The Chief Constable Of Surrey

The Chief Constable Of Surrey

Address: Mount Browne, Sandy Lane, Guildford, GU3 1HG Unique reference number (URN): 2554108

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, learners are made safer and feel safe.

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How we evaluate safeguarding

When we inspect providers for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The provider has an open and positive culture of safeguarding. Not met: The provider has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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Inclusion Expected standard

Leaders have established a culture of inclusion where apprentices receive the support they need and develop their ability to learn and work independently. Leaders have high expectations of their apprentices' potential and achievement, no matter what barriers they may have. Staff use thorough and effective activities to identify quickly and accurately those apprentices who may have barriers to learning and develop support plans prior to them joining the course. During the course, staff identify any new barriers as they emerge and respond quickly with effective support.

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Inclusion Expected standard

Leaders provide staff with useful training in understanding and supporting common barriers to learning. Knowledgeable and experienced supervisors provide appropriate, evidence- based guidance in supporting those with additional needs.

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Inclusion Expected standard

Staff provide a range of tailored support which helps apprentices with barriers to learning to succeed. They provide additional training to help apprentices who speak English as an additional language to improve their communication skills. Leaders and staff review and adapt support appropriately to make sure it meets apprentices’ developing needs.

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Leadership and governance Expected standard

Leaders work well with those responsible for governance to make sure that the provision meets the requirements of the force’s vision and to manage resources well. Leaders and staff collaborate with the wider organisation to make sure that apprentices benefit from a range of support and activities that enhance their experiences and well-being.

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Leadership and governance Expected standard

Those responsible for governance challenge leaders to make thoughtful decisions that enhance apprentices’ experiences and wellbeing. They have supported leaders to improve apprentices’ readiness for the challenges they will face on patrol, including opportunities to shadow experienced police community support officers. This helps apprentices to make the transition to practise their skills in the community safely and successfully.

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Leadership and governance Expected standard

Leaders and those responsible for governance use effective activities to understand the quality of the provision, including that which is sub-contracted. They use their findings thoughtfully to develop impactful improvement actions and plan and implement useful continuous professional development for staff. Consequently, trainers and assessors receive useful training to develop their teaching and vocational skills.

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Leadership and governance Expected standard

Leaders are considerate of staff wellbeing and workload. Leaders and managers monitor workloads closely and regularly. They check in with their teams frequently to make sure workloads are manageable and to identify any training needs. Staff enjoy working at the provider and are enthusiastic and passionate about their work.

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Achievement Expected standard

Apprentices, including those with barriers to learning, develop new knowledge, skills and behaviours securely. They know their responsibilities for keeping the public and themselves safe. They have the confidence and independence to act and the ability to listen carefully and question effectively. Apprentices, including those that are disadvantaged, generally achieve well and within the time planned. Just under half of apprentices achieve distinction grades.

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Achievement Expected standard

Apprentices produce work that is typically of the standard expected at each stage of training. They demonstrate the skills that they have learned in pressurised scenarios and contribute well to their patrols at work.

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Achievement Expected standard

Apprentices are well prepared for their next steps in the role of police community support officers and achieve their designated powers. Line managers value the knowledge and skills that apprentices demonstrate in their jobs.

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Curriculum and teaching Expected standard

Leaders have developed a curriculum that is highly relevant to the employment needs of Surrey Police. They have a thorough understanding of the strengths and areas for improvement and have made targeted improvements since the previous inspection.

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Curriculum and teaching Expected standard

Leaders have sequenced the curriculum sensibly so that apprentices learn new knowledge, develop confidence in their roles and have the skills to become competent police community support officers. In foundation training, apprentices learn communication skills and legislation that is relevant to their roles. They develop their knowledge further, specialising in themes such as hate crime and victim perspective.

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Curriculum and teaching Expected standard

Highly experienced trainers teach apprentices effectively using high-quality resources that replicate the workplace. They explain subject content and technical language clearly. They use inclusive activities expertly so that apprentices apply their knowledge and skills, making adaptations appropriately to meet apprentices’ needs. For example, apprentices role play first response incidents such as domestic violence. They correctly describe separation techniques when dealing with victims of domestic abuse and their perpetrators in scenarios. They describe how they record non-verbal behaviours and cues of people they deal with.

