Plan, implement and review an evidence-based preventative policing approach
This subtopic focuses on the systematic application of evidence-based principles to preventative policing. Learners will develop, implement, and review plans that address the root causes of crime and anti-social behaviour, using data and analysis to inform decision-making. The practical application involves working within a given situation to design interventions that are both effective and ethical, and then evaluating their impact to inform future practice.
Assessment criteria
Topic Overview
The Open College Network West Midlands Level 3 Diploma in Policing is a comprehensive qualification designed to prepare students for a career in policing or other public services. It covers the core knowledge, skills, and behaviours required by modern police officers, including understanding the legal framework, police powers, and the role of the police in society. The diploma is structured around key themes such as professional standards, community engagement, and operational policing, ensuring students develop a thorough understanding of the complexities of the role.
This qualification is particularly important because it aligns with the College of Policing's Professional Policing Degree apprenticeship and the Police Constable Degree Apprenticeship (PCDA), making it a strong foundation for entry into the police service. Students will explore topics such as criminal law, evidence-based policing, and the ethical dilemmas officers face daily. By studying this diploma, learners gain not only theoretical knowledge but also practical insights through case studies and scenario-based learning, which are essential for effective decision-making in high-pressure situations.
Within the broader context of public services, this diploma equips students with transferable skills such as communication, teamwork, and problem-solving, which are valuable across emergency services, local government, and the criminal justice system. It also emphasises the importance of diversity, equality, and human rights, reflecting the modern policing ethos. Successful completion demonstrates a commitment to public service and a readiness to undertake further training or direct entry into policing roles.
Key Concepts
Core ideas you must understand for this topic
- →Police Powers and the Law: Understanding the legal basis for stop and search, arrest, detention, and use of force, including the Police and Criminal Evidence Act 1984 (PACE) and its codes of practice.
- →Professional Standards: The Code of Ethics for policing, including honesty, integrity, and respect, and how these underpin public trust and confidence.
- →Community Policing: The principles of problem-solving, partnership working, and engaging with diverse communities to prevent crime and anti-social behaviour.
- →Evidence-Based Policing: Using research and data to inform operational decisions, such as hotspot policing or targeting repeat offenders.
- →Vulnerability and Risk: Identifying and supporting victims of crime, including those with mental health issues, and managing risks to public safety.
Learning Objectives
What you need to know and understand
- Explain the principles of evidence-based preventative policing and their importance in modern policing.
- Analyse a given situation to identify the underlying causes of crime and anti-social behaviour.
- Develop a preventative policing approach that is tailored to the identified needs and evidence.
- Create a detailed plan for implementing a preventative policing approach, including resources, timelines, and responsibilities.
- Implement a preventative policing plan, coordinating with relevant partners and stakeholders.
- Monitor the implementation of the plan and make adjustments as necessary.
- Review the effectiveness of the preventative policing approach against agreed objectives and success criteria.
- Recommend improvements to future preventative policing approaches based on the review findings.
Assessment Criteria
Key criteria assessors look for in your portfolio
- Award credit for demonstrating a clear understanding of the principles of evidence-based policing, including the use of data and research to inform decisions.
- Award credit for conducting a thorough analysis of the given situation, identifying root causes and contributing factors.
- Award credit for developing a preventative approach that is clearly justified by the evidence and tailored to the specific context.
- Award credit for producing a detailed and realistic plan that includes SMART objectives, resource allocation, and a timeline.
- Award credit for demonstrating effective implementation, including communication, partnership working, and adaptability.
- Award credit for conducting a systematic review that uses appropriate evaluation methods and draws valid conclusions.
- Award credit for making realistic and well-evidenced recommendations for improvement.
Assessment Guidance
Guidance for achieving higher grades
- 💡Use the SARA model (Scanning, Analysis, Response, Assessment) to structure your approach to problem-solving.
- 💡Ensure you can clearly articulate how evidence (data, research, intelligence) informs each stage of the preventative policing cycle.
- 💡When developing plans, use SMART criteria (Specific, Measurable, Achievable, Relevant, Time-bound) to set objectives.
- 💡In your review, use both quantitative and qualitative data to evaluate effectiveness, and consider the views of stakeholders.
- 💡Link your recommendations directly to the findings of your review, showing a clear rationale for each suggestion.
- 💡Practice applying these concepts to a variety of scenarios, such as anti-social behaviour, burglary, or drug-related crime.
- 💡When answering questions about police powers, always reference the specific legislation (e.g., PACE 1984, Section 1 for stop and search) and explain how it applies to the scenario. This shows depth of knowledge and application.
- 💡Use the 'PEEL' structure (Point, Evidence, Explanation, Link) for longer answers. For example, state a point about community policing, provide evidence from a case study, explain its impact, and link back to the question.
- 💡Don't just describe – evaluate. For instance, when discussing the effectiveness of a policing strategy, consider both strengths and limitations, and suggest improvements. This demonstrates critical thinking.
Common Mistakes
Common errors to avoid in your coursework
- Confusing evidence-based policing with simply using statistics without considering the context or quality of the data.
- Failing to involve partners and stakeholders in the planning and implementation stages, leading to a lack of buy-in and poor outcomes.
- Creating plans that are too vague or unrealistic, with no clear objectives or measurable success criteria.
- Neglecting to monitor the implementation process, resulting in missed opportunities to correct course.
- Conducting a review that is superficial, focusing only on outputs rather than outcomes and impact.
- Making recommendations that are not supported by the evidence gathered during the review.
- Misconception: Police officers can stop and search anyone at any time. Correction: Stop and search requires reasonable suspicion based on objective factors, such as behaviour or intelligence, and must comply with PACE codes. Random searches are not permitted.
- Misconception: The police are solely responsible for crime prevention. Correction: Crime prevention is a shared responsibility involving the public, local authorities, and other agencies. The police role is to lead, coordinate, and empower communities through initiatives like Neighbourhood Watch.
- Misconception: Using force is always a last resort. Correction: While force should be minimal and proportionate, officers may use force proactively to prevent harm, such as restraining a violent suspect. The key is that force must be necessary and reasonable in the circumstances.
Frequently Asked Questions
Common questions students ask about this topic
Pass / Merit / Distinction Evidence Checklist
How your portfolio evidence is graded for OPEN COLLEGE NETWORK WEST MIDLANDS Plan, implement and review an evidence-based preventative policing approach
Every vocational unit is marked against named criteria rather than an exam percentage. Your tutor's brief lists the exact codes for this unit — here is what each band is asking you to do.
Demonstrate baseline knowledge, accurate terminology, and core practical application.
Provide detailed analysis, structured explanations, and clear workplace reasoning.
Deliver thorough evaluation, original problem solving, and fully justified recommendations.
Before You Start
Prior knowledge that will help with this topic
- •A basic understanding of the UK legal system, including the roles of the police, courts, and prisons.
- •Familiarity with key concepts in citizenship or public services, such as rights and responsibilities.
- •Good written communication skills, as the diploma requires essay-style answers and report writing.
Coursework AI Review
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Key Terminology
Essential terms to know
- Evidence-based policing principles
- Needs assessment and problem analysis
- Stakeholder engagement and partnership working
- Planning and resource allocation
- Implementation and monitoring
- Review, evaluation, and continuous improvement
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