The Chief Constable of South Yorkshire

Further education and skills inspection report

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Inspection of The Chief Constable of South Yorkshire

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Inspection dates: 16 to 18 September 2024

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Overall effectiveness Good

The quality of education Good Behaviour and attitudes Outstanding Personal development Outstanding 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 South Yorkshire is an employer provider based in Rotherham, South Yorkshire. At the time of the inspection, there were 33 apprentices of whom 22 were training on the level 4 police community support officer (PCSO) apprenticeship and 11 were completing the level 5 coaching professional apprenticeship. All apprentices were over the age of 18. The provider works with one subcontractor, which provides teaching in functional skills English and mathematics. 16 to 18 September 2024

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

Apprentices embody professionalism in training and at work and uphold proudly the high standards that leaders set for them. They ensure that their communication and behaviours reflect the force’s values of courage, respect, empathy and public service. Leaders balance successfully their high expectations with compassion and care for apprentices’ well-being.

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

Apprentices attend training routinely and on time. They take part keenly in the activities that their trainers set for them and value the insights of their peers. For example, PCSO apprentices listen attentively to presentations from their peers about the social and cultural challenges within the communities that they serve.

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

Apprentices develop an authentic understanding of fundamental British values and of their relevance to modern society. For example, they understand the purpose of ‘stop and search’ procedures and how PCSOs should use their designated powers responsibly to ensure public safety, while safeguarding a person’s dignity.

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

Leaders offer a range of opportunities to broaden apprentices’ wider interests, skills and talents. Apprentices access additional courses to develop their self-awareness, emotional intelligence and mindset. They can access gym facilities and take part in team and individual sports events, including football, ju-jitsu and equine activities through the South Yorkshire Police Sports and Social Club. They can join social groups to share their interests and staff support networks through the provider’s Equalities Hub. Apprentices are encouraged to compete in events and competitions, where they can represent their regional force at a national level.

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

Apprentices feel safe and know how to identify and escalate concerns should they arise. They are well informed about the local risks in areas where they live and work, including those posed by radicalisation and extremism. They receive frequent updates from specialist teams on matters, such as anti-social behaviour, domestic violence, organised crime and child sexual exploitation.

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better?

Leaders are explicit in their vision to develop a highly skilled and competent workforce that is well equipped to serve the communities of South Yorkshire. They have designed apprenticeship programmes to meet national initiatives to strengthen neighbourhood policing and leadership capacity within the force.

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better?

Leaders have invested in high-quality training resources to enable apprentices to develop the skills and confidence that they need to fulfil their roles. Apprentices benefit from a designated training centre and an interactive learning facility, where they can learn and train safely before working out in their communities. For example, PCSO apprentices practise their response to a radio call before debriefing their decisions and reflecting on their actions with their peers. 16 to 18 September 2024

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Leaders and managers sequence apprenticeship programmes logically so that apprentices’ knowledge and skills develop over time. Level 5 coaching professional apprentices initially explore their own values and behaviours, before learning the concepts and theories that underpin effective coaching models. As a result, they understand better the relevance and impact of various models when coaching others.

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Trainers work effectively with practice educators to plan and provide training that develops and deepens apprentices’ knowledge and skills. PCSO apprentices role-play scenarios in simulated environments to learn how to manage conflict. They learn to use a neutral tone and adopt appropriate body language to de-escalate situations when on duty in the community. However, leaders have not ensured that apprentices have sufficient opportunities to practise what they have learned early enough in their training.

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Trainers plan opportunities for apprentices to develop their mathematical, English and digital skills through their training. For example, level 5 coaching apprentices learn how to read academically through skimming and scanning. All apprentices refine their written communication and their use of data to validate an argument in the projects that they complete.

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Most trainers use assessment well to check what apprentices know and to develop apprentices’ fluency when applying their knowledge. Trainers use probing questions to test PCSO apprentices’ ability to safeguard vulnerable children when responding to incidents of anti-social behaviour. They check apprentices’ knowledge of the stakeholders that should be notified and how apprentices can lessen the impact of any barriers to communication, such as supporting a child with English as a second language. However, level 5 coaching professional trainers check learning less effectively. They provide too few opportunities for apprentices to recall and connect previously taught content to new concepts.

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Trainers provide helpful feedback about the quality of apprentices’ written and practical work. They use audio recordings and written comments to identify where apprentices have been successful and how they can improve. Apprentices act on this feedback and, as a result, produce work of a high standard.

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Leaders and trainers have not ensured that PCSO apprentices understand how to achieve high grades. Trainers provide extension tasks aimed at developing apprentices’ skills to distinction level. However, these tasks are optional, and too many apprentices do not know the range of grades available to them or how to achieve these.

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Leaders and managers ensure that apprentices benefit from meaningful reviews with their trainers, practice educators and line managers. These reviews, together with ongoing reflective practice, help apprentices to understand clearly the progress that they are making and what further support they need to achieve. Managers quickly implement effective plans when the need for support is identified, so that apprentices do not fall behind. 16 to 18 September 2024

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Leaders ensure that staff are well trained in understanding neurodiversity and supporting apprentices who have additional learning needs. Trainers use online accessibility tools to prepare inclusive training resources. Apprentices with specific needs such as attention hyperactivity deficit disorder and autism benefit from additional one-to-one support to help them to achieve their goals.

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The few apprentices who require functional skills English and mathematics qualifications receive good support to enable them to achieve in these subjects. Leaders work closely with a subcontractor to review apprentices’ progress and to implement any additional support that is required. However, leaders are yet to visit training sessions and, therefore, are not assured fully of the quality of training that apprentices receive.

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Almost all apprentices remain on their programme and achieve well. Coaching professional apprentices grow in confidence as a result of their training and take on more complex client work. PCSO apprentices qualify as serving community officers and work in districts to support neighbourhood policing teams.

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Leaders and those responsible for governance have developed a culture of continuous improvement. They reflect carefully on the effectiveness of their provision, using the information they gather through a well-planned quality cycle. However, reports produced by leaders and managers about the quality of teaching do not consider precisely the specific aspects of teaching that need to be improved. As a result, senior leaders are less clear about improvement strategies that will develop practice educators’ and trainers’ practice.

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Leaders provide a range of opportunities to help apprentices to plan their future career goals. Apprentices hear from guest speakers to understand roles available to them, both within and beyond the force. They discuss their career ambitions and aspirations with staff in review meetings and gain further insights into more senior roles through, for example, shadowing and visits to different departments.

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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 apprentices have sufficient opportunity to practise what they have learned earlier in their training.  Improve the use of assessment to check what apprentices know and can do, and to ensure that apprentices understand how to achieve high grades.  Ensure that reports to senior leaders about the quality of teaching are precise and reflect accurately the quality of training, including in subcontracted provision. 16 to 18 September 2024

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Provider details

Address Robert Dyson House South Yorkshire Police Training Centre Callflex Park Doncaster Road Rotherham S63 7EF

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Provider details

Principal, CEO or equivalent Claire Hayle

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Provider details

Date of previous inspection Not previously inspected

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Provider details

Main subcontractors The Sheffield College 16 to 18 September 2024

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Information about this inspection

The inspection team was assisted by the people development delivery partner, 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

Alison Dennis, lead inspector His Majesty’s Inspector Philippa Firth His Majesty’s Inspector 16 to 18 September 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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