Research and analysis

Welfare and duty of care in Armed Forces initial training 2022 to 2023

Updated 24 September 2024

Applies to England

Ministerial foreword

While technologies are reshaping the way Defence operates, it is our people who will continue to provide the competitive edge. They are pivotal in enabling the UK Armed Forces to uphold our people, values and interests at home and overseas. Our people and skills are our most important investment and, for those joining the Armed Forces, this investment starts in initial training. That is why I welcome Ofsted’s support in providing independent oversight of our initial training, care and welfare provision to ensure we remain alive to our challenges while highlighting our progress and celebrating our successes.

I am delighted to see 11 units assessed as good for overall effectiveness this reporting cycle. Further, it is pleasing to note that all establishments inspected were graded good for quality of training and support, with senior commanders and their teams being seen by Ofsted as having a strong focus on the training, care and welfare of their recruits, trainees and officer cadets (OCdts).

However, we cannot be complacent. Ofsted has highlighted several areas where we should and must do better. We acknowledge that the standard and quality of accommodation and infrastructure across the training estate has once again been highlighted in the report and in several areas remains below the standard our personnel should expect. While the Future Defence Infrastructure Services contract has empowered commanders to target local issues, the Ministry of Defence (MoD) will continue to invest in the training estate to improve the lived experience.

Across Defence, we continue to work to ensure our people benefit from a wider range of nutritional food choices. Work is underway to transform current catering services contracts to enable us to provide a more contemporary, nutritional and flexible food offer to our recruits and trainees. We also recognise that more needs to be done to ensure all personnel are provided with properly fitted kit and equipment. Purchasing contracts are being revised to mitigate these issues, and improvements are expected in the short to medium term. Defence is also working to improve recruiting through the Armed Forces Recruiting Programme. The new recruiting solution will transform traditional recruiting systems using examples of industry best practice to deliver an improved candidate experience.

I welcome the continuing support provided by Ofsted. Their annual report forms the important independent external pillar of Ministry of Defence’s care and welfare assurance, enabling Defence to deliver effective and safe training. This external assurance supports our ongoing commitment to continuous improvement to ensure our people receive the best possible training experience.

Preface from His Majesty’s Chief Inspector of Education, Children’s Services and Skills

This is Ofsted’s 15th annual report on the effectiveness of care and welfare arrangements for recruits, trainees and OCdts in Armed Forces initial training. It is the seventh report that I have presented as His Majesty’s Chief Inspector (HMCI), and I would like to thank all involved at the MoD for their cooperation and hard work in helping to make these inspections happen.

In addition to the 11 Regular training establishments visited this year, inspectors inspected University Service Units (USUs) from the Royal Air Force (RAF). They visited several University Air Stations (UASs) and the UAS headquarters at RAF Cranwell as part of a single, graded inspection. This was the first time that inspectors had graded a combined unit and headquarters inspection in this way. At the request of the MoD, there were no inspections of Reserve training this year.

Ten of the Regular establishments and the UAS were graded good for overall effectiveness and for most key judgements. In all establishments, recruits, trainees and OCdts benefited from good-quality training and very effective care and welfare arrangements. Because of this, young soldiers, sailors and aviators at these establishments were prepared well to become skilled and knowledgeable members of the Armed Forces.

One establishment, Britannia Royal Naval College (BRNC), was judged inadequate because of the very poor state of infrastructure that now exists because of a lack of investment over many decades. My inspectors reported a sorry tale of decaying, sometimes unsafe, buildings and facilities, with windows rotting and areas out of bounds for safety reasons. In such unacceptable conditions, new OCdts at the very beginning of their careers are expected to develop and model military and leadership skills, and staff are directed to care for them. Commanding officers over many years have been unable to deal with the problems associated with a decaying and inadequate estate because of a lack of support and resources. This situation should not be allowed to continue.

The Royal Military Academy Sandhurst (RMAS) and the RAF Officer Training Academy (RAFOTA) at RAF Cranwell were also found lacking in good-quality facilities, infrastructure and resources in 2022/23. At RAFOTA, commanders had improved several aspects from the inadequate judgement last year, but they are still not good enough. The infrastructure at RAF Halton, where young aviators start their military careers, was also judged as requiring improvement.

Once again, this year the needs of female and smaller recruits, trainees and OCdts are not met by the uniform or equipment issued to them. Often, female OCdts receive rucksacks and body armour that do not fit them correctly. This causes discomfort and has the potential to cause musculoskeletal injury. It also prevents these OCdts from presenting themselves as smartly as others and undermines their confidence and resilience.

Congratulations to the commanding officers and staff at all establishments and UASs inspected this year for the quality of their training and support. This was the case even where facilities and infrastructure were not good. Personnel do good work to train and care for recruits, trainees and OCdts, sometimes in the face of challenge and difficulty. But much more remains to be done to improve the infrastructure of the military training estate if the MoD is to truly care for its people in the early stages of their careers. I have continually expressed my deep concern at the serious weaknesses in resources, infrastructure and accommodation over the past 7 years, and at the continued failures to make the sustained improvements that are so urgently required. As this report and its predecessors demonstrate, these failures affect training quality and recruits, trainees and OCdts’ experiences.

In this, my last, MoD annual report, I urge senior personnel in the MoD and in government to respond swiftly and resolutely to the recommendations we make. I ask them to take immediate and lasting action to provide our young Services personnel starting their careers in the Armed Forces with the facilities, infrastructure and resources they need to flourish, develop the skills they need, and work safely.

Background

Ofsted inspects the training, care and welfare arrangements for recruits, trainees and OCdts at phase 1 and phase 2 training establishments for Regular and Reserve personnel. This includes OCdts training at USUs, which were graded for the first time this year. It also includes officers under phase 2 training.

At the request of the MoD, no Reserve unit inspections took place in 2022/23.

Phase 1 training provides a general introduction to military life, while phase 2 covers the technical and professional skills required of members of the Armed Forces for their first professional roles.

Ofsted’s terms of reference are set out in a memorandum of understanding between the Secretary of State for Defence and HMCI. This includes a requirement for Ofsted to:

• determine the extent to which progress has been made in addressing issues of care, welfare and support for recruits and trainees during initial training in the Armed Forces, including examining establishments’ self-assessment

• evaluate the effectiveness of the strategic and operational management of the care, welfare and support for recruits and trainees during initial training in the Armed Forces

Inspections and visits carried out

This report draws on evidence from 11 inspections of initial training establishments for Regular service personnel and 1 combined inspection of 6 UASs and their headquarters.

Of the 11 Regular training establishments inspected during 2022/23:

• 1 provided phase 1 training for Army personnel (Army Training Regiment Winchester (ATR(W))

• 1 provided phase 1 training for RAF personnel (RAF Halton)

• 1 provided phase 1 training for RAF officers (RAF Officer Training Academy (RAFOTA))

• 1 provided phase 1 training for Army officers (Royal Military Academy, Sandhurst (RMAS))

• 1 provided phase 1 and 2 training for Royal Naval officers (Britannia Royal Naval College (BRNC)).

• 1 provided phase 2 logistics and administration training for Royal Navy (RN), Army and RAF personnel (Defence Schools of Logistics and Administration (DSLA))

• 2 provided phase 2 training for Army personnel (Defence School of Transport (DST) and 14 Regiment Royal Artillery (14 Regt RA))

• 1 provided phase 2 training for RAF personnel (RAF Cosford)

• 1 provided phase 2 training for Royal Naval ratings (HMS Collingwood)

• 1 provided phase 2 training for Royal Naval ratings and officers (Royal Naval Air Station (RNAS) Culdrose)

The inspections of RAF Cosford and RAFOTA were reinspections. These followed inspections in 2021 that resulted in an overall effectiveness grade of requires improvement.

We also carried out a graded, combined inspection of the following 6 UASs and their headquarters at No 6 Flying Training School, RAF Cranwell:

• Wales

• Cambridge

• London

• Bristol

• Yorkshire

• Glasgow and Strathclyde

How we carried out our inspections

We used the handbook for inspecting initial training for the Armed Forces to carry out these inspections. This handbook aligns closely with Ofsted’s education inspection framework, but has been adapted for inspections of Armed Forces initial training.

Each Regular training establishment received no more than 2 working days’ notice of inspection. USUs received 2 weeks’ notice, because they provide training on a part-time basis.

Inspections lasted between 1 and 3 days, depending on the size and complexity of the establishment and the numbers of recruits, trainees or OCdts on site or attending courses.

At all establishments, inspectors gathered evidence to identify strengths and weaknesses, and inform key judgements on the:

• quality of training and support

• personal and professional development of recruits and trainees

• quality of facilities, infrastructure and resources

• effectiveness of leadership and management

Inspectors used these key judgements to determine a graded summary judgement for the overall effectiveness of care and welfare for each Regular or Reserve establishment.

Inspectors used Ofsted’s 4-point judgement scale of outstanding, good, requires improvement and inadequate.

Recommendations for improvement

• Urgently improve the condition of training establishment infrastructure, accommodation, welfare and training facilities. This includes areas that are out of bounds to personnel because they are unsafe to use.

• Give commanding officers the support, guidance and funding they need to properly manage and maintain their failing infrastructure. This will make sure recruits, trainees, OCdts and staff can live and train in acceptable conditions.

• Reduce the amount of time that recruits, trainees and OCdts spend in holdover or in unprogrammed time away from training. This will make sure that they can complete their initial training without delays and move to their first military role. This is particularly crucial for naval pilots, observers and aircrew. Give any recruits, trainees and OCdts who are on holdover structured activities that develop their military skills and knowledge.

• Plan training courses so that recruits, trainees and OCdts have time to consolidate and review what they are learning, and to undertake physical training and exercise. Make sure that they learn new knowledge and skills in a logical order, and do not repeat learning unnecessarily.

• Label the food given to recruits, trainees and OCdts with relevant nutritional information. This is so that they can make informed choices on eating healthily while completing often physically demanding courses.

• Give recruits, trainees and OCdts military equipment and clothing at the appropriate time and make sure that items fit properly. In particular, give female personnel correctly fitting uniform and specialist equipment such as rucksacks and body armour.

• Review the recruitment process so that there is minimal delay to recruits and OCdts starting their training. Give them correct and timely information about the training they are about to start.

• Improve the collection and analysis of performance information to understand better the needs of different groups of recruits, trainees and OCdts. Use this to evaluate effectively what needs to improve.

Summary findings

Quality of training and support

Inspectors graded all 11 establishments and the UAS organisation as good for the quality of training and support.

As we have reported consistently in recent years, senior commanders and their teams have a strong focus on the training, care and welfare of their recruits, trainees and OCdts. Training staff in the establishments we inspected work hard to provide good-quality training and support. This prepares recruits, trainees and OCdts well to move on to their next phase of training, or to join their ships, regiments or squadrons. As in previous inspections, we found many staff performing as excellent role models that recruits, trainees and OCdts admire and respect.

Training and welfare staff work together well to provide highly effective welfare and support. In most establishments, the management of those who need additional help to complete their courses, including because of welfare concerns, is good.

At all establishments, the management of recruits, trainees and OCdts who are deemed at risk of not completing training, or because of welfare concerns, is good. At RN establishments, the divisional officer (DO) system is particularly effective at providing good support for trainees. This is because DOs work closely with a small number of recruits or trainees throughout their training. They know them well, including what support they may need at certain times in their training or lives. Welfare is integral to this system. At RAF Halton, the welfare and support team meets frequently to agree and implement appropriate support for recruits. At RMAS, a newly enlarged welfare team gives very effective support to OCdts. At DST, well-trained personnel offer Army and Royal Marine driver trainees a wide range of support services. At DSLA, staff interview all new trainees to assess whether they need additional support. Staff at all establishments refer recruits, trainees and OCdts to external professionals when specialist help is necessary, for example for mental health support, financial difficulties or family concerns.

Most phase 1 and 2 courses are designed well by the training staff to meet the needs of the relevant service. Most trainers are highly knowledgeable and teach these courses effectively, providing plenty of opportunities for practising skills. Because of this, recruits, trainees and OCdts gain new knowledge, which is properly embedded. They learn new skills quickly and securely.

At DSLA, trainees learn basic skills in cooking, administration or storage and supply before applying these in a more complex setting, such as in field kitchens or on a warship at sea. At RAFOTA, BRNC, RMAS and the UASs, staff help OCdts to develop their leadership and communication skills well. UAS OCdts who choose to learn to fly small aircraft make good progress because of the good training they receive from their flying instructors. Aircraft handler trainees at RNAS Culdrose manoeuvre aircraft in confined spaces on the flight deck of a ship, while Merlin helicopter aircrew learn how to locate submarines in a range of weather and sea conditions. At DST, Army driver trainees learn to handle different types of vehicles in multiple terrains and in hazardous conditions.

Following a change in the training contract at HMS Collingwood, the quality of training has improved and is now good. Trainers provide interesting and challenging learning to warfare, communications and weapon engineering trainees so that they gain relevant technical skills. However, some trainees miss valuable learning opportunities. Their training loses pace because trainers do not give them work to do while other trainees complete their assessments. RAF trainees at RAF Cosford No 1 Radio School benefit from a well-structured course that links theory with practical activities particularly well. For example, trainees are involved in practical activities, such as erecting telecommunications aerials and applying complex theoretical knowledge to ensure these are properly configured. However, trainers of phase 2 officers under training at the Radio School have not planned their course effectively. They try to fit in too much content too quickly. Because of this, officers under training must assimilate very large bodies of knowledge too quickly. They then struggle to remember everything they are expected to know. At BRNC, staff are not always available to teach their specialist subjects to phase 2 officers when planned. As a result, these officers do not always learn the underpinning knowledge they need at the right time so they can apply any further learning effectively.

