The Chief Constable Of Northumbria

Further education and skills inspection report

p.1

Inspection of The Chief Constable of Northumbria

p.1

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

p.1

Information about this provider

The Chief Constable of Northumbria (Northumbria Police) is an employer provider that began to deliver apprenticeships to its employees in May 2018. In September 2022, Northumbria Police recruited its first cohort of apprentices to the level 4 police community support officer (PCSO) standard. At the time of the inspection, there were 11 apprentices studying this apprenticeship standard. Apprentices complete initial training at the Northumbria Police Training and Communications Centre in Ponteland, Newcastle upon Tyne, and then progress to work in the community at various locations in one of the three command areas. Northumbria Police also has apprentices on a police constable degree apprenticeship; this provision was not in scope for this inspection. 26 to 28 April 2023

p.1

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

Apprentices benefit from a positive and inclusive environment. In the classroom phase of their studies, they learn and follow the code of policing ethics, with a focus on treating each other with respect. Apprentices can articulate that they are expected to act with fairness, objectivity, openness, leadership, honesty and integrity. They appreciate a culture that is free from bullying, discrimination and sexual harassment.

p.2

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

Staff foster a supportive culture in which they encourage apprentices to do their best and achieve their goals. Apprentices are well supported in both their academic work and their practical work in the community. They have the opportunity to observe experienced colleagues before moving on to dealing with incidents themselves. Apprentices’ well-being is carefully considered and, as a result of staff actions, apprentices feel safe, grow in confidence and achieve ‘independent patrol status’ in some instances before the end of the work placement period.

p.2

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

Apprentices show commitment to their training and have positive attitudes. They keep up to date their detailed reflective evidence-gathering logs for assessment and progress reviews. Apprentices are punctual and attend all phases of the training well. They swiftly gain the knowledge, skills and behaviours that they need to become valued staff members in their stations and when on patrol.

p.2

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

Staff at all levels work consistently with apprentices to contribute to their understanding of effective safeguarding. Apprentices have a secure understanding of safeguarding requirements, and they are able to support the resolution of safeguarding concerns in the community.

p.2

better?

Leaders and managers have a clear commitment to deliver high-quality apprenticeship programmes to help meet their workforce development and community policing strategies. Trainers have developed a curriculum that meets the needs of the local and regional police forces. Leaders and managers have recently appointed staff with relevant expertise to oversee and improve the quality of the provision. These staff are already having an influence, but it is too early to see the full impact as no apprentices have yet completed the programme.

p.2

better?

Leaders and managers have carefully planned the level 4 PCSO apprenticeship programme to enable apprentices to develop swiftly the skills, knowledge and behaviours that they need to meet the apprenticeship standards and carry out their challenging job roles in local communities. Apprentices complete intensive classroom training in the first six weeks of the programme that covers basic policing skills and knowledge such as radio operation, safeguarding and vulnerability awareness. Immersive training follows this initial phase, during which apprentices are in uniform on the job and learn experimentally under command unit supervision. On return to the classroom, apprentices benefit from reflecting and learning from their recent 26 to 28 April 2023

p.2

3

practice in the community. Tutors and apprentices review ‘body-worn’ footage to evaluate apprentices’ approach to different live incidents and to identify learning points. This helps apprentices to remember what they have learned previously and apply their learning when they return to their roles in the community for the next phase of training.

p.3

3

Tutors and trainers use appropriate assessment activities to check apprentices’ knowledge and help them to acquire skills and retain knowledge. For example, apprentices complete multiple-choice assessments after role-play activities so tutors can assess their understanding of police approaches such as LEAPS (listen, empathise, act, paraphrase, summarise).

p.3

3

Apprentices learn methods to help them to retain knowledge in challenging scenarios. They practise recording evidence using established procedures such as the 10-point person description. Tutors encourage apprentices to use the correct police terminology and reporting protocols in their pocket notebooks. Tutors provide helpful feedback, which helps apprentices to understand what they need to do to improve their evidence notes so they are prepared for deployment in police stations.

