HMPPS Learning Centre

Further education and skills inspection report

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Overall effectiveness Requires improvement

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

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Information about this provider

HMPPS Learning Centre is an employer provider based in Rugby, Warwickshire. The provider is part of the Ministry for Security and trains apprentices for His Majesty’s Prison and Probation Service, including those based in the Northeast, West Midlands, and Southwest. At the time of the visit, there were 2284 apprentices, all of whom were on the level 3 custody and detention officer apprenticeship. The provider does not work with any subcontractors. 5 to 8 March 2024

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

Coaches create a positive and calm learning environment. They set and model clear expectations for behaviour, and as a result, apprentices are respectful. They understand their responsibilities in looking after people and places and displaying respect for a wide range of complex individuals they support in prison.

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

Leaders place a high priority on attendance, which is reflected in the high standards set by coaches in sessions. Staff follow up with any apprentices who do not attend, and as a result, attendance at sessions is high.

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

Apprentices are highly positive about their training and its’ relevance to their job role. They have good relationships with their coaches, colleagues, and mentors and value their support. Apprentices recognise the benefits of their coaches being based in their work environments.

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

Apprentices have a developed understanding of safeguarding, the ‘Prevent’ duty, and radicalisation within the prison service. They learn to recognise flags and tattoos that may be signs of concern in a prison and how to identify changes in prisoners’ behaviours. However, most apprentices are unable to apply this understanding to their daily lives outside of work.

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better?

Leaders have developed a curriculum in response to the significant skills needs of the prison service. The service recruits large numbers of new staff every year and has a constant need for initial officer training.

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better?

Following a detailed review, leaders identified that they did not have the capacity to support the high number of prison officers entering the service to complete an apprenticeship. Leaders have changed their training offer to stop the high numbers of apprentices withdrawing from their apprenticeship early. Leaders have removed the mandatory requirement for all new prison officers to study the apprenticeship. As a result, the number of officers completing their apprenticeship is beginning to increase.

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better?

Leaders and managers have developed a coherent structure for the governing board. The board meets frequently, which has renewed the focus on apprentices’ performance to ensure the quality of the apprenticeships continues to improve.

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better?

Leaders and managers have redesigned their quality assurance processes to identify the strengths and areas for development of their apprenticeships. However, these processes are in their relative infancy, and the full impact cannot yet be seen.

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better?

Leaders have ensured that the curriculum is sequenced well and designed to prepare apprentices for the role of prison officer. Apprentices undertake a significant 5 to 8 March 2024

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proportion of their off-the-job training before commencing work in prisons. Through their training, apprentices develop the underpinning skills that will enable them to contribute quickly to the workplace. They learn security procedures, such as locking and unlocking procedures, and how to keep themselves and colleagues safe in the prison environment.

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Coaches are highly experienced prison officers with current or very recent experience as active officers. They use their in-depth understanding of the skills, expertise, and knowledge needed for the role in their teaching and coaching. As a result, apprentices learn the most current skills and practices they need to work in the prison service.

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In the initial training, coaches link theory and practice together so that apprentices can learn a theory and then practice it within a simulation and a scenario. Apprentices remember key concepts more effectively and can use them in the workplace. However, tutors have not ensured that subsequent teaching sessions are, planned well to further develop skills. As a result, apprentices often repeat prior learning.

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Coaches do not use apprentices’ starting points to plan learning effectively. They do not adapt individual apprentices’ training based on their prior experience and skills, which limits the learning of those who are ambitious. For example, those completing the work quickly may help other colleagues but are not challenged to extend their learning to develop the skills they are capable of.

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Leaders and managers have not sufficiently planned the teaching of functional skills in English and mathematics. Although many apprentices need to achieve these as part of their apprenticeship, too few have access to teaching in these subjects. As a result, apprentices who have not achieved their English and mathematics qualifications do not achieve their apprenticeship in the time allowed.

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Not all workplace mentors attend apprentices’ progress reviews. In these circumstances, apprentices do not benefit from planned workplace activities to help them fill the gaps in their learning. As a result, a few apprentices are not supported well enough to develop the skills they need to be successful in their jobs.

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Most apprentices value the verbal feedback they receive, and as a result, they are able to improve their work and skills over time. However, written feedback is sometimes less detailed, and target setting is too focused on task completion. Consequently, not all apprentices are able to later reflect on their skills development to support their progress.

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Apprentices and workplace mentors value having coaches based in the prison where they work. They benefit from ongoing support for skills development and can quickly seek help with work and assessment when needed. As a result, they remain motivated to achieve their apprenticeship. However, in the few circumstances where this is not the case, and coaches are geographically dispersed, apprentices do not engage as well in their learning. 5 to 8 March 2024

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Apprentices develop new knowledge, skills, and behaviours that are integral to their work. For example, they learn the techniques they need to manage serious incidents in the prison environment and how and when to escalate intervention to prevent serious incidents.

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Too few apprentices complete their apprenticeship. Most apprentices who remain on their apprenticeship and reach their end-point assessment successfully achieve, and an increasing number achieve distinction grades.

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Most apprentices do not receive effective careers education, information, advice and guidance to improve their understanding of the careers available to them in the prison service. As a result, most apprentices cannot articulate career opportunities beyond their immediate establishment.

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Safeguarding

The arrangements for safeguarding are effective.

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What does the provider need to do to improve?

 Ensure that coaches use apprentices’ starting points when planning learning so that all apprentices make the progress they are capable of.  Implement a clear strategy for teaching functional skills English and mathematics.  Ensure that all coaches provide clear written feedback linked to skills development so that all apprentices are able to achieve their best.  Ensure all workplace mentors regularly attend progress reviews and support apprentices in making clear links between their learning and the workplace.  Ensure all apprentices receive detailed careers, education, information, advice and guidance about the progression opportunities available in the prison service. 5 to 8 March 2024

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Provider details

Address Newbold Revel Stretton under Fosse RUGBY Warwickshire CV23 0TH

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Provider details

Website www.prison-officer-online-ac.co.uk

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Provider details

Principal, CEO or equivalent Sarah Fitzgerald

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Provider details

Date of previous inspection Not previously inspected

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Provider details

Main subcontractors None 5 to 8 March 2024

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Information about this inspection

The inspection team was assisted by the assurance and compliance 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

Sharon Dowling, lead inspector His Majesty’s Inspector Mark Parton His Majesty’s Inspector Mary Osmaston Ofsted Inspector Jack Bullock Ofsted Inspector Edward Bird Ofsted Inspector 5 to 8 March 2024

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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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