Most recruits, trainees and OCdts experience very good training facilities and specialist resources. Trainers use these effectively. Most classrooms and training spaces are resourced well to help recruits, trainees and OCdts learn. This includes relevant and often complex computing and software packages. At RAF Halton, staff give recruits useful online learning materials to help them review and revise their knowledge. At 14 Regt RA, trainee communication technicians learn complex systems in the classroom before applying their new knowledge in field conditions. At DST, staff carry out driver training in extensive and realistic environments. In UASs, staff work around the availability of aircraft requiring maintenance to give flying lessons to as many OCdts as they can. RN trainees and phase 2 officers under training at DSLA use excellent facilities that replicate the conditions they will find on warships at sea. Trainers at RNAS Culdrose teach pilots, observers and aircrew the skills they need using high-quality virtual reality equipment. At RAF Cosford, trainees learn basic principles on cut-away engines before moving on to use decommissioned aircraft engines in situ to hone their skills.

As we have reported for several years, staff in some establishments fail to give recruits and trainees on holdover meaningful activities to occupy their time profitably and keep them engaged in useful learning.^{[footnote 1]} Some establishments do not do enough to reduce holdovers to the absolute minimum. Where this occurs, recruits and trainees become demotivated. At RNAS Culdrose, pilots and other aircrew have experienced such long delays to their flying training, with repeated holdovers, that they spend twice as long in training as they should. Despite staff’s best efforts to give them interesting activities, some trainees leave the RN because they are frustrated and disillusioned with the system. At RAF Halton, staff do not give injured recruits frequent, structured training sessions while they recover. This means that their progress is slow and their routine is tedious. DSLA Army mariner or port operator trainees on holdover at Marchwood suffer from a similar lack of structured training. They can become similarly demotivated.

At DSLA, there is a dedicated team that manages trainees on holdovers. These trainees are based either at Worthy Down or RAF Brize Norton. The team give these trainees good-quality, bespoke training programmes, including English and mathematics if needed. At DST, staff have worked hard to reduce gaps between aspects of driver training so that most trainees do not have to wait long for their next course. To support trainees who are waiting for their training, DST staff have designed a programme that will maintain the trainees’ military skills and fitness effectively. At RAFOTA staff give OCdts on holdover useful individual training plans that help them re-join their course quickly and without losing their existing skills. Staff at HMS Collingwood have made improvements to the ways they manage trainees on holdover and now include a range of visits and activities for trainees to enjoy, alongside more practical military tasks.

Most recruits, trainees and OCdts who need rehabilitation following injury continue to be supported well by specialist medical and physical training staff. Almost all of them get back into training swiftly because of this support. Those that cannot return to training receive good support to return to civilian life.

Staff in most establishments effectively support recruits, trainees and OCdts with learning difficulties or additional needs to help them succeed in training. Specialist staff at all establishments help recruits, trainees and OCdts with dyslexia. However, this does not always extend to those with other learning difficulties such as dyscalculia. At RAFOTA, staff assess any additional needs that OCdts may have early in the course and give them learning materials to help them deal with training. Staff at RAF Halton help recruits with additional needs so that they make the same progress as their peers. At ATR(W), some recruits with additional learning needs other than dyslexia struggle with the pace of their training because staff have not given them the level of support they need.

In most establishments, staff help recruits and trainees to improve their English and mathematics skills. ATR(W) staff teach recruits what they need to know to pass required functional skill qualifications in English and mathematics. At HMS Collingwood, staff help trainees to develop their confidence and skills in these subjects. The proportion of those who pass their English functional skills qualifications is high. At RAF Halton, staff do not provide good enough English and/or mathematics teaching to allow all recruits to complete required qualifications in these subjects. Because of this, some recruits do not move on to phase 2 when they should. At officer training establishments, staff help OCdts to improve their skills beyond any qualifications they may already hold.

As in previous years, most military and civilian training staff are highly motivated. They want their recruits and trainees to succeed. Most trainers are experts in their fields. Almost all personnel complete the mandated training and qualifications they need to become trainers either before, or shortly after, joining their establishments. Most are supported well by their senior command team to develop the skills they need to train others. Most trainers use their detailed subject knowledge to explain information to recruits, trainees and OCdts clearly. They manage relevant activities, such as group discussions, effectively. They give recruits, trainees and OCdts time to reflect on what they are learning and practise their skills.

Trainers prepare recruits, trainees and OCdts well for any practical assessments or exercises. They frequently check their understanding. In the UAS, flying training instructors carefully organise and manage safe flying training to a very high standard. Managers of the training contract at HMS Collingwood have given civilian trainers effective continual professional development since the previous inspection. They now teach topics in a more interesting way. At ATR(W), however, too many members of staff arrive without the prerequisite training or qualifications they need to become trainers.

The number of recruits, trainees and OCdts who are successful in training continues to be high. The COVID-19 pandemic had little, if any, impact on this. Because of the good training they receive, most recruits, trainees and OCdts retain their knowledge and can practise the skills they are taught. Consequently, they pass mandatory assessments at the first attempt. At RAF Cosford, HMS Collingwood, DSLA, RAF Halton, RMAS and RAFOTA, pass rates are particularly high. Staff provide additional coaching and support to any recruits and trainees who fail assessments so that they pass at a second attempt.

BRNC and RMAS OCdts often report long delays to their recruitment process, which is managed by an external contractor. They do not always receive the right information about their start dates or what personal equipment they may need for their training. This can involve them in unnecessary personal cost for equipment they do not need. It also results in disappointment when there are delays to their start dates. Often, delays are caused by the over-long medical assessment processes. Many UAS OCdts wait too long for medical assessments and this delays or prevents them becoming fully involved members of their squadron.

Personal and professional development

Inspectors graded all but one establishment as good for personal and professional development. DSLA was graded as requires improvement.

Recruits, trainees and OCdts are proud to be members of the Armed Forces. Most enjoy and succeed in their training. They quickly learn the standards and ethics expected of them as soldiers, sailors and aviators because staff reinforce the importance of these frequently from early in phase 1 training. Most phase 2 establishment staff continue to emphasise and develop these qualities and attributes. Consequently, trainees are prepared well to go into their first military roles with a very good understanding of what life in the Armed Forces is like. They know how to uphold the high standards against which they will be measured. At DSLA, not all staff reinforce expectations of high standards frequently or consistently. As a result, some trainees do not maintain good standards of tidiness, fitness or behaviour throughout their training. This means that some are not ready for the demands of their first military roles.

Staff help recruits, trainees and OCdts to settle into the routine of military training quickly. Recruits, trainees and OCdts swiftly learn to live and train together, often in arduous conditions. They quickly learn the value of teamwork, and the importance of relying on one another. At RAF Halton and ATR(W), staff are adept at helping recruits develop their confidence and resilience when living away from home for the first time. Staff at UAS support OCdts to develop a good understanding of RAF values.

Staff at all establishments have created positive and inclusive cultures in which most recruits, trainees and OCdts thrive. At RMAS, senior officers have acted decisively on recommendations made in external reviews following the suicide of an OCdt in 2019. They have improved all aspects of care and welfare for OCdts and created a caring culture with sufficient staff to ensure a good web of welfare around cadets. As a result, current OCdts and staff understand the expectations and boundaries that senior staff have now set. They feel confident to raise any concerns they may have.

Recruits, trainees and OCdts in all establishments show respect for one another and value each other’s differences. Staff at RAF Cosford have reduced the unacceptable behaviours of male trainees towards their female counterparts that were reported at the previous inspection. At HMS Collingwood, senior officers use press coverage of incidents on submarines to reinforce what is inappropriate behaviour and how to report it if witnessed. OCdts at RAFOTA understand that, as future leaders, they must model military values in their own behaviour. Staff teach them this from an early stage in their training. At BRNC, staff give frequent training on what constitutes appropriate and inappropriate behaviour. Female OCdts at BRNC are highly appreciative of the positive culture they experience as women in the RN. Trainees at 14 Regt RA quickly learn about the ethos and values of the Royal Artillery, such as integrity and respect.

Almost all recruits, trainees and OCdts say that they live and train in a safe environment, free from bullying and harassment. They look after one another, especially in situations during training when they may face higher risk, such as on exercises on Dartmoor and Salisbury Plain or operating with live aircraft. Most know how to report any concerns or unease they may have, and to whom. They are confident that staff will deal quickly and fairly with any complaints. Staff at BRNC, RAFOTA, DSLA, HMS Collingwood and DST are diligent in teaching OCdts and trainees about the potential threats of extremism and radicalisation and how to keep themselves and peers safe from terrorist or extremist threats, including online. At RAF Halton, however, recruits do not have a good awareness of potential risks to them outside of the station because staff do not teach them enough about these.

In most establishments, recruits and trainees develop their fitness and well-being because staff support them well to do this. Recruits and trainees benefit from good sports and gym facilities and a range of sporting and adventurous activities. At 14 Regt RA, physical training (PT) staff help trainees to increase their fitness so that they pass the required rigorous regimental fitness tests. An increasing number of recruits arrive at ATR(W) without being able to swim. PT instructors (PTIs) spend extra time teaching these recruits so that they pass the military swimming test to complete their basic training. At DST, trainees complete courses to become sports coaches or skiing instructors. UAS OCdts enjoy opportunities to take part in skiing expeditions or mountain biking and kayak trips. However, too many RN and RAF trainees at DSLA do not receive enough structured physical training sessions to maintain the fitness they gained in phase 1, or to help them develop a lifelong fitness habit.

Staff monitor effectively the progress that recruits, trainees and OCdts make in developing knowledge, skills and behaviours. They ensure that they know what they can do well and what they still need to learn or perfect. Most recruits, trainees and OCdts have a good understanding of the branch or trade of the military that they have joined, and what to expect next, because staff explain this to them well. OCdts at BRNC, RMAS and RAFOTA have a good grasp of their career pathways. Trainee gunners at 14 Regt RA receive good careers advice about the diverse range of job roles in the Royal Artillery.

Quality of facilities, infrastructure and resources

Inspectors graded 7 establishments and the UAS as good for the quality of their facilities, infrastructure and resources: RAF Cosford, HMS Collingwood, RNAS Culdrose, DSLA, DST, ATR(W) and 14 RA Regt. Inspectors graded 3 establishments as requires improvement: RAF Halton, RMAS and RAFOTA. One establishment, BRNC, was graded inadequate.

As in previous years, although inspectors found good training facilities and resources in most establishments, poor infrastructure and accommodation continues to be a significant problem across the MoD training estate. The most significant areas of concern lie in accommodation for recruits, trainees and OCdts. This situation still requires urgent remedy. It continues to have a negative impact on the lives of those recruits, trainees, OCdts and staff who must train, work, eat and sleep in conditions that are often unacceptable. Insufficient or unreliable heating and hot water continue to be a serious problem for many training establishments. Many command teams are unable to improve the situation quickly because they lack authority, specialist knowledge, sufficient funds or support at a high enough level to do so.

For the second time in 2 years, inspectors judged the infrastructure at an establishment inadequate. At BRNC, there are long-standing failures to maintain and refurbish training areas and OCdt accommodation. This has resulted in some of the worst infrastructure that inspectors have ever seen. Window frames in current OCdt accommodation blocks are rotten and windows are boarded over. Mould is growing in bedrooms, toilets and showers. OCdts are expected to model leadership standards in dress and bearing, despite these conditions. Consecutive command teams have been unable to fix problems identified at the previous inspection because they are not given funds to do so. Consequently, the infrastructure has deteriorated further. Several areas are now out of bounds because they are unsafe for use.

Commanders at RAFOTA secured funding to improve their previously inadequate infrastructure but funding was insufficient. Much of the estate still requires considerable improvement. Staff have rectified some of the problems with OCdt accommodation, including by installing new heating and water systems in a few blocks. Other problems remain, including the need to renovate accommodation and bathroom areas. Many of the facilities that OCdts need to use frequently, such as the gym and running track, still need repair. At RAF Halton, despite the efforts of station commanders, too many recruits and trainees lack adequate accommodation. Accommodation blocks at RAF Halton and RMAS need refurbishment or repair and lack decent toilet and washing facilities. At both establishments, heating and hot water systems are unreliable. Recruits and OCdts must manage, at times, without adequate heating or hot water to wash.

At RNAS Culdrose, DSLA, UAS and DST, elements of infrastructure still need urgent improvement. Trainees at RNAS Culdrose are taught in sub-standard buildings that are earmarked for replacement. Officers under training at the same establishment use mess facilities that are in such poor condition that they are about to be taken out of use. The training kitchens at DSLA do not have a permanent, effective cooling system. When they overheat, training must stop, so trainees lose valuable training time. At DST, fitness facilities are sometimes unusable because of a rolling repair programme.

Much of the UAS infrastructure in locations across the country is substandard. On some UAS sites, the accommodation for OCdts is in a poor state of repair and/or there are no facilities to feed OCdts on training camps. This gives those who join the UAS a poor introduction to life in the Armed Forces.

