The Chief Constable of Thames Valley

The Chief Constable of Thames Valley

Address: Force Training Centre, Sulhamstead, Reading, RG7 4DX Unique reference number (URN): 1278690

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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 and staff have successfully created a culture of inclusion. Staff quickly and accurately identify apprentices' barriers to learning and wellbeing. They meet apprentices’ needs by providing effective support and resources that help apprentices feel welcomed and well supported. For example, leaders provide hearing impaired apprentices with aids that are compatible with call room headsets. Staff review the impact of support routinely at a range of different points during the programme. They check for emerging or changing barriers and withdraw support or make adaptations where appropriate.

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Inclusion Expected standard

Specialist staff assess apprentices’ special educational needs and/or disabilities (SEND). They provide support strategies to help training staff meet the needs of apprentices. As a result, trainers develop their knowledge of support strategies for a range of SEND. Leaders understand the actions that they need to take should they work with apprentices who have experienced social care.

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Inclusion Expected standard

Leaders have developed an inclusion strategy which provides them with the evidence of how barriers are broken down to benefit apprentices. They use data, feedback and quality assurance well to inform future improvements.

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Leadership and governance Expected standard

Leaders and governors have a broad and detailed understanding of the quality of the provision. They have a clear strategy that is evidence based and enables them to meet the recruitment and staffing needs of the police force. Governors challenge leaders to improve the quality of training and support and to make decisions with apprentices’ wellbeing in mind.

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Leadership and governance Expected standard

Leaders use relevant partnerships and links to stakeholders in the wider police force to enhance apprentices’ experiences. They provide apprentices with opportunities to visit different units where their work contributes to that of other teams. Leaders support apprentices studying the police community support officer standard to build links with their communities to prepare for their next steps.

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Leadership and governance Expected standard

Staff and apprentices receive extensive, useful and important training to develop and build on their workplace knowledge and skills. Staff receive useful developmental training to improve their practice and better support apprentices to gain distinction grades. However, they do not receive focused training to develop their pedagogical skills, particularly in adaptive teaching.

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Leadership and governance Expected standard

Governors make sure that leaders meet their statutory duties and that staff wellbeing is prioritised. Most staff feel that their workloads are manageable and are proud to work at the provider.

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Achievement Expected standard

Apprentices, including those with special educational needs and/or disabilities, make swift progress from their starting points. They develop new knowledge, skills and behaviours securely and apply what they have learned competently. Most apprentices produce work at the standard expected for their point in training. They develop the confidence and independence to serve the force and communities well.

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Achievement Expected standard

Although some police community support officer apprentices are still on programme beyond their planned end date, the proportion is reducing. Leaders have taken swift and effective actions to resolve the staffing problems which led to this position and are closely monitoring apprentices’ progress so that apprentices finish their studies in the planned time.

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Achievement Expected standard

Apprentices are well prepared for their roles and achieve their qualifications. A high proportion of apprentices, including those who had barriers to learning, progress to relevant roles such as police officer, tutor and call room team leader as a result of completing their apprenticeship.

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Curriculum and teaching Expected standard

Leaders and staff sequence curriculums effectively so that apprentices build their knowledge and skills well. Police community support officers learn about key legislation, how to take statements and how to use radios early in their programmes. They use this knowledge when they are on patrol, where they build their confidence and learn the skills to secure independent patrol status.

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Curriculum and teaching Expected standard

Apprentices are well prepared for the next stage of training. For example, police community support officer apprentices now make visits to the police station to meet colleagues who they will be working with, which smooths their transition to the workplace and enables them to understand the role better.

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Curriculum and teaching Expected standard

Leaders make sure that the curriculum is accessible to apprentices, including those who are disadvantaged. They provide online learning resources, software and financial support that help overcome barriers. Consequently, disadvantaged apprentices achieve at least as well as their peers.

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Curriculum and teaching Expected standard

Training staff are well qualified and experienced for their roles. They use their expertise and useful resources to replicate the workplace in training. They explain subject content and technical language clearly so that apprentices are fluent in the workplace. Training staff use appropriate strategies so that apprentices develop their skills and remember the knowledge that they have learned. Emergency call handlers use role-play activities regularly to enable apprentices to develop their tone of voice and use appropriate language to maintain calm during an emergency call. Tutors and coaches generally use assessment well to check apprentices’ knowledge and skills. They mostly provide apprentices with useful feedback which helps them to improve their work.

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Participation and development Expected standard

Leaders have designed a curriculum that prepares apprentices well for their chosen careers. They focus not only on imparting the knowledge that apprentices will need, but also on the broader skill set required to thrive in a challenging work environment. Leaders deliberately build apprentices' confidence and resilience, which apprentices need to work in the police force and to build trust with the communities that they serve. They make sure that apprentices understand how to discharge their duties in line with fundamental British values. For example, emergency call-handling apprentices are keenly aware that they will be the first point of contact for victims of crime, so being respectful and considerate is particularly important.

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Participation and development Expected standard

Leaders set high expectations for apprentices' behaviour and attendance, and apprentices respond well, demonstrating exemplary behaviour and high attendance. Apprentices report that bullying and harassment will not be tolerated and that they know how to report any concerns. Staff provide apprentices with extensive training and support about mental and physical health, including strategies for coping with traumatic events encountered in their work.

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Participation and development Expected standard

Apprentices generally receive careers advice and guidance which helps them make informed decisions about their next steps. However, they are not consistently made aware early in their programme of the roles they can strive for in the future or the steps that they need to take to gain them.

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

Apprentices enjoy their learning and understand the responsibility of the roles for which they are preparing. They value the safe and supportive learning environments that leaders provide. All apprentices, including those who have barriers to learning, make good progress and succeed in their apprenticeships. Apprentices receive the support that they need to achieve to the best of their ability.

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

Apprentices understand the high expectations that staff and their employer have of them and they demonstrate exceptional behaviours and attitudes to learning and work. They apply their knowledge very well in learning and in work. Apprentices demonstrate British values, including respect and the rule of law, when working with the public and when they are the first point of contact for someone who has been the victim of crime. They develop a strong awareness of the risks of radicalisation and extremism and know how to recognise when someone is vulnerable.

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Team inspectors:

Joel Dalhouse, His Majesty's Inspector Mark Hillman, His Majesty's Inspector

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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. Apprentices build confidence and resilience throughout their studies. They benefit from training that prepares them well for the job role and regular opportunities to practice what they have learned. They value the mental health support in lessons, where teachers cover topics such as the value of mindfulness.

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Next steps

Leaders should make sure that all apprentices receive consistently high-quality careers information and guidance in a timely manner. Leaders should provide staff with more focused training to enable them to continue to develop their pedagogical skills.

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About this inspection

Following our renewed inspection framework, all inspections are now led by His Majesty’s Inspectors (HMIs) or by Ofsted Inspectors (OIs) who have previously served as HMIs.

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About this inspection

Inspectors spoke with leaders, apprentices, training staff and line managers during the inspection.

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About this inspection

The Chief Constable of Thames Valley Police has been providing apprenticeships since 2017. Thames Valley Police is an employer provider and trains apprentices in police community support officer (PCSO) and emergency call handler (EMH) standards. It operates from a range of police stations across Berkshire, Oxfordshire and Buckinghamshire. At the time of the inspection, there were 63 PCSO and 73 EMH apprentices in training, all of whom were over 18 years of age.

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About this inspection

Rachel Shaw: Accreditation Manager This data is from 2 June 2026

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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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