The Chief Constable of Greater Manchester

Further education and skills inspection report

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Inspection of The Chief Constable of Greater Manchester

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Inspection dates: 11 to 13 September 2024

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Overall effectiveness Good

The quality of education Good Behaviour and attitudes Outstanding Personal development Good 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 Greater Manchester (Greater Manchester Police (GMP)) is an employer provider that began training apprentices in March 2022. At the time of the inspection, there were 59 apprentices in learning; 45 follow the level 3 business administrator apprenticeship and 14 follow the level 2 customer service practitioner apprenticeship. There were 34 apprentices aged 16 to 18 and 25 apprentices who were aged 19 or over. Apprentices on the customer service practitioner apprenticeship work as customer service apprentices in the Crime Recording and Resolution Unit or Customer Enquiry Unit. Business administrator apprentices work across GMP in administration roles at the headquarters and in operational districts and branches. GMP leaders work with a subcontractor to teach apprentices functional skills in English and mathematics. 11 to 13 September 2024

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

Apprentices are extremely positive about their studies and their work at GMP. They are highly ambitious and motivated to learn. Apprentices appreciate the very welcoming environment that their colleagues and trainers create. They feel especially well supported by their supervisors, who help them to settle in quickly to their roles and feel part of the team. Apprentices are extremely well motivated; they attend regularly and are punctual.

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

Apprentices are proud of the progress they are making on their apprenticeship. They develop substantial new knowledge, skills and behaviours that they put into practice in their job roles. They learn how to present information effectively to create clear and accurate reports for detective chief inspectors to examine.

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

Apprentices are particularly proud of how their communication skills have improved. They communicate clearly and confidently with people of all ages and ranks. They develop resilience and are supported very well by their trainers and supervisors to overcome personal and professional challenges. They are resilient in the face of difficulties that they encounter.

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

Apprentices feel safe. They know who they should speak to if they have any concerns. Apprentices understand the risks associated with radicalisation and extremism and the local risks in Greater Manchester.

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better?

Leaders have developed curriculums that meet the needs of administrative roles in GMP. Trainers teach curriculums in an appropriate order so that apprentices gradually build the knowledge, skills and behaviours they need. Level 2 customer service practitioner apprentices start by studying GMP as an organisation and their own roles and responsibilities. They then learn about GMP’s values and contextualise policies relevant to their roles. Trainers then move on to explore the importance of data protection in a policing context.

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better?

Trainers are knowledgeable about their subjects and GMP as an organisation. They share pertinent workplace examples so that apprentices can readily apply topics they have been taught to their job role. Trainers pose challenging questions to apprentices, for example, to check their understanding of the safe use of social media. Apprentices are knowledgeable and provide clear, comprehensive responses.

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better?

Apprentices benefit from the support that they receive from their trainer. They attend extra face-to-face sessions to ensure they have a sound understanding of topics. Apprentices also meet regularly with their supervisor to discuss the progress they are making. Apprentices are reflective and put in place actions to rectify any areas for development. 11 to 13 September 2024

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Where appropriate, trainers make referrals to specialist partners to assess apprentices’ additional learning needs. They put in place support for apprentices, such as installing software onto their laptops and providing additional individualised support sessions. However, leaders have not put in place sufficient training so trainers understand the educational strategies they could use for apprentices with needs, such as attention deficit hyperactivity disorder and dyslexia.

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Most apprentices quickly practise in work what they learn in training. Apprentices make positive contributions to the work of their teams. They organise meetings, book rooms and manage email communications effectively. However, trainers and supervisors do not coordinate on- and off-the-job training systematically enough so that all apprentices can promptly practise their new skills.

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Apprentices choose the topic of their final projects in consultation with their supervisor. Apprentices use the project to help to make a difference in their work with local communities. For example, apprentices produced a guide on how to identify hate crime and a tracker tool to further improve the reporting and analysis of hate crimes in their district. This is now used across GMP. Other apprentices volunteer to work on community programmes aimed to steer young people away from criminality and reduce offending rates.