More positively, senior staff at RAF Cosford and HMS Collingwood have made significant improvements to rectify problems identified at previous inspections. Both establishments now have improved accommodation with more reliable heating and hot water. The swimming pool at RAF Cosford is open again and trainees use it frequently. Senior staff at HMS Collingwood have secured extra funding and appointed new site contractors to maintain infrastructure more quickly. Accommodation at DSLA’s Worthy Down site is very good for trainees and officers under training. This includes ample laundry, kitchen and storage facilities. At DST and 14 Regt RA, trainees have safe and secure accommodation with adequate meal preparation areas and good laundry facilities. Most minor faults are rectified swiftly, although at 14 Regt RA staff occasionally need to remind contractors to complete this work on time.

Most recruits, trainees and OCdts have a dedicated space where they can relax and socialise with their peers after training. DSLA trainees at Worthy Down and RAF Brize Norton benefit from a range of good leisure and social facilities such as a games area, although those at Marchwood are more limited. At RAF Halton and 14 Regt RA, recruits and trainees have access to computers, televisions and games such as pool. Staff at RMAS have recently refurbished the welfare area where OCdts can relax between training sessions. Places for DST trainees to relax and socialise are rudimentary, so many trainees choose not to use them and go to the local town instead. The main leisure facility for OCdts in their first term at BRNC can no longer be used because it is unsafe and has been shut down. Consequently, these OCdts have no dedicated space in which they can relax away from the rigours of training.

Too often, OCdts are not given suitable, properly fitting uniform and/or equipment. This is especially the case for smaller or female OCdts. OCdts cannot model high standards of leadership and standards of dress if they are not properly attired and equipped. At BRNC and RMAS, some female OCdts were issued with rucksacks that did not fit them properly. At RMAS, female OCdts and smaller male OCdts struggle with body armour and some items of uniform that are too big for them. Poorly fitting rucksacks and body armour increase the likelihood of injury to OCdts. They are often physically uncomfortable wearing ill-fitting uniform and can feel embarrassed by their appearance. UAS OCdts do not receive their uniforms early enough as staff struggle to source and supply these. In other establishments, staff provide suitable uniform and equipment for most recruits and trainees on their arrival.

Physical training facilities are good in most establishments. Most PT staff use their facilities well to improve the fitness of recruits and trainees and instil a lifelong healthy lifestyle. Trainee gunners at 14 Regt RA use a well-resourced gymnasium and good additional sports facilities. At DSLA, there are very good sports and fitness facilities. However, Army trainees benefit from these more than their RN and RAF counterparts because staff make sure there is time in the training programme for Army trainees to use them. BRNC has a new, modern gymnasium that is well equipped, and good outdoor sports facilities. OCdts at UAS have access to good, well-maintained adventurous training equipment. RMAS OCdts use high-quality PT facilities and lots of sports facilities, including well-maintained pitches. Some facilities at RAFOTA and DST are not of as good a standard as in other establishments, although DST does have a good range of indoor facilities, including a boxing gym and climbing wall. At RAF Cosford, senior officers have secured funding for a replacement sports hall roof.

Most recruits, trainees and OCdts have good access to on-site medical and dental care. They can usually get same-day appointments. Those who are injured receive good rehabilitation treatment from specialist staff such as physiotherapists. Most can re-enter training swiftly because of this good support. Artillery trainees from 14 Regt RA receive their medical care from a newly built centre at Larkhill Garrison. At BRNC, the medical centre is not open for the full working day. OCdts must travel to use other bases or NHS facilities, which takes them away from training or other activities. At RAF Halton, medical and dental facilities are old and worn and need replacement. At RMAS, the medical and rehabilitation centres are in a poor condition and require replacement or significant improvement.

Most recruits, trainees and OCdts have access to enough food of at least reasonable quality during the working week. There are usually several menu choices for each meal, including vegetarian and vegan options. At RNAS Culdrose, trainees report that the quality and choice of food options are lower at weekends. At BRNC, OCdts are unhappy with the standard and variety of food at times. They are unable to prepare their own food and have limited opportunities to buy food. At RAF Halton, recruits’ packed lunches are not always of a good standard. Not all UAS units are able to provide food for OCdts on weekend flying camps because they do not have the facilities to do so. Some trainees, such as those at DSLA, prefer to prepare some of their own meals in their accommodation blocks because they do not like the food offered by contractors. Staff give them the facilities they need to do this, such as fridges and microwaves. DST trainees often use the fast-food and convenience outlets on site.

As noted in last year’s annual report, catering staff rarely include information on the nutritional content of food, such as the amount of salt, fat and protein. Given the nature of training their customers are doing, this is a serious omission. On occasion in some establishments, there is no menu information at all. It is not even clear what the dishes are, or whether they are suitable for different dietary conditions or religious and lifestyle choices. Recruits, trainees and OCdts struggle to make informed choices about how to eat healthily without this detail.

Effectiveness of leadership and management

Inspectors graded 10 establishments and the UAS as good for the effectiveness of leadership and management. Inspectors graded BRNC as requires improvement for this because of the long-term failure to improve the decrepit and deteriorating infrastructure.

Commanding officers set high expectations for the training, care and welfare of recruits, trainees and OCdts. Command teams at DSLA, RAF Halton, BRNC, DST and 14 Regt RA in particular have high aspirations that they communicate well to staff. At HMS Collingwood, the command team has improved all aspects of trainees’ experience since its previous inspection. The team has worked closely with military and civilian staff to do this. Senior commanders in most training establishments give useful and clear directions and guidance to their staff on their roles and responsibilities, primarily through supervisory care directives. They identify potential risks and mitigate against these effectively in their commanders’ risk assessment. In all establishments, this is reflected in the good standard of training, care and welfare.

Senior commanders use a range of effective systems to monitor, manage and improve care and welfare of their recruits, trainees and OCdts. These include frequent meetings, reports and carers’ forums to discuss individuals and their support. Where there are recruits and trainees under the age of 18, such as at RAF Halton, commanders put in place additional arrangements to ensure that safeguarding arrangements are appropriate and effective. At RNAS Culdrose, senior officers know the progress that trainees are making. They are swift to deal with any problems that may delay progress. DSLA staff maintain good links with staff across all sites so that trainees are cared for and trained well.

Senior commanders generally know the strengths and weaknesses of the training, care and welfare at their establishments. Most capture these effectively in their self-assessment reports. However, still too few use proper evaluative scrutiny or make clear links to improvement planning. Consequently, many units’ self-assessment reports are insufficiently evaluative and do not identify the reasons for some weaknesses. Senior officers at BRNC have a thorough self-assessment that links well with action plans for improvement. DST and RMAS staff use feedback from trainees and OCdts well to make improvements, such as to leisure facilities. UAS staff have not yet developed a useful process for coordinating and evaluating necessary improvements.

Not all senior officers routinely analyse the progress of different groups of recruits, trainees or OCdts, such as those from disadvantaged backgrounds or from ethnic minority groups. Consequently, they are not always aware of what actions to take to support these groups, or what changes to training would improve performance. At RAF Halton, staff analyse the differences in achievement between male and female recruits/trainees, and between different ages, but not those between different groups. Staff at DSLA headquarters, RMAS and BRNC have little understanding of how different groups perform because they do not analyse performance information effectively.

Once again, most command teams in most establishments must routinely spend a significant proportion of their time and effort trying to mitigate the impact of poor infrastructure. We have reported on this for several years. Senior command teams provide good leadership in all other aspects that are under their control, but often their efforts are frustrated by the poor condition of their estates. Increasingly, command teams are unsuccessful in their attempts to improve their infrastructure, as at BRNC and RMAS, because they are not given the funding to do so or are hampered by managing contracts that do not supply what they and their staff need. Command teams at BRNC, RMAS, RAFOTA and RAF Halton have continually informed their chains of command about the long-term problems they have with infrastructure. Yet these problems persist and, in some cases, have become considerably worse.

Reports in date order

RAF Cosford

RAF Cosford is based in Shropshire near Wolverhampton. It is a major part of the Defence College of Technical Training and the headquarters of the Defence School of Aeronautical Engineering (DSAE). No 1 School of Technical Training (No1 SofTT) is the largest training school at RAF Cosford and is part of DSAE. No1 SofTT provides phase 2 and phase 3 training to mechanical, avionic and weapons technicians, and survival equipment fitter personnel from the RAF. The Aerosystems Engineering and Management Training School (AE&MTS), which is also part of DSAE, provides engineering officer foundation training for phase 2 RAF officers. This is in addition to a range of professional engineering and management training for other RAF personnel. Lodger units at RAF Cosford include No 1 Radio School (No1 RS), which is part of the Defence School of Communications and Information Systems. RAF Cosford is also home to the RAF School of Physical Training (SoPT) and the Defence School of Photography (DSoP). Neither of these were included in this inspection because there were no trainees in the SoPT and just 3 at DSoP.

At the time of the inspection, 726 trainees were at No1 SofTT, 171 were in training at No1 RS and 42 officers were in training at AE&MTS. There were 76 female trainees, including officers in training. Fifty-eight trainees were under the age of 18.

This was a reinspection following the overall effectiveness judgement of requires improvement at the previous inspection in May 2021.

Main findings

• Senior officers and civilian staff have worked diligently to improve the quality of trainees’ accommodation and social areas. All accommodation blocks are now at least of an acceptable standard. Several have been refurbished to a high standard. Funding is in place to continue this work in this and the next financial year.

• The swimming pool on site is now open and in use for trainees’ physical training and for recreational use. Due to the lack of availability of trained lifeguards, the opening hours were initially limited, but early morning, lunchtime and evening sessions are now available. A temporary repair has been made to the sports hall roof, and a permanent replacement is scheduled for the next financial year.

• Senior officers and military and civilian staff have worked very effectively to reduce the unacceptable behaviours of male trainees towards their female peers. Commanders have introduced several measures that have made an impact on incidences of such behaviours. These include discussions with trainees about difficult topics and improved lighting around the station. Commanders also investigate any incidents promptly and thoroughly. Female trainees say that RAF Cosford is a safe place in which to train, work and live, and that staff will listen and respond decisively if any incidents occur.

• The training facilities at RAF Cosford are of a high standard. Staff maintain these facilities well so that trainees learn on the type of equipment they will work on when deployed to their frontline units. Training equipment, such as cut-away jet engines and hydraulic rigs, enables trainees to learn basic principles before moving on to develop their skills, knowledge and understanding on decommissioned aircraft.

• Senior officers now use a wide range of data and information well during their frequent welfare and duty of care meetings. They keep staff responsible for the care and welfare of trainees and wider station staff up to date with progress on existing concerns and any new cases that occur. The welfare committee meets frequently to review specific cases of trainees in need of welfare support. As a result, those staff who need to know have a particularly good understanding of the challenges facing individual trainees. They make sure that trainees get the physical, emotional, mental or medical support they need.

• Trainees and officers in training at RAF Cosford benefit from very enthusiastic and committed training and support staff. Most trainees and officers in training experience training that is very relevant to their planned professions and eventual frontline roles. They build their skills and knowledge over time well because of the training staff provide. Trainers are experts in their fields. They explain new knowledge clearly, much of which is complex. Trainees are confident to ask questions, knowing that their question will be answered in a way that helps them to consolidate their understanding. As a result, trainees remember new knowledge long term and pass their assessments.

• A few trainees, such as those who have already been to university and achieved degree qualifications, are taught things they know already. Trainers do not give them alternative or higher-level work to develop their skills and knowledge further.

• Staff in AE&MTS provide excellent support for officers in training who are at risk of falling behind with their studies or failing assessments. Staff identify those officers very promptly and make sure that they get carefully tailored support from staff. This includes short additional training packages and high-quality coaching, so that most officers in training pass the assessments they failed previously. Trainees who need further help and training are moved to the development flight, where they receive excellent support to make rapid progress. They understand fully the improvements they need to make because trainers explain this clearly to them.

• Trainees in No1 RS benefit from highly effective training that links theory and practice well. Trainers make sure that the training programme is taught in a logical sequence so that trainees build their skills over time. As a result, they rapidly become proficient in tasks such as erecting telecommunications aerials. Trainers check how much trainees remember and make sure that trainees can use appropriate technical language correctly.

• Officers in training in No1 RS do not benefit from a well-planned and structured training programme. Trainers try to cover too much new knowledge in too short a time so that trainees struggle to remember what they have learned. Trainers do not use teaching and training methods that help trainees to learn and remember enough of the knowledge and concepts they need for later stages of the course. Staff have redesigned the course, but the new course has yet to be implemented, and trainers have yet to receive any training to ensure that they have the skills to teach the new curriculum.

• Self-assessment reports at school and at station levels broadly identify the key strengths and weaknesses of the welfare and care of trainees, but much of the text is descriptive. Senior staff do not make clear judgements on the quality of welfare and care or the impact of any strengths and weaknesses on trainees. Senior staff link the self-assessment report directly to the improvement actions in the quality improvement plan. Alongside this work, commanders have developed an action plan that has helped to improve the respect and attitudes of trainees.

Recommendations

• Complete the renovation and refurbishment of trainees’ accommodation swiftly so that all accommodation is of the same high standard.

• Improve the self-assessment process to ensure that judgements are evaluative and less descriptive, and the impact on trainees of any weaknesses are considered fully.

• Adapt the curriculum for trainees who start their courses with substantial prior knowledge and experience.

• Provide trainers in No1 RS with sufficient time and the right skills to teach the newly revised radio curriculum to a high standard.

