The Chief Constable of West Yorkshire

Further education and skills inspection report

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Inspection of The Chief Constable of West Yorkshire

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Overall effectiveness Requires improvement

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

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Information about this provider

The Chief Constable of West Yorkshire (West Yorkshire Police) is an employer provider based in Wakefield. Leaders place all new staff onto apprenticeship standards to provide the training that apprentices need for their job roles. All but two of these standards are delivered by other training providers, who are out of scope for this inspection. West Yorkshire Police has a directly funded contract to deliver the level 3 emergency contact handling (ECH) and the level 4 police community support officer (PCSO) apprenticeships. There are 140 apprentices currently enrolled on these standards. All apprentices are aged 18 or over. The provider works with one subcontractor, Functional Skills UK, which provides teaching in English and mathematics. 25 to 27 July 2023

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

Apprentices do not make rapid enough progress through their programme. Although they gain the knowledge, skills and professional behaviours required for their roles, they do not receive the support to enable them to make all the progress of which they are capable.

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

Apprentices are prepared well for life in the wider community. Leaders and staff have developed a personal development curriculum based on the core values and the code of ethics of West Yorkshire Police. This includes topics such as the dangers of social media, alcohol and substance misuse, unconscious bias and domestic violence.

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

Apprentices benefit from clear expectations set by their trainers, which are reinforced throughout training sessions and at work. Training is delivered in a police station or premises so that apprentices gain first-hand experience of the working environment, the police code of conduct, and the expectations of them in the workplace. Apprentices are proud to wear their uniform, and they look professional.

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

Apprentices demonstrate positive attitudes to their learning. They are attentive in lessons and participate well in their learning activities. Apprentices arrive on time and are ready to learn. In sessions covering sensitive information, apprentices demonstrate empathy about the topics and appreciate the views of other apprentices. They listen and interact appropriately and are respectful of the thoughts and opinions of their peers.

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

Staff provide apprentices with helpful advice on their next steps and future careers. Apprentices are clear about the opportunities that are available to them within the police force. Staff make sure that apprentices know about other roles outside of the police, such as working in an airport, in the transport police or within safer travel partnerships.

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

Apprentices feel safe. They know who to report issues to if they have any. They feel confident to talk to their trainers and welfare mentors if they have any concerns and know that these would be dealt with quickly and appropriately.

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better?

Leaders and managers have selected and developed a curriculum that meets the needs of the police force. They have identified a shortage of level 3 ECH staff and have designed a curriculum to ensure that apprentices develop the knowledge, skills and professional behaviours required for the role. Leaders have a clear curriculum intent for the level 4 PCSO apprenticeship. They previously offered a level 4 PCSO certificate and recognised that the level 4 apprenticeship standard provides a better progression route for those who want to become police officers in the future. 25 to 27 July 2023

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Leaders have been too slow to identify areas for improvement. They carry out a range of quality assurance activities, including visits to sessions, reviews of apprentices’ work and meetings with apprentices. However, they do not use the information gathered from these activities to precisely identify the aspects of the training that they need to improve.

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Leaders have not identified quickly enough that too many apprentices do not receive progress reviews and that workplace supervisors do not understand the apprenticeship programme well enough. Staff focus their discussions with apprentices on their job role rather than on the apprenticeship programme as a whole. They do not monitor or discuss the progress that apprentices make towards gaining all of the knowledge, skills and behaviours they need to acquire. As a result, leaders have not intervened quickly when apprentices make slow progress.

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Managers and trainers design and sequence the apprenticeship curriculum effectively to meet the needs of employers and apprentices. On the level 3 ECH, apprentices begin with eight weeks of intense training to ensure they are fully prepared for the complex scenarios they will encounter when they are answering calls. Apprentices benefit from a further four weeks of training by being shadowed by their allocated mentor. This ensures that apprentices are fully supported in making the transition from training to working independently as a call handler.