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Apprentices understand what they need to do to achieve a distinction grade in their final assessment. They benefit from trainers’ clear and specific feedback, which helps them to improve the quality of their work. Apprentices respond professionally and maturely to feedback.

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Apprentices enjoy a curriculum that supports their wider personal and professional development. They work across different parts of GMP to discover their interests and potential specialisms. Apprentices have opportunities to experience different roles through work shadowing in the dog handling unit, mounted police and forensics. Apprentices also participate in extra-curricular activities. They volunteer at local museums and are members of various sports teams and social clubs.

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Apprentices receive suitable advice and guidance at the start of the course to ensure they are on the right apprenticeship. They are clear about their next steps and how the apprenticeship will help them to achieve their career goals. Apprentices benefit from ongoing, high-quality careers information, advice and guidance about careers in GMP and more widely.

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Leaders recognise that too many of the first cohort of apprentices left their programme early and did not achieve their apprenticeship. Last year, all apprentices achieved their apprenticeship. All customer service apprentices and just under half of business administration apprentices achieved distinction grades. Almost all apprentices who have completed their apprenticeship so far have remained in employment at GMP. 11 to 13 September 2024

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Leaders have overhauled their approach to apprenticeships. They have made significant changes to the careers, information, advice apprentices receive before they start their apprenticeship. Apprentices are now fully aware of the demands and requirements of their apprenticeship. Previously, leaders did not start teaching functional skills in English and mathematics until near the end of the apprenticeship. This delayed the progress apprentices made and led to some apprentices withdrawing from the apprenticeship. Apprentices are now taught English and mathematics from the start of their apprenticeship and make good progress in their studies.

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Leaders are ambitious for their apprentices and have high expectations for what they can achieve. They use a comprehensive range of quality assurance processes to find out what is working well and what could be improved in the training they offer and in the subcontracted provision. Leaders respond rapidly to the areas for improvement that they identify . For example, they revised their approach to apprentices’ induction to ensure that they were better prepared for their job role.

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Leaders have recently recruited new trainers. They have prioritised securing their subject expertise, understanding of apprenticeships and knowledge of safeguarding. Trainers are supported to gain professional updating in areas of the curriculum where they are less secure, such as finance or project management. Trainers attend webinars and updates about their sectors. This means that apprentices benefit from trainers who have subject expertise and experience. Trainers are not yet cognisant of the most up-to-date thinking about effective teaching practices. Leaders acknowledge that they need to develop trainers’ teaching skills so that apprentices can make more rapid progress.

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Leaders have strengthened their governance arrangements. They have expanded the membership of the board to include external representatives, who provide additional challenge and scrutiny. Governors bring significant educational experience and expertise to their roles.

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Safeguarding

The arrangements for safeguarding are effective.

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What does the provider need to do to improve?

 Support trainers’ professional development needs so that they are fully aware of up-to-date research about effective teaching practices, and how they may need to adapt their training to meet the needs of apprentices with additional learning needs. 11 to 13 September 2024

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 Ensure that apprentices’ on- and off-the-job training is coordinated effectively so that apprentices can swiftly practise their new learning. 11 to 13 September 2024

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Provider details

Address Greater Manchester Police Sedgley Park Training School Sedgley Park Road Prestwich Manchester M25 0JT

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Principal, CEO or equivalent

Niall Hayden-Pawson, Chief Superintendent

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Principal, CEO or equivalent

Date of previous inspection Not previously inspected

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Principal, CEO or equivalent

Main subcontractors The Education and Skills Partnership 11 to 13 September 2024

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Information about this inspection

The inspection team was assisted by the quality and governance manager, 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

Helen Whelan, lead inspector His Majesty’s Inspector Alison Cameron Brandwood His Majesty’s Inspector 11 to 13 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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