HMS Collingwood

HMS Collingwood is the RN’s largest training establishment. It is the headquarters of the Maritime Warfare School (MWS). The MWS provides phase 2 and 3 weapons engineering and warfare training.

HMS Collingwood’s command provides executive, duty of care and facilities management functions for trainees at phases 2 and 3 of their warfare and weapons engineering training. It also provides these functions for lodger organisations, including the Royal Naval Leadership Academy, Maritime Warfare Centre and Maritime Information Exploitation Group. In early 2022, Capita took over the contract for training.

At the time of the inspection, there were approximately 530 phase 2 ratings and approximately 60 phase 2 officers. There are currently 40 trainees under the age of 18 in training. Most phase 2 trainees come from HMS Raleigh, although a few had completed their phase 1 training at Britannia Royal Naval College. Phase 2 officers arrive from Britannia Royal Naval College. At the previous inspection, phase 1 recruits were training at HMS Collingwood. No phase 1 recruits were training during this inspection.

This was a reinspection following the overall effectiveness judgement of requires improvement at the previous inspection in May 2021.

Main findings

• The senior officers at HMS Collingwood have a very clear vision and ethos for high-quality training and care. Since the previous inspection, military and civilian staff have improved all aspects of phase 2 training and trainees’ experiences.

• Senior staff have implemented a new facilities contract and secured increased financial investment. These have resulted in the improvement of facilities. Naval staff work effectively with the newly appointed on-site civilian contractors to maintain or improve most of the buildings that trainees use. Contractors are quick to carry out maintenance and improvements, such as to the heating and water supplies.

• Trainees now benefit from accommodation blocks that have reliable heating and hot water supplies. They have sufficient storage facilities for their equipment and access to adequate laundry facilities. However, in a few areas in some accommodation blocks, decoration remains tired. Mould is starting to reappear in bathrooms because the extractor fans are not working.

• Trainees are looked after and cared for well by their divisional officers (DOs). The DOs keep clear records of achievements and concerns and, where appropriate, these are passed to the welfare team. Senior officers have a good overview of trainees’ progress, welfare and conduct and provide swift support to those who need it.

• Since the change of contract between training providers, the quality of training has improved. Through effective continuing professional development, trainers now plan more interesting and thoughtful lessons that better meet individual trainees’ needs. For example, in computer networking lessons, trainers give challenging tasks to trainees with more experience. Marine warfare trainees quickly become proficient at sending and receiving Morse code messages, and weapons engineers become confident in working on high-voltage electrical systems. Because of the training they receive, trainees make good progress in developing their military and technical skills and almost all pass their courses the first time.

• Trainers do not provide enough activities for trainees to complete when their peers are completing individual assessments. Too many trainees waste valuable training time as a result.

• Since the previous inspection, senior officers have improved the experience of trainees on holdover. Trainees undertake a range of activities, which include off-site visits, commemorative duties such as selling poppies for Remembrance Sunday, and adventurous training. In some cases, trainees on holdover are waiting for their peers to complete functional skills qualifications in the early weeks of phase 2 training. As reported in the previous inspection, trainees who already have qualifications in English and mathematics do not get the opportunity to develop their skills in these subjects to a higher level.

• Senior commanders’ monitoring of action plans for improvement does not focus enough on the impact of the actions they have taken. As a result, they do not always know whether actions taken are improving the trainees’ training and experience at HMS Collingwood.

• Catering staff provide trainees with a range of food of reasonable quality and sufficient quantity. They provide nutritional information so that trainees can make an informed choice about what they eat. Despite this, many trainees prefer to purchase groceries from one of the local supermarkets and cook this in their accommodation blocks.

• Trainees are safe at HMS Collingwood. They are free from harassment and bullying and know how to report any concerns they may have. Following the recent press regarding inappropriate behaviour by some crew on submarines, senior officers have acted quickly to ensure that all trainees are aware of the expected standard of behaviour. They have put additional training in place to reinforce this to all trainees.

• Trainees have a good understanding of how to keep themselves safe as members of the Armed Forces, both online and when off the base. They have a broad understanding of the dangers posed by those who hold extreme views, as staff inform them of this. Few trainees understand the specific potential threats in the local area, despite briefings from staff.

Recommendations

• Complete the refurbishment of accommodation blocks so that all are in good decorative order and bathrooms are mould-free.

• Plan learning activities for trainees who are waiting to complete practical assessments during lessons.

• Support trainees who already hold qualifications in English or mathematics to improve their skills further.

• Improve trainees’ understanding of the potential risks from those who may hold extremist views in the local area.

• Evaluate the impact of actions taken to improve the training and experience of trainees.

RNAS Culdrose

RNAS Culdrose is situated on the Lizard Peninsula, Cornwall. It is primarily an operational air station but is also responsible for a wide range of phase 2 specialist training. The large majority of phase 2 trainees are on aircraft handler (AH) or air engineering technician (AET) courses.

At the time of the inspection, there were 39 AH trainees and 25 AET trainees. Smaller numbers of phase 2 officers (31 in total), and senior and junior ratings undertake the following courses: basic flying training for observers; sensor operators lead-in courses; initial acoustic course; aircraft conversion phase; and operational conversion phase for pilots, observers and aircrew on the Merlin Mark 2 helicopter.

Main findings

• Senior officers have well-informed oversight of the effectiveness of the welfare and care of trainees in all schools. They have established an effective network of monitoring meetings and reports, including a Culdrose-wide carers forum for staff and trainees judged to have significant personal or training-related issues. Senior officers and all staff are well aware of all trainees’ progress and quickly identify and deal with any issues that might hinder that progress.

• The Culdrose supervisory care directive (SCD) and commander’s risk assessment (CRA) each contain much useful information. However, they do not provide simple and unambiguous direction for all staff on the practice of welfare and care in a range of circumstances, or on a school-by-school basis.

• Staff provide effective care for trainees. Trainees have extensive options to contact a member of staff if they have a problem. For example, they can contact staff based in the accommodation blocks. These staff are the ‘eyes and ears’ of the welfare and care system at Culdrose. Outside of trainees’ accommodation, chaplaincy staff and professional divisional officers are readily available to trainees. Trainees make use of these options because they believe them to be highly effective. They also use the opportunity to air their views using an anonymous feedback system. This has a positive impact. For example, the number of evening kit inspections by senior staff in trainees’ accommodation blocks has been reduced so that trainees have more time to study.

• All trainees’ accommodation is of a good standard. Their accommodation blocks are well equipped, for example with sufficient washing machines. Heating and hot water are reliable. The showering and toilet facilities are well maintained and hygienic. All trainees have ample storage for their personal effects. When repairs are needed, staff make sure they are carried out promptly. Officers under training are accommodated in well-equipped individual rooms with personal toilet and shower facilities and a communal area for cooking. However, their mess facilities are in poor condition and about to be closed down for good, pending a rebuild.

• A poor mobile signal and intermittently weak Wi-Fi connectivity throughout the site are long-standing and persistent barriers to trainees’ communicating with family and friends.

• Trainees have access to an on-site restaurant, where catering staff provide meals of adequate quality. This includes healthy options, which provide trainees with sufficient nutrition to carry out their training. However, trainees report that the quality and quantity of food are not always good enough, notably at weekends.

• Trainees use good-quality sports and leisure facilities that enable them to keep mentally and physically healthy. They have prompt access to good-quality dental and medical facilities.

• Staff have classified some of the buildings used for phase 2 training as unfit for purpose, largely due to a lack of central heating. Widespread use of portable heaters has allowed training to continue in these locations. There is funding in place and realistic plans have been made to replace these buildings. A rebuilding programme for the Engineering Training School is planned to start in spring 2023.

• The quality of training in all schools is good. Well-trained subject matter experts have the aptitude and current experience to be effective trainers.

• Training staff have planned comprehensive training programmes for AET and AH trainees. Courses are structured so that trainees have sufficient time to learn, reflect and consolidate their knowledge. Trainees build their knowledge and skills sequentially and securely because of the good training they receive.

• Trainers and trainees are all well aware of the progress trainees are making and of any gaps in their knowledge that need to be filled. AET trainees complete their course with a good understanding of how to maintain Merlin helicopters in an operational environment. AH trainees are trained well to be safe, operationally ready personnel able to carry out specific and often hazardous duties. For example, they undertake fire crew duty and learn to safely manoeuvre aircraft in tight spaces at sea. Training for Merlin pilots, observers and aircrew at Culdrose takes them from basic to advanced knowledge of the Merlin’s anti-submarine warfare role. They progress from learning how to climb into a Merlin cockpit safely to locating an enemy submarine in the north Atlantic in bad weather, in the dark.

• The ground-based facilities used by all trainees are largely fit for purpose. Trainers use high-quality virtual reality and simulator equipment well as part of effective land-based training for pilots, observers and aircrew. AET trainees have some excellent resources for training and learning, including large-scale Merlin mock-ups complete with functioning instrument displays. During their initial weeks at Culdrose, these rigs provide trainees with realistic, hands-on experience of the complexities and functions of an operational Merlin.

• A very high proportion of AET trainees completed their training successfully and in the planned timescale during the past 2 years, most of them first time. Around three quarters of AH trainees completed their programmes in the previous year. The very small number of AH trainees studying functional skills mathematics or English qualifications at level 1 during their course are not receiving sufficiently structured or effective training and support to pass the examinations. While AET trainees are comfortable with their career choice, a small minority of AH trainees are not. For them, the role does not always meet their expectations, because training has a much greater focus on firefighting than they were led to expect by their Armed Forces careers office.

• Too few pilots, observers and aircrew have completed their courses in the past 2 years. This is because these trainees have experienced regular and prolonged delays in completing each element of their training and must enter repeated periods of holdover, including at Culdrose. As a result, they do not make seamless and uninterrupted progress and some of them experience skill fade. While part of the problem is due to delays caused by COVID-19, a lack of consistently serviceable aircraft on site is also a contributing factor. In some cases, trainees will spend, overall, around double the time they originally expected in the training system before qualifying.

• Senior staff at Culdrose are well aware that the time these trainees spend in holdover is excessive. They do their best to ensure that trainees can spend their time productively, by allocating them to useful roles, including working in the Culdrose control tower. Even so, a few trainees, notably aircrew, have left their course because they are frustrated and disillusioned with the reality of what has become long, drawn-out training. While senior Culdrose staff are managing the impact of this issue on site well enough, it is not a problem specific to Culdrose. It is a reflection of ongoing delays at most stages of naval pilot, observer and aircrew training generally, which have yet to be dealt with successfully by the RN command.

Recommendations

• Prioritise the completion of pilots’, observers’ and aircrews’ programmes so that they complete their training with the minimum of delay.

• Improve the strength and reliability of the Wi-Fi and mobile signal coverage on site so that trainees have reliable means of communicating with family and friends.

• Provide the small number of AH trainees who need it with support to pass functional skills examinations in English and/or mathematics, at least at level 1.

• Provide all potential AH trainees with correct information about their training before they start their course.

• Revise the SCD and CRA documents so that they provide the simple and unambiguous direction intended for all staff on the practice of welfare and care on a school-by-school basis.

DSLA

The DSLA is a tri-Service training establishment formed in April 2021. It is part of the Defence College of Logistics, Policing and Administration, which is under an Army chain of command. DSLA provides initial trade training for around 1,000 phase 2 trainees and officers from the Army, RAF and RN every year in specialist training wings. Just under half of these are from the Army. DSLA also provides phase 3 specialist training for around 11,000 Service personnel, including from overseas and reservist forces. It also provides a pre-officer training course for around 100 selected officer cadets each year, before they start their Army officer training.

Training takes place at Worthy Down in Hampshire for supply, personnel administration and food services trainees from all 3 services. RAF and Army movements trainees train at RAF Brize Norton, where they have access to operational aircraft. Army mariner and port operations trainees are based alongside 17 Port and Maritime Regiment from the Royal Logistics Corps (RLC) in Marchwood, near Southampton. Phase 2 officers from the RLC and Adjutant General’s Corps, and RN and RAF logistics branches, train at Worthy Down. At the time of the inspection, there were around 220 trainees and officers under training at Worthy Down, 5 at Marchwood and 12 at Brize Norton. This inspection covered training at all 3 phase 2 training sites.

Main findings

• The command team gives a very high priority to the care and welfare of trainees and officers under training. This is reflected in the very good standard of care and welfare that staff provide for personnel from all 3 services at all 3 locations.

• Senior commanders at Worthy Down communicate well with their counterparts and their own training staff at Brize Norton and at Marchwood. Consequently, trainees at these locations are well cared for and well trained.

• Because of the good training they receive from their experienced and knowledgeable staff, trainees and officers under training quickly develop the vocational knowledge and skills they need for their first job roles. A high proportion pass their training, most of them first time. Those who do leave without completing training are supported well to go back to civilian life. Most trainees and officers under training enjoy their training and show positive attitudes to learning and Service life. A few trainees do not always uphold the standards and values they should when they are not being supervised, because not all staff reinforce the importance of these often enough.

• Trainers teach their trainees and phase 2 officers topics in a logical order so that they learn the basics before developing and applying their skills. For example, trainee chefs learn basic cooking skills before providing 3-course meals for large numbers of people, either in a warship setting or under exercise conditions in the field. Trainee Army administrators learn the complex processes required to maintain the administration of a unit or regiment. Naval officers under training understand what is required for a warship to function at sea through shore-based lessons and time on board ship. Trainee RAF suppliers and naval supply chain logisticians learn about storage and warehousing, receipt and dispatch, and transfer of goods documentation.