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Trainers use a range of effective teaching methods during the early part of the apprentice’s programme, which takes place at the training centre. Trainers use a range of techniques to help apprentices learn. On the level 4 PCSO, trainers use real scenarios, police profiling tools, and group work in class. They also use props, such as different types of locks, keys, and tools that burglars use to break into homes, to explain how burglars can easily access buildings. On the level 3 ECH, trainers make effective use of case studies to prepare apprentices for handling emergency calls.

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Trainers use effective questioning, group exercises, and knowledge quizzes to check apprentices’ understanding. Most trainers provide useful feedback and hold valuable conversations with apprentices to provide clear information about how they can improve. However, a few trainers do not provide sufficient feedback to help apprentices improve, and they do not correct apprentices’ spelling, punctuation or grammar errors. As a result, a few apprentices on level 3 ECH do not improve their English skills and written communication over time.

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Apprentices produce work of an appropriate standard. As a result of their workplace training, apprentices develop a good level of skills, which they then apply well to their everyday work activities. ECH apprentices progress from dealing with 101 calls to the more serious 999 calls. They develop their confidence and become valuable team members.

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Apprentices requiring functional skills qualifications in English and mathematics benefit from helpful teaching from staff at the subcontractor. Apprentices have access to a dedicated functional skills tutor for one-to-one lessons and feel well supported. They use helpful online English and mathematics resources, which they 25 to 27 July 2023

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use to learn independently at their own convenience. Managers changed the subcontractor recently, as the previous subcontractor was not providing effective support to apprentices. Managers are now taking action to make sure that those apprentices who have fallen behind in English and mathematics are being supported to catch up.

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Leaders have recruited highly qualified and experienced staff. Trainers use their knowledge and skills to inform the content of the curriculum and use this to link theory to practice in call handling and community policing. They regularly engage with industry-specific professional development, such as completing shifts within the customer contact centre. Leaders continue to invest in their staff and support them to keep up to date with the latest sector developments. Trainers new to teaching are supported well to gain relevant qualifications and skills.

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Too many apprentices leave their programme early or do not complete their apprenticeship within the planned time. Leaders are taking action to improve the number of apprentices who remain on their programme and who make good progress, but it is too early to see the full impact of their actions, which includes a review of the curriculum and the assessment methods that trainers use.

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Leaders have put sensible governance arrangements in place. Those in a governance role hold senior positions within the police force. Leaders and governors recognise that they need to expand the range of expertise on their board of governors to ensure they provide effective support, scrutiny and challenge about the quality of education that apprentices receive.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The designated safeguarding lead (DSL) and deputy DSL are suitably qualified, trained and experienced.

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Safeguarding

The DSL and deputy DSL use their systems effectively to record incidents and to monitor the actions that are taken to ensure that all concerns raised are dealt with appropriately. All safeguarding concerns are responded to on the day that they are raised, and actions are put in place immediately.

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Safeguarding

Leaders have implemented effective safeguarding policies and procedures. They use appropriate safe recruitment practices to ensure that all staff are suitable to work with apprentices and vulnerable adults. These checks extend to guest speakers and volunteers attending the organisation. 25 to 27 July 2023

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What does the provider need to do to improve?

 Improve oversight of the provision, including from those in a governance role, to ensure weaknesses are quickly and accurately identified and appropriate actions are taken to tackle them.  Maintain the focus on reducing the number of apprentices who leave their programme early and increase the proportion of apprentices who achieve within the planned time frame.  Ensure trainers use appropriate assessment methods and closely monitor the progress that apprentices make so that they can identify those who fall behind and support them to catch up.  Ensure that trainers develop the written English skills of all apprentices effectively. 25 to 27 July 2023

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Provider details

Address West Yorkshire police headquarters Laburnum Road Wakefield WF1 3QP

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Provider details

Principal, CEO or equivalent Tony Oldroyd

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Provider details

Date of previous inspection Not previously inspected

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Provider details

Main subcontractors Functional Skills UK 25 to 27 July 2023

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Information about this inspection

The inspection team was assisted by the apprenticeship lead, 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.

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Inspection team

Sarah Seaman, lead inspector His Majesty’s Inspector Philippa Firth His Majesty’s Inspector Tina Ockerby Ofsted Inspector 25 to 27 July 2023

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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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