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Curriculum and teaching Expected standard

Assessors provide apprentices with helpful and focused feedback on their work which helps them to improve. However, trainers do not set clear targets for apprentices in their progress reviews so that coaches and line managers know how to support apprentices to improve their work.

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Participation and development Expected standard

Leaders and staff set high expectations for professional behaviours and standards, including attendance and punctuality, that apprentices exemplify. Apprentices attend well at work and in training. Apprentices uphold the values and code of ethics of Surrey Police very well.

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Participation and development Expected standard

Apprentices do not experience bullying or harassment. They benefit from training to help them stay safe and recognise the signs of extremism and radicalisation. They know how to report any concerns. They receive training in self-defence to keep themselves safe.

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Participation and development Expected standard

Staff and managers provide apprentices with valuable opportunities that support their wider development. Apprentices understand the importance of keeping healthy and understand how to have positive relationships with others.

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Participation and development Expected standard

Staff typically provide apprentices with useful careers advice that helps them to make informed decisions about their next steps. However, leaders acknowledge that the quality is not consistently high and the timing not always appropriate, being too late in the training.

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What it's like to be a learner and/or an apprentice at this provider

Apprentices are proud to be working towards becoming police community support officers. They value learning in environments that are safe, respectful and supportive. Apprentices, including those with barriers to learning, achieve their qualifications and assessments well. They receive closely tailored support which helps them to break down their individual barriers to learning and work.

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What it's like to be a learner and/or an apprentice at this provider

Leaders and staff make sure that apprentices learn and practise the knowledge, skills and behaviours they need through well-planned scenarios using high quality, realistic resources while working in unpredictable circumstances. Apprentices discuss traumatic incidents very soon after they happen in structured and helpful meetings with colleagues. As a result, they are well prepared to deal with situations in real life when they reach independent patrol status.

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What it's like to be a learner and/or an apprentice at this provider

Apprentices demonstrate highly professional behaviours which are underpinned by the high standards of their force and embody fundamental British values and their strong understanding of equality and diversity law. They are respectful of others’ faith and religious and cultural practices. Apprentices know the risks of radicalisation and extremist views and how these relate to their jobs well. When they encounter risks, they are well prepared to assess them and improve the safety of themselves and those around them.

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What it's like to be a learner and/or an apprentice at this provider

Apprentices take part in purposeful opportunities to build their confidence and develop their communication skills. They start to build relationships with the communities where they work during the programme. For example, apprentices provide advice at local universities to help

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Facts and figures used on inspection

The data was used by the inspector(s) during the inspection. More recent data may have been published since the inspection took place.

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Facts and figures used on inspection

This data is from 15 April 2026 students stay safe in the night time economy, including from drink spiking and substance misuse.

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Next steps

Leaders should make sure that staff set clear, focused targets in progress reviews so that apprentices, coaches and line managers can plan activities to extend apprentices' knowledge and skills in their job roles. Leaders should continue to formalise the provision of careers information, advice and guidance so that all apprentices receive consistently high quality guidance in a timely manner.

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About this inspection

The Chief Constable of Surrey (Surrey Police) has been providing apprenticeships since March 2019. Surrey Police is an employer provider and trains apprentices. All apprentices are employed by Surrey Police and study the police community support officer (PCSO) apprenticeship at level 4. They work from a range of police stations across the county. At the time of the inspection, there were 43 apprentices in training, all of whom were over 18 years of age. Surrey Police and Sussex Police work in partnership and have a joint learning and professional development department and supervisory structure that covers both forces.

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About this inspection

Leaders sub-contract the very small provision of functional skills qualifications in English and mathematics to FSUK.

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About this inspection

Head of Learning and Development: Emma Andrews-Fisher

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national average

'This provider' and 'national average' figures are taken from the publicly available DfE achievement rates. Where the DfE have supressed the figures, usually due to small cohorts, this has been mirrored in the Report Card and will be shown by an 'S'.

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Year This provider National average

'This provider' and 'national average' figures are taken from the publicly available DfE achievement rates. Where the DfE have supressed the figures, usually due to small cohorts, this has been mirrored in the Report Card and will be shown by an 'S'.

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Exceptional

Practice is exceptional: of the highest standard nationally. Other providers can learn from it.

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Strong standard

The provider reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The provider is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The provider needs to make urgent improvements to provide the expected standard of education and/or care.

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Urgent improvement

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

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 .

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Urgent improvement

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Urgent improvement

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

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