• Army officer cadets on a pre-officer training course, before attending their training at the Royal Military Academy Sandhurst, are cared for well by their staff. They gain in confidence and cultural knowledge before they start their officer training.

• Senior commanders and their teams have extensive and thorough systems in place to record and monitor welfare and disciplinary issues. They act swiftly and appropriately, particularly on the few serious cases that have arisen, so that trainees and staff are supported effectively. Padres, chaplains, medics, welfare staff and the command team coordinate effectively to provide whatever support trainees and officers under training need to succeed. Staff provide appropriate supervision, care and guidance for trainees under 18 years old.

• Most training facilities are very good in all 3 locations. Royal Naval trainees and officers under training use excellent realistic working environments designed to emulate the galleys, messes and ship storage facilities they will encounter on a warship. Army mariner and port operations trainees train on appropriate vessels at Marchwood, although the availability depends on operational use and maintenance. The information system that trainers in the supply training wing use to run training sessions and assessments fails at times, so trainees cannot complete their training at the time they should. This disrupts their training programme.

• DSLA staff receive limited information from phase 1 training establishments, or do not receive it in sufficient time to make good use of it in the early part of a trainee’s course. Staff interview and assess trainees in their first week at DSLA to identify whether they may need extra help with training or welfare support.

• Staff manage the small number of trainees on holdover at Worthy Down very well. There is a dedicated team that looks after these trainees’ care and welfare. These staff design bespoke training programmes for each trainee, including trainee RAF movers from Brize Norton. This includes improving English and mathematics skills if needed. As a result, trainees on holdover at Worthy Down undertake purposeful activities and maintain their military knowledge and skills. Army mariner or port operator trainees on holdover at 17 Port and Maritime Regiment in Marchwood do not receive enough structured training.

• The training kitchens used by trainee chefs overheat to potentially dangerous levels because the cooling systems they are fitted with do not work as they should. Staff mitigate the risk this creates to trainees’ and trainers’ health by stopping training when the temperature in the kitchens reaches a maximum level. This is a year-round problem. While a temporary solution is due to be installed, commanders do not know when funding will be made available to implement a permanent solution.

• Trainees and officers under training benefit from very good gymnasium and sports facilities. Army trainees receive good physical training frequently that helps them maintain their high standard of fitness. Naval and RAF trainees do not always receive the amount of physical training they are entitled to. During some stages in training, they receive none. As a result, these trainees do not maintain their fitness as they should or develop a regular exercise habit to maintain their longer term physical and mental health.

• Trainees and officers under training on all 3 sites have access to well-appointed medical and dental facilities. They are seen quickly if they need any medical or dental interventions. Those who are injured receive very good rehabilitation support from specialist staff so that they can re-enter training as quickly and as safely as possible.

• Accommodation at Worthy Down is mostly very good for trainees and officers under training. It is warm and dry, with enough space for those living in multi-occupancy rooms. Female trainees have privacy and security and are close enough to their male peers that they are not isolated. Not all trainees and officers under training keep their accommodation as clean and tidy as they should, and not all staff supervise this effectively. At times, contractors are slow to carry out repairs and maintenance. Bathroom facilities are adequate, although some do have mould showing. There is usually sufficient hot water, but recently there have been shortages, often at the weekends, as part of the hot water system was not working properly. Laundry, kitchen and storage facilities are mostly good. The mobile phone signal is often patchy, so staff and trainees sometimes cannot make or receive calls.

• Accommodation for DSLA trainees based at RAF Brize Norton and at Marchwood is fit for purpose, clean and warm. The kitchen areas for trainees’ use at Marchwood are basic.

• Trainees at Worthy Down and RAF Brize Norton benefit from a range of good leisure facilities, including a bar and games area, where they can relax when they are not training. Facilities are limited at Marchwood.

• Catering contractors provide trainees and officers under training with a well-balanced menu of reasonable quality in all 3 locations. Despite this, many trainees at Worthy Down choose to prepare at least some of their daily meals themselves, in their accommodation blocks. To help trainees make healthy choices, staff have provided them with a brochure on cooking with a microwave.

• Senior commanders and their teams have developed an inclusive and diverse tri-Service culture since the relatively recent implementation of the DSLA, while also allowing a single-Service ethos to flourish. Trainees, officers under training and staff enjoy the interaction with personnel from other Services. They feel safe and able to be themselves. They report that bullying and harassment are rare and dealt with immediately by staff should they occur. Staff provide useful information to trainees about extremism and radicalisation and how these affect people in the Armed Forces.

• Senior commanders know the strengths and weaknesses of the training, care and welfare at DSLA. The self-assessment report is balanced, although not sufficiently evaluative. Plenty of information is available at each wing level on how trainees and officers under training are performing, as is feedback from trainees on their experience of training. However, there is currently insufficient oversight at headquarters level. Consequently, senior commanders are unable to conduct the analysis they need to make informed decisions on what needs to improve. Commanders are developing systems to resolve this, but a lack of personnel in some key support areas has hampered their progress.

• The newly formed training support wing is a positive initiative. This provides useful central training design and assurance functions, and good oversight of the training of new trainers.

• Senior commanders manage risk appropriately and capture it well in a detailed action plan that they monitor frequently. The supervisory care directive is comprehensive and will soon incorporate relevant information concerning DSLA trainees from RAF Brize Norton and Marchwood supervisory care directives.

Recommendations

• Urgently install a permanent cooling system in the training kitchens, so that trainee chefs can complete their practical cooking sessions safely and without interruption.

• Provide RN and RAF trainees at Worthy Down with sufficient physical training and opportunities to exercise more frequently throughout their courses, so that they can maintain their fitness and health.

• Maintain consistently high expectations for all trainees and officers under training so that they demonstrate high levels of military standards, values and behaviours at all times, even when not under supervision.

• Analyse and evaluate all available information about the progress and performance of trainees and officers under training, including their feedback about their experiences, to make decisions about what changes and improvements are needed.

RAF Halton

RAF Halton is in Aylesbury, Buckinghamshire. The station is home to Recruit Training Squadron (RTS) and Aviator Command Squadron (ACS). Both provide phase 1 training, although ACS predominantly provides phase 3 training.

RTS provides phase 1 aviator training to all Regular and Reserve recruits. The Basic Recruit Training Course (BRTC) is 10 weeks long and normally has 22 intakes per year. Five BRTCs run concurrently. The BRTC has 3 modules that provide the general service knowledge, skills and attitudes required of an aviator.

ACS aims to meet the air leadership and management training requirements for future RAF warrant officers and non-commissioned officers. The direct-entrant senior non-commissioned officer (SNCO) course is the only phase 1 course taught at ACS. It is designed to prepare individuals for the diversity of management and leadership roles in the RAF at sergeant level. The SNCO course is 8 weeks long, and there are up to 5 courses per training year. The course has 4 modules, which provide the knowledge and skills required by RAF personnel to operate at the rank of sergeant.

At the time of the inspection, there were 391 recruits in RTS. Of those, 77 were under 18 years of age, and 81 were female. There were 82 who had completed their phase 1 training and were waiting to start phase 2 training. There were 19 recruits on the SNCO course in ACS.

Main findings

• Senior officers and staff have high expectations of recruits on RTS and ACS courses. They are ambitious for recruits to succeed. Staff have a clear vision and mission to train motivated and well-prepared aviators. They are determined to ensure that recruits experience an inclusive and fair living and training environment, where they feel safe. Senior officers make clear to staff and recruits that they do not tolerate bullying and discrimination. As a result, recruits enjoy an environment where staff treat them with respect. Recruits are mostly positive about their experience. They are confident that, if they raise concerns, staff will act quickly. Senior officers deal with any complaints and concerns promptly.

• Trainers and support staff provide recruits with good support and training to develop the necessary skills and knowledge they need to meet the demands of their phase 1 training. Courses are well planned and ordered so that recruits have enough time to practise new skills. For example, recruits use the new simulated firing range to practise the accuracy of their weapon-handling skills before they apply these on a live range with real ammunition. Recruits quickly gain the skills to maintain their kit professionally and pass their kit inspections.

• Trainers have expert subject knowledge and relevant training qualifications. They use these effectively to explain information clearly. This keeps recruits motivated to listen and contribute confidently to group discussions. Trainers use assessment effectively to check recruits’ understanding of topics. They prepare recruits effectively for practical assessments such as in weapon handling, in preparation for drill and in chemical and biological welfare. Most recruits pass their assessments the first time. Trainers give recruits extra help and useful feedback if they fail parts of their courses, and this gives recruits the confidence to try again.

• Trainers encourage recruits to use a range of relevant resources to support their learning. For example, RTS recruits use the e-learning system to access helpful content and revision materials. This helps recruits to consolidate and recall key foundation knowledge in readiness for their assessments. However, these resources are not always accessible to recruits on the SNCO course due to infrastructure problems in the training facilities and lack of access to Wi-Fi.

• Senior officers and the welfare and support team place a high priority on the welfare, care and support of recruits. They provide recruits with extensive support and opportunities to discuss problems or concerns. They meet frequently to ensure that recruits identified as at risk and who need additional help receive this. They put in place the appropriate support, including support for recruits’ mental health and well-being. Recruits who have additional learning needs receive effective help so that they keep up with their peers. Staff ensure that recruits waiting to move to their phase 2 training have structured activity in place, which keeps most recruits motivated.

• Senior officers have a comprehensive supervisory care directive in place. This gives very clear guidance to permanent staff and recruits about their roles and responsibilities. They have appropriate arrangements in place to safeguard recruits, including those who are under 18 years old.

• Senior officers do not ensure that the very small number of recruits who need to complete qualifications in English and mathematics get the right teaching to complete these early enough. Staff do not assess recruits’ strengths and areas for improvements in these subjects soon enough in their training. As a result, recruits take longer to move to their phase 2 training than necessary.

• Most recruits who start their basic training pass their course. This includes those who repeat aspects of their training due to injury or other circumstances. Senior officers monitor how well male and female recruits achieve and whether there are differences in the achievement rates between age groups. However, they have not extended this analysis to check how well recruits from ethnic minority groups or those with additional learning needs achieve compared to their peers. As a result, they do not know what actions they may need to take to support these groups of recruits.

• Senior officers have made a few improvements to the quality of accommodation and facilities for recruits. For example, they have completed refurbishment of some of the SNCO and RTS accommodation blocks and to the communal laundry facilities. However, because of the planned decommissioning of the station and the historic underinvestment, senior officers have not made sufficient improvements in the infrastructure at RAF Halton. Too often, the work completed is reacting to solving problems that have arisen because of a lack of longer-term planning. As a result, too many recruits on both courses do not have good-quality accommodation and/or facilities.

• Most accommodation blocks are worn out. They need refurbishment and frequently need to be repaired. Recruits do not always have access to enough hot water or reliable heating. Some recruits live in blocks where there are unsuitable communal showers, and some toilet facilities do not work or are unfit for purpose.

• Senior officers prioritise repairs to these systems to ensure that recruits are not without hot water or heating for too long. Senior officers are taking steps to update and improve the infrastructure. They have secured funding to continue their refurbishment work.

• Recruits have access to a suitable gym and sports facilities to develop their fitness. There are a range of appropriate leisure facilities. For example, recruits have access to computers, televisions and a range of games such as table tennis. Not all recruits are aware of what is available to them or choose to use these facilities.

• The quality of food available to recruits in the main dining area is mostly of good quality. Recruits have a reasonable menu selection to choose from. Staff label food with calorific value, but other nutritional labelling of food is not always clear enough. As a result, recruits do not know the amount of fat or protein in each dish. Senior officers are working with catering staff to improve the quality of food in recruits’ packed lunches, and in other dining areas, to the same standard as the food in the main dining area.

• Recruits have access to adequate medical and dental facilities. There are sufficient staff to meet most recruits’ needs. Recruits attend frequent dental checks and have same-day treatment when needed. However, as with much of the estate, the facilities are worn out and in need of repair.

• Staff do not support the few recruits in rehabilitation well enough. Medical and flight staff do not communicate effectively to ensure that recruits benefit from structured support and training while they recuperate. As a result, recruits wait too long for the training sessions they need. This slows recruits’ progress and reduces their motivation.

• Trainers and support staff help recruits develop their confidence and resilience. As a result, most recruits overcome any challenges they may face. Recruits feel safe at RAF Halton. They know who to contact if they have concerns about their safety and well-being. They understand the range of risks associated with working in the military.

• Recruits do not have a good awareness of the potential risks to them in and around the station area because staff do not discuss these with them. Senior officers have this information through the RAF police but have not shared this with recruits or staff.

Recommendations

• Urgently improve the living conditions and facilities for recruits. Remove unsuitable communal showers and fix toilets that do not work. Rectify the faults in heating and hot water swiftly and permanently.

• Support recruits who need to complete English and mathematics qualifications earlier in their courses to avoid them waiting to move onto their phase 2 training.

• Monitor how well recruits from ethnic minorities and those with additional learning needs achieve compared to their peers. Identify and implement any actions necessary to remove any differences in achievement rates.

• Provide recruits who have been in rehabilitation with more structured and organised activities to keep them motivated.

• Clearly label food served in the mess with nutritional information, so that recruits can make more informed and healthier choices about what they eat. Improve the quality of food in recruits’ packed lunches.

• Provide recruits with detailed and current information on the potential risks to them in the local area.