p.3

3

Trainers embed careers information advice and guidance throughout the PCSO apprenticeship. In the specialist hydra suite, apprentices have the opportunity to learn about different roles in the police force in, for example, the firearms unit and the dog handling unit. There are clear routes to progression to higher-level training and positions within the organisation, such as the level 6 police constable degree apprenticeship. Apprentices have a good awareness of the different roles that they can progress to at Northumbria Police. However, they receive only limited information, advice and guidance about career routes outside the police force.

p.3

3

Leaders and managers have effective arrangements in place to develop the technical knowledge and skills of teaching staff, including developing and improving the resources that staff used in their teaching. However, they do not provide development opportunities or set actions that help to enhance the teaching practice of staff over time.

p.3

3

Staff ensure that apprentices with additional learning needs receive effective support. Apprentices with dyslexia have access to laptops with specialist software installed that recognises typical spelling errors and makes automatic corrections. Leaders and managers support tutors to gain qualifications in completing dyslexia assessments to support apprentices. Apprentices with additional learning needs make sustained progress in line with their peers.

p.3

3

Leaders and managers do not accurately assess apprentices’ English and mathematics skills at the beginning of the programme, which means that they cannot identify what specific skills apprentices need to develop. Apprentices develop some skills in English as a consequence of the programme, such as concise report writing and presenting clear information, but this is not sufficient to address fully any gaps in learning that apprentices may have. Staff do not provide sufficient opportunities for apprentices to improve their mathematical skills. 26 to 28 April 2023

p.3

4

Apprentices make an active and valued contribution to their communities. They use their initiative to identify suspects from police records. Apprentices can effectively manage altercations between people under the influence of alcohol, and they work positively with the police cadet units. Some apprentices have received the Northumbria Police ‘Hive Five’ award in recognition of their activities in the local community.

p.4

4

Those in roles of governance have a clear understanding of the apprenticeship provision and the challenges. Through a strong focus on structured governance, leaders have in place rigorous processes to monitor the quality of the apprenticeship provision. Governance meetings at operational level cover a range of topics that provide senior governors with a clear oversight of the provision. This enables senior governors to challenge and support leaders to improve.

p.4

Safeguarding

The arrangements for safeguarding are effective.

p.4

Safeguarding

Leaders and managers place a high importance on the safety of apprentices. They have in place well-established support mechanisms to ensure the welfare of apprentices, including online resources that apprentices can refer to for useful information and guidance when needed. Apprentices know how to report safeguarding issues, and supportive staff deal with any concerns appropriately.

p.4

Safeguarding

All staff undertake thorough safeguarding training, including training on the ‘Prevent’ duty. Leaders and managers work with appropriate agencies to put in place a detailed ‘Prevent’ duty risk assessment. Apprentices have a good understanding of the risks of radicalisation and extremism in the local area.

p.4

Safeguarding

Leaders and managers have in place a comprehensive range of safeguarding policies and procedures. These include rigorous vetting procedures for newly recruited staff.

p.4

What does the provider need to do to improve?

 Ensure that apprentices develop their English and mathematics skills from their initial starting points.  Provide apprentices with sufficient careers information, advice and guidance about opportunities and career routes outside the police force.  Provide tutors with developmental activities to enhance their teaching skills. 26 to 28 April 2023

p.4

Provider details

Address North Road Ponteland Newcastle upon Tyne NE20 0BL

p.5

Provider details

Date of previous inspection Not previously inspected

p.5

Provider details

Main subcontractors None 26 to 28 April 2023

p.5

Information about this inspection

The inspection team was assisted by the higher education and standards adviser, as nominee. Inspectors took account of the provider’s most recent self-assessment report and development plans, and the previous inspection 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.

p.6

Inspection team

Joanne Stork, lead inspector His Majesty’s Inspector Vikki Edmondson Ofsted Inspector 26 to 28 April 2023

p.6

7

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.

p.7

7

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.7

7

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

p.7

7

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.7

7

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

p.7