Chief Constables of Devon and Cornwall Police, Wiltshire Police, Dorset Police and Gloucestershire Constabulary. At the time of inspection, 767 apprentices were studying the Police Constable (integrated degree) apprenticeship (PCDA) at level 6 and nine apprentices were studying the Police Community Support Officer apprenticeship at level 4. The vast majority of apprentices were aged over 19 years of age, with just 11 aged 18 to 19 years old. Apprentices study a mandated core curriculum set down by the College of Policing (CoP).

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Reasonable progress

Senior leaders have developed the PCDA to meet a national shortage of trained police officers. USW leaders work closely with the CoP and the various police forces and constabulary to ensure that the programme meets the precise PCDA requirements and employers’ needs. Leaders have created an ambitious apprenticeship. They have carefully designed and structured it so apprentices develop substantial skills, knowledge and behaviours over time and progressively apply them to the working environment. As a result, apprentices will undertake operational duties after six months and work independently after 12 months by reaching the key milestone of independent patrol status.

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Reasonable progress

Leaders at USW maintain close oversight of the quality of the PCDA to ensure it continues to meet the requirements of an apprenticeship. Leaders have a clear and coherent quality assurance plan that ensures the PCDA is reviewed at key points throughout the year. Central USW staff visit the sites where the PCDA is being taught Monitoring visit: University of South Wales , 1 and 2 November 2022 to check the quality and impact of what is being taught. They also have external scrutiny from subject specialists. However, this does not always provide useful insight for the development or improvement of the apprenticeship. Leaders have recognised this and have developed a way to better capture apprenticeship-specific external oversight.

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Reasonable progress

Police trainers (PTs) have extensive industry experience which they use well to provide context to the training apprentices undertake. Apprentices recognise the added value they get from PTs’ ability to enrich their learning with actual examples and scenarios.

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Reasonable progress

Arrangements for governance are effective. Governors maintain close oversight of the provision and provide sufficient challenge and support for senior leaders. They are well informed about the strengths and weaknesses of the programme. For example, feedback from employers was not routinely captured in the quality process across the apprenticeship provision. This was raised by governors, and senior leaders now collect and use this information in their planning and review of the curriculum.

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Reasonable progress

PTs and USW staff collaborate effectively to develop teaching activities and materials which integrate theoretical learning and practical training effectively. Apprentices benefit from well-thought-out training which meets their needs and allows them to make progress at the pace expected of them. For example, PTs develop role-play scenarios which they use both in the training environment and the community settings and trainers link these effectively to theoretical training. However, PTs have identified gaps in mapping the curriculum to learning material. As a result, in a minority of instances, opportunities for apprentices to deepen their learning through the timely revisiting of key learning points are not fully exploited. Leaders and trainers are aware of this issue and have plans to better map the course content to the curriculum. However, it is too early to see the impact of these plans.

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Reasonable progress

PTs support apprentices to develop their own interests throughout their training, preparing them well for decisions they make about their career progression. They ensure apprentices receive recognition for their work, which is generally of a high standard. In a minority of instances, work has been of a high enough standard to share nationally and to inform operational police activity.

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Reasonable progress

PTs encourage apprentices to recognise the value of diversity in the classroom. Students benefit from this in their learning as they appreciate the different perspectives this diversity brings. Employers highly value the breadth of diversity that is modelled by apprentices in the workplace.

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Reasonable progress

Managers and trainers have rightly recognised that the operational demands, coupled with the training apprentices undertake in their second year are significant Monitoring visit: University of South Wales , 1 and 2 November 2022 and this impacts apprentices’ ability to complete their training to the high level expected of them. Managers have taken action to revise the training for apprentices in their second year, but it is too early to see the impact this is having.

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Reasonable progress

Leaders have developed a strong culture of safeguarding and well-being for apprentices on the PCDA. Designated safeguarding officers (DSOs) at each site are well qualified and experienced to undertake the role. They work collaboratively to identify trends and commonalities and as a result, put in place support measures. The DSOs are overseen by the principal DSO at USW. However, leaders do not have sufficient centralised oversight of staff’s ‘Prevent’ duty training records. They currently rely on a staff’s self-declaration to confirm that they have completed it. They are aware of this and are implementing plans to address this.

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Reasonable progress

Staff and apprentices are well informed about the local and regional risks. These also form a key component of the structured curriculum, for example risks associated with rural and night-time economies. Apprentices are taught how to deal with threats of violence and intoxicated individuals.

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Reasonable progress

Apprentices have access to support for areas such as domestic abuse, traumatic incidents and sudden deaths. Support measures include mentors, well-being support, outdoor activities and a wellness dog. Fundamental British values are well embedded within the taught materials associated with police professional standards and core values. Monitoring visit: University of South Wales , 1 and 2 November 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

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Reasonable progress

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Reasonable progress

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Reasonable progress

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

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