UAS

UAS units offer university students an opportunity to sample RAF life. The aim of the provision is to attract ambitious and intelligent students into a career as an RAF officer, although this is not a requirement of joining a UAS. UAS OCdts receive specialist training, have the chance to fly, and take part in various adventurous training activities, such as rock climbing, sailing and skiing, in the UK and abroad.

OCdts can choose to join the accelerated training pathway (ATP) if they wish to join the RAF as an officer. This additional training takes place at RAF Cranwell and enables aspiring officers to join the RAF officer training academy in week 7 of the course, rather than week 1.

There are 15 UAS units in the UK, and several are linked with more than one university. All are linked to an RAF MoD facility for flying training, and all have a training location for OCdts to attend, usually on a weekly basis. Each UAS has an officer commanding (OC), who is responsible for the running of their UAS. These are at the rank of squadron leader. This inspection visited 6 UAS units.

The UASs are managed nationally from a headquarters (HQ) in No 6 Flying Training School (6FTS), based at RAF Cranwell.

There are currently about 950 OCdts in UASs nationally.

Main findings

• Students who join a UAS benefit from a wide range of military training, personal and professional development opportunities, and adventurous activities. They highly value the expertise of their training officers, especially those who teach them to fly. Officers at the UAS units train and support OCdts very well, irrespective of whether they intend to join the RAF on completion of their university studies.

• The training for teaching OCdts to fly small aeroplanes is very well established, carefully organised and of a very high standard. While some OCdts choose not to take part in flying training, those who do so make good progress because of the care and attention to detail that flying instructors take. Flying training instructors and HQ staff have established a culture of safety to make sure that OCdts learn to fly in the safest possible environment.

• Trainers are knowledgeable, enthusiastic and keen to share their knowledge and experience with OCdts. Trainers receive the appropriate training and support for their roles. Trainers become skilled in explaining new knowledge and demonstrating new skills, so that OCdts learn these quickly and effectively.

• Military and civilian staff at 6FTS and the UAS units work with determination to provide OCdts with a high-quality training experience. Despite some poor infrastructure and other operational challenges, such as availability of aircraft and fuel, and changes of location, staff do the best they can with what they have available.

• OCdts highly value the emphasis that trainers put on developing their leadership and communication skills. This enables them to take on roles in their UAS committees, helping to design and lead events and activities, such as expeditions, summer camps and parades. OCdts develop their public speaking and oracy skills by giving presentations on military and current affairs topics during their training nights. OCdts develop a good understanding of military and RAF values through training nights and other activities.

• Too many new recruits are not issued with appropriate uniform promptly enough after they attest. Experienced OCdts take a very mature attitude to the lack of uniform and agree to attend training nights in professional dress instead, so that new recruits do not feel left out.

• Although most UAS units have suitable facilities for training, too much of the UAS infrastructure needs improving. It is suffering from chronic and historic under-investment. Examples include leaking roofs in portacabins that are covered with tarpaulins, training facilities with no changing rooms for OCdts to change into their military uniform at town training locations and no Wi-Fi in most locations. Squadron and HQ staff are aware of the range of infrastructure failings and work with determination to find innovative or practical solutions. When one of the UAS units lost its aircraft fuel supplier, HQ staff hired a bowser to be kept on site and found a fuel supplier to service it.

• The maintenance contractor for the flight’s aircraft maintains these to a high standard and ensures that routine maintenance is carried out promptly. Because so much maintenance is required for these aircraft, it is not unusual for a third of the fleet to be undergoing maintenance or repair at the same time, which reduces flying training opportunities for OCdts.

• While the individual UAS units have a wide range of up-to-date and well-maintained equipment for adventurous training, staff at the squadrons and at the HQ recognise that this is not as widely used as it might be. Staff and OCdts find the administration necessary for organising trips and expeditions overly bureaucratic and repetitive, which limits the amount of time they are prepared to invest in organising such activities.

• Facilities for food and accommodation at the military bases used for flying training vary greatly. In several cases, the accommodation for OCdts is in a very poor state of repair and needs updating. On several bases, there is no provision for food for OCdts on weekend flying camps.

• Senior officers at 6FTS have a very clear vision for the benefits that being a member of a UAS can bring. This includes a culture of safety and inclusivity, which is expressed to staff with clarity in documents such as the supervisory care directive and commanders’ risk assessment.

• While staff at 6FTS have a very good oversight of the staffing at each UAS unit and at HQ, there are too many unfilled posts. This is compromising the activities that can take place in the UASs. Senior staff deploy officers under training and between the different stages of their training to support squadrons with adventure training, expeditions, and care and welfare tasks. This is a temporary solution.

• Too many new recruits have not yet had their medical checks that enable them to attest and become full members of their squadron. Currently, about a fifth of those OCdts who wanted to join a UAS and were accepted are still waiting for medical checks.

• Senior staff have implemented a self-assessment process that is in place at HQ and at UAS level, but this is under-developed. The process is not the central pillar for evaluating the quality of welfare, care and training. The current reports are overly descriptive and do not clearly express the strengths and weaknesses of the provision. Although there are other mechanisms in place to bring about improvement, these are not sufficiently coordinated, monitored and evaluated.

Recommendations

• Undertake medical checks promptly after recruitment.

• Reduce the number of posts that are not filled in 6FTS and UAS units so that OCdts can make full use of the time they spend in their UAS.

• Fix the failings and shortcomings in infrastructure and resources, particularly buildings and aircraft.

• Issue new recruits with the correct uniforms promptly after they attest.

• Coordinate the different methods of quality improvement, including self-assessment, to improve the evaluation and monitoring of welfare, care and training.

RAFOTA

RAFOTA is part of the RAF College at Cranwell in Lincolnshire. It is commanded by a wing commander who is responsible for the day-to-day management of the phase OCdts. At the time of this inspection, the academy has 161 OCdts in training on the modular initial officer training course (MIOTC). OCdts complete 3 modules that cover initial military skills, leading self and others, and leading teams. They complete a final assessment in module 4. On successful completion of the MIOTC, OCdts progress into their chosen trades for phase 2 of their training.

Twenty OCdts in the academy are currently repeating aspects of the MIOTC. Fifteen OCdts are on cadet support flight (CSF) for welfare reasons (injury or medical) or undergoing additional training before returning to their course.

Main findings

• The commanding officer has developed a clear ethos and vision for the academy. Staff strongly encourage OCdts to lead in their own style, and do not try to fit them into a pre-conceived mould. As a result, OCdts are empowered to develop their own leadership style that best suits their personality and enables them to work to their strengths.

• Senior officers carefully select trainers to ensure that they uphold the supportive ethos of the academy. Trainers are experts in their subjects and have the appropriate skills to train OCdts. Trainers use appropriate methods and techniques to enable OCdts to develop the leadership insight necessary to become an officer in the RAF. For example, trainers skilfully help OCdts to reflect on their practice and clarify what they need to do to improve. As a result, OCdts can communicate effectively in briefings and are confident working with their peers and staff in different settings.

• Officers have designed the OCdts’ programme well so that they balance physical activity and academic learning. Occasionally, a few OCdts do not have enough time to ensure that they understand the theoretical input thoroughly prior to participating in discussions.

• Trainers ensure that OCdts continue to develop their English and mathematics skills effectively while in training. All OCdts have gained English and mathematics qualifications prior to entry, and many have degree- or higher-level qualifications. Nonetheless, trainers help OCdts learn further skills. For example, OCdts effectively analyse a range of diverse information and improve their communication skills to a good standard.

• Trainers assess OCdts’ starting points in English and mathematics well to identify any additional learning support needs they may have, such as dyslexia or dyscalculia. However, although trainers effectively facilitate access to learning materials for these OCdts, they do not plan in enough detail to help them close the specific gaps that have been identified in their knowledge of English and/or mathematics.

• Most OCdts pass their summative assessments first time, and most OCdts pass the course overall. Only a very few OCdts fail to complete the course for reasons such as injury or a change of career or, in a few instances, for disciplinary reasons.

• Specialist trainers help the few OCdts who are injured in training to recover, to enable them to re-join training as quickly as possible. Senior officers have recently ensured that these OCdts are provided with a range of additional activities, such as events to develop their leadership skills. Staff provide the OCdts who repeat part of their course for disciplinary reasons with individual training plans. These plans help OCdts to reflect on their areas for development, and most of them successfully re-join the course.

• OCdts carefully choose their career pathway prior to completion of their training. OCdts understand how the results of their computer-based aptitude tests determine which careers are available to them because staff explain this carefully. For example, OCdts know that those with the highest grades can access pilot training pathways. In addition, OCdts undergo several interviews and assessments, which give them an understanding of the motivation for their chosen pathway. OCdts use the information that recruitment staff give them to complete their own research, so that when they start at RAFOTA they have a very clear and agreed career path in the RAF.

• Since the previous inspection, senior officers have taken effective action to rectify the problems identified in OCdts’ living accommodation and training facilities. Staff have installed new gas heating and hot water boilers in the accommodation blocks where OCdts live for the first 12 weeks of their training. However, the heating and hot water facility, along with cosmetic renovation of all training and living areas, still needs a permanent solution in the longer term. Senior officers have taken appropriate action to secure sufficient funding to develop the site further.

• OCdts have access to clean and dry storage facilities for their personal belongings, uniforms and equipment. There are adequate laundry facilities, which are properly maintained by the current contractor. In most cases, OCdts have access to adequate ablutions facilities. These facilities are hygienic but need further renovation and repair.

• OCdts do not have access to consistently high-quality gymnasium, sports and leisure facilities. Many of the available facilities are in need of renovation and repair. For example, the running track, which OCdts frequently use, urgently needs repair to its surface. The pool facilities are adequate for training and rehabilitation, but do not include sufficient changing facilities. Senior officers have now rectified the most urgent problems so that most OCdts complete the training that they should.

• In most cases, OCdts have sufficient protein, fruit and fibre to participate in their training effectively. Staff ensure that food, including vegetarian options, is available to meet OCdts’ nutritional needs, based on the contractual requirements set by the military. OCdts have access to additional food outlets out of hours. Since the previous inspection, senior officers have ensured that catering staff provide OCdts with more nutritional information. However, this does not include specific nutritional information regarding the protein options to help OCdts make the most appropriate choices to supplement their dietary requirements.

• Senior officers have developed effective links with local healthcare services. For example, they are involved with the wider mental health crisis committee across Lincolnshire. OCdts have access to good-quality medical and dental facilities during working hours. OCdts who require rehabilitation from injury receive good-quality physiotherapy and support to recover quickly. Longer-serving staff are trained as mental health first aiders and have completed suicide awareness training. However, staff who have arrived more recently do not receive such detailed training.

• Outside office hours, duty staff refer OCdts to external helplines, the emergency services and the on-site padres to access the help they need if issues arise. Senior officers recognise that the reliance on external services after hours is not ideal if an OCdt is in real crisis. However, they have developed clear guidelines for staff to ensure that OCdts receive the help they need to stay safe.

• Trainers and senior officers teach OCdts to value, recognise and respect difference very well. They provide OCdts with useful training to ensure that stringent military values underpin their own behaviours. Senior officers have introduced topics such as guidance on sexual harassment and on the use of inappropriate language. Officers have developed clear and specific zero-tolerance policies, reporting mechanisms and interventions to address OCdts’ and staff’s behaviour where needed. As a result, OCdts are clear about the behavioural and attitudinal standards that they must demonstrate and uphold to become officers in the RAF.

• Staff provide OCdts with useful training on the specific risks associated with the ‘Prevent duty’ and their general safety. OCdts are provided with clear guidance on what constitutes safe working practices in terms of social media, travel to and from site, and not wearing uniforms in public. They understand that they may be targets for radical or extremist groups and that they could be identified through their social media accounts, based on what they publish. As a result, OCdts are knowledgeable about cyber security, how to protect their identity online and how to stay safe when off camp.

Recommendations

• Urgently improve the remaining poor sports and leisure facilities, training rooms, accommodation and ablution facilities so that all OCdts live and learn in suitable environments.

• Develop detailed support plans to help OCdts with additional learning support needs gain the knowledge they lack, especially in English and/or mathematics.

• Provide OCdts with enough time to undertake their independent research so that they are well prepared to participate in the associated lessons.

• Label the menu with the protein options available so that OCdts can make more informed and healthier choices about what they eat.

BRNC

BRNC is the RN’s officer training establishment, located in Dartmouth, Devon on a 126-acre site. The college is commanded by the Captain, BRNC. BRNC provides all initial training for Royal Naval officers in the Regulars and Reserves. It also trains phase 2 warfare officers. Additionally, some command, leadership and management courses for trained officers and ratings take place here. BRNC is also the headquarters for the university Royal Naval units.

It has 5 main training outputs: Initial Naval Training Officers (INT(O)), including several specialist branches, pre- and phase 1 officers, international defence training; phase 2 warfare officers’ training; RN command, leadership and management training for trained officers and ratings; Royal Naval Reserve officer programme and university bursars and cadets’ coordination and training.

The primary activity at BRNC is phase 1 training, which has 3 intakes each year, totalling around 450 OCdts. The course comprises an initial 14-week militarisation training period, followed by a 15-week marinisation period. Marinisation training involves a 6-week initial sea-time element on board an operational warship. RN staff officers, and civilian lecturers under contract from the University of Lincoln, teach phase 1 OCdts.

The initial element of phase 2 training for RN warfare officers also takes place at BRNC, on behalf of the maritime warfare school. These officers join phase 2 after completing 4 months of common fleet time at sea. When at BRNC, they are given additional responsibilities to develop further their character and their leadership and management skills.

At the time of the inspection, there were 306 OCdts in phase 1 training and 50 officers under training in phase 2. No other training courses were included in the inspections. URNUs are inspected separately.

Main findings

• The captain and her senior team, despite only being in post for less than a year, have made substantial improvements to the accommodation and facilities for OCdts. However, they have been unable to improve these to a decent standard because the MoD has not given them adequate support. In this regard, the senior team at BRNC are not responsible for the lamentable failings in maintenance, renovation and refurbishment of the college site over decades.

• Much of the accommodation for phase 1 and phase 2 OCdts is below a reasonable standard. For example, rooms and dormitories in one block have boards over windows where the window frames have rotted. Too many rooms, showers and toilets lack sufficient ventilation, so that mould is growing on window frames and ceilings. The phase 1 leisure facility, called the Pavilion, is out of bounds to OCdts because too much of the structure is unsafe. Several areas of the vital quayside training facility are now out of action because of failings in infrastructure.

• Many of the failings in infrastructure at BRNC were identified by inspectors at the previous inspection in 2018. Previous leadership teams have not been given sufficient funding and labour to make the improvements needed. The new gymnasium has been built and is in daily use by OCdts, and 1 of the 5 accommodation blocks has been refurbished, although this block still suffers from problems with its hot water and heating. The recently refurbished galleys have more up-to-date and reliable equipment for cooking and dishwashing.

• The captain has a clear vision of the quality of training that OCdts need to prepare them effectively for a career in the RN. The captain’s team share this vision and, despite failings in infrastructure and shortages in staff, works hard to translate the vision into high-quality training and care. Divisional officers and training staff monitor the progress of OCdts very closely as they move through their training. They adjust the training where the progress of individuals and groups of OCdts is not as rapid as expected. As a result of this oversight and action, a very high proportion of OCdts pass their assessments at the first attempt.

• Senior officers do not routinely analyse the progress and achievements of different identifiable groups of OCdts, such as care leavers, those from disadvantaged backgrounds or those from ethnic minority groups. Because they do not know if there are any differences in the progress of these groups, staff cannot make any necessary changes to the training programme to resolve them.

• Senior officers use thorough self-assessment processes to maintain a clear oversight of the strengths and weaknesses in the care and welfare of trainees. They link self-evaluation findings to the quality improvement action plan. They monitor progress against areas for improvement frequently. Senior officers know the strengths and weakness of the provision relating to the welfare and care of trainees. They take timely actions to improve the OCdts’ experiences through a coordinated whole-team approach. Over half of the actions in the quality improvement action plan relate to infrastructure and access to facilities. They remain unresolved because senior staff do not have the funds to bring about the improvements.

• Senior officers use dynamic risk assessment to mitigate the risks of the potentially inherently dangerous training activities that OCdts complete. They recognise the need to challenge OCdts and provide them with suitably uncomfortable experiences to prepare them for a military career, while making sure they are cared for and looked after appropriately.

• Senior officers and training staff plan and teach a coherent programme of training for phase 1 OCdts. Too often, phase 2 officers are taught new topics at an inappropriate time because of restricted staff availability. Consequently, they do not get to use or apply their new learning promptly, or they have not learned important underpinning knowledge or concepts first.

• Trainers are experts in their subjects and are passionate about high-quality teaching and training. Military and civilian trainers alike are skilled at explaining and demonstrating new knowledge and skills. They proficiently link what they are teaching OCdts to real-life situations they have faced in their careers. This illuminates and illustrates what OCdts are learning.

• Trainers use assessment very effectively to evaluate what OCdts have learned and can do. When an OCdt fails a formal assessment, the training team give very good feedback and support to help them master and consolidate the required skills and knowledge. The time that OCdts have for revision between the end of teaching and assessment of topics varies. Occasionally, OCdts have struggled to find enough time for revision and have failed assessments.

• OCdts who need extra help or time to recover following injury join Pellew Division. During their time in Pellew, they get specialist help to recover from injury and regain their physical fitness. They take part in presentations on current affairs and military topics to keep their academic skills current. However, those who are in Pellew for any extended time because of the nature of their medical issues are not made aware of plans to get them back to a full-time training division. Staff acknowledge the difficulty of putting these plans together in complex medical cases that may take time to resolve.

• A few OCdts have experienced disruption to their learning because a lack of staff availability has caused last-minute timetable changes. Staff have not told OCdts about these changes soon enough for them to go to the correct location on time or at all.

• OCdts are very well supported by staff. OCdts’ welfare is a high priority for all staff. OCdts especially value divisional training officers and chaplains for the support they give them. However, all staff are extremely busy performing multiple duties and do not always have the time they need to focus on their primary role of supporting their OCdts.

• OCdts are proud to be in the RN. They develop respect for military values quickly when they start their training at BRNC. They are respectful to each other and to their military and civilian staff. Staff support OCdts from other countries to become an integral part of the BRNC team quickly.

• Too many OCdts experience frustrating delays to medical assessments during their recruitment phase, before joining BRNC. Appeals often take too long and compound OCdts’ exasperation when there have previously been delays between application and the first medical.

• OCdts understand how to keep themselves safe and the importance of safety when learning in high-risk situations. They look out for each other and know when to talk to staff if they feel uneasy about something. OCdts understand the importance of keeping themselves safe from those with extreme or radical views. They are aware of the wider threats that these people pose to the Armed Forces, and they understand dangers in the local area.

• Female staff value the culture of mutual respect, tolerance and collaboration that promotes positive behaviours and leads to a respectful and inclusive working environment. They say that having a female captain gives them an inspirational role model in a modernising service. Staff and trainees benefit from frequent training and information on appropriate and inappropriate behaviours, sexual consent and sexual harassment, gender neutral language, safeguarding, ‘Prevent’ and leadership values.

• Female OCdts speak very positively about their experience at BRNC. They feel well supported in an environment where there is a positive culture about women in the RN. Female OCdts appreciate the care package that they receive at the start of their training. BRNC staff do not always issue female OCdts with rucksacks that fit them properly. This has the potential to cause back and/or hip injuries, and some OCdts believe that this has contributed to a delay to their training while they recover.

• Recent rises in prices of ingredients have meant that commercial contractors have changed the menus and dishes served to OCdts in order to keep within their budgets. Although the dishes prepared by catering staff still meet the nutritional requirements specified, OCdts find the diet contains less variety in sources of protein and they are often unhappy with the standard and variety of food available. Phase 1 OCdts do not have any facilities to prepare any additional hot snacks or meals and opportunities to buy food on the base are limited.

• Medical and dental facilities on the base are suitable for the numbers of OCdts at BRNC but opening hours do not cover the full working day. There is no out-of-hours service. At these times, cover is provided by staff at other bases in the region and through NHS emergency services.

Recommendations

• Urgently renovate and refurbish the accommodation and leisure facilities. Make sure that there is reliable heating, hot water and sufficient ventilation in shower and toilet blocks and that rotten and dilapidated windows are replaced as a priority.

• Urgently implement plans to renovate or replace the Pavilion so that phase 1 OCdts have a suitable space to socialise and relax outside of training hours and at weekends.

• Give divisional officers and training staff enough time to focus on their primary role of supporting OCdts.

• Improve analysis of cohort data to identify information about the progress and achievement of female OCdts, those from ethnic minority groups, those from disadvantaged backgrounds and care leavers. Implement actions to close any identified gaps in cohort and group performance.

• Give OCdts, especially female OCdts, correctly fitting equipment to reduce the likelihood of any unnecessary injuries during training.

• Inform OCdts of any timetable changes in a timely and appropriate manner to minimise the disruption to training. Give OCdts enough time to revise between training and assessment activities.

DST

DST is located at Normandy Barracks near Beverley, Yorkshire. It is a school within Defence College of Logistics, Policing and Administration (DCLPA). DST accounts for over half of DCLPA’s total training output by delivering 104 different driver, communications and materiel-handling courses operating over 70 equipment types. DST trains around 10,000 students on site annually, from the rank of private to brigadier equivalents, from across all 3 services.

Training at DST focuses on driving licence acquisition, military driver training and specialist driver training, including management and communications training. 25 Regiment The Royal Logistic Corps (25RLC) provides duty of care and continuation training (CT) for trainees.

This inspection covered initial trade training (ITT) for phase 2 trainees at DST. At the time of the inspection, there were 287 RLC trainees undergoing ITT. There were 222 male and 65 female trainees. Forty-four trainees were under the age of 18. Forty-one trainees were on holdover for injury/medical, discipline, welfare or discharge reasons, or because they are awaiting trade courses or licences. These trainees were undertaking CT.

There were also 65 ITT trainees from the Royal Marines managed by 25RLC. Three of these trainees were under the age of 18 and 5 were female.

Main findings

• The commandant and senior team aspire for DST to be a centre of excellence for driver training. They have a clear vision to provide trainees with a high-quality training experience to prepare them for a career in the Armed Forces. Staff provide an environment in which trainees thrive and become competent, confident driving personnel. They ensure that trainees benefit from a high standard of care and welfare at DST.

• Senior officers ensure that the quality of driver training for trainees is good. Trainees, many who have never driven before, learn how to drive cars, HGVs and a range of specialist military vehicles. Trainers have planned training effectively so that trainees build their knowledge and driving skills incrementally. Trainees first learn how to drive cars to gain their full category B UK driving licences. They complete hazard awareness and other mandatory training before learning to drive HGV vehicles and gaining the coveted category C+E. Trainees learn to drive different military vehicles in different and often difficult terrains. They gain the advanced driving skills and qualifications that prepare them well for military life.

• Staff provide driver training in an extensive, realistic, real-world training environment that fully prepares trainees to drive different vehicles in multiple terrains and settings. Specialist circuits are available for HGV training for trainees to practise hill-starts in a controlled environment and drive on simulated public roads as well as off-road driving. They learn to drive in hazardous conditions and terrain, and how to apply their skills to drive military vehicles. The classrooms where trainees undertake their theory training are fit for purpose but are old and in need of constant renovation. This maintenance work occasionally disrupts training.

• Staff have adapted the programme to minimise potential gaps between different aspects of driver training. They have planned and designed CT for trainees not able to access driver training effectively. This provides these trainees with additional training and support that help them to maintain their military skills, field craft and physical training and prepare them for their next posting. However, some trainees remain in CT for too long.

• Training staff are experienced and qualified subject-matter experts. All have teaching and training qualifications and appropriate vocational qualifications to provide driver training. Trainers know their subjects well and explain content clearly to ensure that trainees have a good understanding.

• Trainees have access to good-quality welfare support. A team of well-trained staff provides trainees with a wide range of support services, including a calm space to talk and relax, help with personal issues and advice on finance. Staff refer trainees to medical and professional external agencies appropriately so that trainees get specialist help when required.

• Trainees enjoy their training and recognise their progress since arriving at DST. They appreciate that the driving licences they gain prepare them well for life beyond the military. Trainees can access other qualifications in addition to their driving licences once they complete their initial training. For example, trainees take courses to become sports coaches or ski instructors. This helps them access a range of jobs when they leave the Army.

• Staff fully embed military values and standards into all aspects of training. They use coaching, administrative actions and remedial training to help trainees swiftly meet Army standards and prepare them for a life in service. Trainees are respectful to each other, value each other’s differences and support each other well. Trainees feel that trainers go above and beyond to help them progress and succeed.

• Staff and trainees benefit from frequent, useful training on safeguarding, the potential threats and dangers of radicalisation and extremism, and how to raise concerns or make complaints. Trainees know how to keep themselves safe while off camp. They understand how to steer clear of dangers such as drink spiking and drugs when out socialising.

• Trainees benefit from safe, secure living accommodation, with staff on hand for pastoral support as well as to maintain security and discipline. Trainees have plenty of space to relax and socialise in communal areas that have fridges and basic meal preparation areas. When accommodation needs urgent maintenance, staff report it quickly so that it can be repaired. Laundry, bathroom and heating facilities are mostly good. At times, system faults result in a lack of heating and hot water.

• Mostly, trainees receive adequate, suitable clothing and military equipment on arrival from basic training or other establishments. However, a few trainees report delays in receiving the full range of military kit and other items that they need to complete training and field exercises.

• Trainees have access to a variety of suitable food with appropriate nutritional information so they can make informed choices about what they eat. There are also fast food and convenience outlets on site, open into the evenings.

• Trainees have access to social space across the base. Much is of a rudimentary standard, so many trainees choose to leave the base to socialise.

• Gym facilities are undergoing a rolling programme of renovation and repair, with facilities occasionally unusable. They are of a good size, standard and quality to facilitate high-quality, flexible fitness training. There are full-sized squash courts, modern fitness equipment for strength, conditioning and cardio activities as well as more specialist training opportunities such as rock walling, boxing or weightlifting. Physical training instructors provide a well-constructed training programme to maintain trainees’ fitness levels and tailor fitness needs to their individual roles.

• Trainees have access to well-resourced and staffed medical and dental facilities. They are seen swiftly when they need medical or dental treatment. Trainees who are injured benefit from rehabilitation programmes so that they can re-enter training as quickly and safely as possible.

• Senior officers know the strengths and weaknesses of the training, care and welfare at DST. They link self-assessment findings with quality improvement plans to track and monitor progress against areas for improvement. Staff use feedback from trainees on their experience at DST to improve training, welfare and care. For example, they improved access to computer facilities and provided televised sports coverage in the social areas.

• There are still too many unfilled posts at DST. Because of this, training staff give up annual leave and development opportunities so that they can provide the training that trainees need to complete. This has an impact on staff welfare and well-being.

Recommendations

• Minimise the time that trainees spend in CT so that they progress onto their next units for further training more swiftly.

• Hasten the programme of renovation and refurbishment for trainee and staff accommodation, classrooms and leisure facilities to improve the trainees’ experience at DST and minimise disruptions to training.

• Provide all trainees with kit and equipment in a timely manner.

• Allow training staff to focus on providing high-quality training, care and welfare to trainees without sacrificing their own leave or training to do so.

ATR (W)

ATR(W) provides a 14-week basic training (BT) course for Regular recruits. Recruits follow the Common Military Syllabus (CMS), which is designed for recruits who are aged over 17 when they join the Army. Courses run approximately 9 times a year, with up to 160 recruits per course.

The CMS is designed to develop individual and team skills to prepare recruits for their ITT, which is where they learn the specific skills for their chosen Army trade. Recruits coming to ATR(W) are taught a variety of basic military knowledge and skills such as fieldcraft, weapon-handling and firing and battlefield casualty drills. They also develop the qualities of a soldier, as well as their fitness and their general military knowledge.

This inspection covered Phase 1 BT at ATR(W). At the time of the inspection, 174 recruits were undergoing BT. There were 143 male and 31 female recruits. Nine recruits were under the age of 18. There were 27 recruits not in training due to injury, medical or remedial training reasons.

Main findings

• From the moment recruits arrive at ATR(W), senior officers focus on developing their military values, standards and feeling of belonging. Staff have created a highly supportive environment for recruits, in which care and welfare are central. Consequently, recruits settle into military life swiftly and benefit from high standards of care and welfare.

• Senior officers set high expectations for the care and welfare of recruits. They instil a culture of care, welfare and ‘family’ across the regiment, ensuring that recruits benefit from highly effective welfare and support. Section commanders and staff at every level know their recruits well. They are aware of the issues and barriers to success that recruits face. A team of well-trained staff gives recruits the support they need to overcome potential problems. Recruits are well supported by those within and outside their chain of command, including the padre and wider welfare and medical teams.

• Senior officers and training staff ensure that BT is of good quality. Training staff plan training logically so that recruits develop their confidence and skills over time. For example, recruits complete bayonet training that helps them to build on previous weapon-handling knowledge and skills. Training staff give clear instructions and explanations to ensure that recruits apply their skills competently, with both control and aggression, in a realistic environment.

• Recruits who have been removed from their CMS training because of injury or sub-standard performance move into Fox Platoon (FP). They benefit from bespoke training, which is purposeful and builds recruits’ competence and ability to re-enter the training pipeline successfully. As a result, several recruits complete and achieve their CMS training among the best in class following time in FP.

• A few training staff do not provide enough interesting and well-presented activities to help recruits learn quickly. Consequently, some training can be somewhat pedestrian and lacking inspiration.

• Most training staff are experienced and qualified subject matter experts. Senior officers select trainers with the right skills and experience to train the most vulnerable recruits in FP. However, too many training staff arrive in post without the training and/or subject qualifications that they need to train recruits. For example, PTIs do not all have the lifeguarding qualifications they need to work in the swimming pool. This impacts negatively on the workload of better trained and qualified staff because they have to undertake more training sessions with recruits until their colleagues have been fully trained.

• Most recruits enjoy their training and gain the new military knowledge, skills and behaviours that they need to progress to their ITT. They gain confidence, feel safe and are well supported by peers and staff. Recruits know how to report any concerns they might have about their care and welfare. They say they do not experience inappropriate behaviours or bullying at ATR(W).

• Staff fully embed and role-model military values and standards in all aspects of recruits’ training. Recruits develop their physical and mental resilience because of the training they receive. They also develop as individuals and team players. Recruits are tolerant and respectful of peers and staff, and inclusive in their approach to recruits of a different age, background, gender, nationality or ethnicity to their own.

• Recruits have a positive attitude towards their training and value the preparation it provides for their career. However, for a few recruits, the pace of CMS is rushed and they struggle to commit learning to long-term memory, which slows their progress.

• Recruits who need qualifications in English and/or mathematics to progress to their ITT receive the support and teaching they need from their training staff to achieve these. Recruits presenting with signs of dyslexia receive swift screening. Staff then pass information to their training team so that the team can provide support strategies. Staff do not provide such a detailed assessment or subsequent support to recruits displaying signs of other specific learning difficulties, such as dyscalculia. As a result, some of these recruits struggle to maintain the pace of training expected of them.

• While accommodation is basic, tired and in need of further refurbishment, it is safe and secure. It has enough space for recruits to store their kit and equipment. Recruits have access to the facilities they need for the duration of their training. Despite the uncertainty of site closure, staff have secured significant recent investment, including the refurbishment of showers, toilets and flooring in recruits’ accommodation.

• Catering staff provide a variety of suitable food with appropriate nutritional information and calorific values so that recruits can make informed choices about what they eat. The ‘Army Eats’ trial has provided improved and updated facilities in the junior ranks’ mess that make for an amenable atmosphere for recruits. Recruits receive a fourth meal supplemented by a hot option at weekends. Recruits comment that food choices are not always available as they run out, and that portions are not always big enough. There are additional food outlets on site, open into the evenings.

• Recruits benefit from access to suitably equipped sport and fitness facilities, including a swimming pool. PTIs help recruits to improve their fitness effectively so that they are well prepared for maintaining their physical fitness when they move to the field Army. PTIs increasingly use swimming sessions to improve recruits’ cardiovascular capacity. They also teach the increasing number of recruits who arrive at ATR(W) without being able to swim the basic skills they need to pass the military swimming test.

• The recently refurbished recreation and social space in the welfare facility is well used by recruits.

• Recruits have swift access to adequately staffed medical and dental facilities. Increased numbers of combat medical technicians provide good cover for initial triage for injuries and illness for recruits. The medical centre is safe and hygienic but is tired and needs refurbishment.

• Senior officers use highly effective systems to track and monitor the care and welfare of all recruits to provide timely intervention and support when needed. This ensures that staff at every level know how their recruits are progressing and what help they need to succeed.

• Senior officers use self-assessment effectively to identify the strengths and weaknesses of the training, care and welfare at ATR(W). Staff use their quality improvement action plan innovatively to ensure that those responsible for improvement actions are held accountable.

• Senior officers are beginning to use data and information effectively. They identify trends in training completion or barriers to success across different groups, including males and females, under-18s, ethnic minority groups, foreign and Commonwealth recruits, and care leavers.

• Too many recruits who pass their medical during recruitment fail their initial medical assessment on arrival at ATR(W). Some have to leave the Army. Other recruits move into training ‘at risk’ because they struggle to meet the fitness demands of BT and Army service.

Recommendations

• Make sure new training staff have the training and qualifications they need before their arrival at ATR(W).

• Support training staff to improve their teaching so that training is more interesting and challenging for all recruits.

• Provide suitable timely assessment and support for recruits who present signs of specific learning difficulties other than dyslexia.

• Hasten the programme of renovation and refurbishment of facilities to improve recruits’ experience at ATR(W).

• Reduce the number of recruits who fail their initial medical assessments on arrival at ATR(W) so that fewer leave the Army at this stage.

14 RA 14 RA Regt

14 Regt RA is based at Royal Artillery Barracks, Larkhill Garrison, Wiltshire. 14 Regt RA is the training regiment for the Royal Artillery. 14 Regt RA is part of the Royal School of Artillery and is responsible for ITT for soldiers and young officers.

At the time of the inspection, there were 156 soldiers on phase 2 courses. Trainees who do not already have a driving licence are taught how to drive, and they complete their theory and practical driving tests. Once trainees receive their driving licences, they are taught how to drive 4-wheel drive vehicles over different types of terrain and they learn how to use field communication and signalling systems. Trainees learn how to manage logistics and are trained in artillery-specific skills, such as gun and weapon command systems. No courses for young officers were running during the week of the inspection.

Main findings

• The commanding officer and command team set high expectations and a clear purpose for the training and support that 14 RA Regt provides. They prepare trainees and officers under training well to make good progress in their careers in the Royal Artillery. Senior officers have re-planned the curriculum that trainees complete effectively. The new training pipeline takes account of the different dates that trainees arrive from phase 1 training establishments. As a result, almost all trainees start phase 2 training with minimal waiting times. Most trainees complete their training quickly.

• Trainers teach and support trainees well. They guide them to apply theoretical knowledge in practical activities. For example, staff have recently added tactical field exercises to the specialist trade training, which enables trainees to apply and consolidate the knowledge and skills they have learned in the classroom. During these exercises, trainers support trainees to set up field communication posts and use signalling systems effectively to coordinate simulated artillery fire support.

• The command team appropriately prioritises driver training and tests for those trainees who do not have a driving licence. In a few cases, trainees experience delays in starting their driver training due to the lack of availability of contracted instructors. Trainees’ progress can also be delayed because there is limited access to specialist vehicles for the service driver conversion course. Senior officers are aware of the impact of these hold ups in training and are taking action to increase the number of driving instructors and availability of appropriate specialist vehicles.

• Trainers regularly check the progress that trainees make in gaining new knowledge and skills. Where needed, trainers provide further support to help trainees address misconceptions and correct errors. When trainees require remedial training after failing an element of their course, trainers give them effective and timely support. For example, if trainees fail their driving theory test, they receive immediate and targeted support. As a result, they are well prepared to retake tests and assessments.

• Commanders have improved the variety of activities for trainees who are waiting to start specialist courses. They have recently introduced a well-planned military skills and personal development (MSPD) course. This focuses effectively on developing and consolidating trainees’ field skills, military skills and drill. Activities also include day trips to military museums, meetings with veterans and charitable activities. A very small number of trainees who have been at 14 Regt RA for much longer than the planned duration of their course repeat aspects of the MSPD and learn very little new knowledge and skills as a result.

• Trainees receive complex training on the technical aspects of the communications systems mounted in off-road vehicles. This takes place far too early in trainees’ careers: well in advance of any likelihood of them needing to use this in the field. They need to instead start by gaining a more general, contextual understanding of what they will operate or need to be familiar with in the field at the level they will enter their field regiments. Senior officers are aware of this issue and are planning to amend training on future courses.

• Commanders and staff are strongly committed to managing health and welfare risks and dealing with any welfare concerns. Trainees receive good support specific to their training and also with their wider lives. They understand how to access this support while completing their training with the Regiment. The welfare centre is available for all trainees and is staffed by appropriately qualified and skilled welfare staff, WRVS staff and a padre. Since the previous inspection, commanders have made sure that trainees can now access both male and female welfare staff.

• Commanders and staff have a good understanding of trainees’ welfare needs. Through effective links with phase 1 training establishments, they receive advance information about any ongoing welfare, general and learning support needs of trainees. As a result, they can make sure that trainees who need it receive effective ongoing support. Trainees can access good medical and dental care in the newly built medical centre located within Larkhill Garrison.

• Through the trade and MSPD training provided by 14 Regt RA, trainees quickly learn about, and commit to, the ethos and values of the Royal Artillery. Trainees talk fluently about artillery-specific values, such as character, integrity and respect. Trainees receive good careers advice and guidance from their knowledgeable staff about the diverse careers available to them within the Royal Artillery.

• The command team places a high priority on having high-quality and motivated trainers in post. Training staff are well qualified and highly experienced in the subjects they teach.

• Training classrooms are of a good quality and resourced well to support training activities. Accommodation for trainees provides a clean, safe and secure environment with adequate heating, hot water and storage space. Senior officers work with the civilian contractor to make sure refreshment and refurbishment of accommodation and welfare facilities are planned and completed to improve the facilities. Most maintenance and repair work is completed to contractual timescales but staff often have to prompt contractors to do so.

• Trainees have access to a range of leisure facilities, including pool tables, televisions and computers. The facilities are in a good state of repair and make for a comfortable space where trainees relax and socialise. Trainees also have access to spiritual support and facilities.

• The mess hall is pleasant, bright and welcoming, with adequate seating. Food portions and the range available are good. There is no menu or information for trainees about nutritional values of food options, such as the levels of fat, protein, fibre or salt.

• The gymnasium is very well resourced to support the physical training needs of trainees. Trainees can also access additional sports facilities. The physical training programme for trainees is well managed and structured to provide progressive fitness-building focused on helping trainees to pass regimental fitness tests. If trainees are injured, they receive good rehabilitation support from specialist staff.

• The command team’s self-assessment of the quality of training, support and welfare is informed well by considering a range of evidence. Regiment and sub-unit commanders regularly monitor the impact of actions they implement to improve provision and manage risks.

Recommendations

• Reduce delays to trainees’ progress caused by non-availability of driving instructors and specialist vehicles.

• Review the MSPD course so that it reduces the need to repeat aspects for the few trainees who stay with the regiment for long periods.

• Display the menu choices and nutritional content of food served in the mess hall so that trainees can make informed choices about their diet choices and portion sizes.

RMAS

RMAS provides OCdt training for the British Army. Just over three quarters of OCdts are university graduates; most of the remainder arrive with A levels or equivalents. A small minority of OCdts are already serving soldiers selected for officer training, and a small number each year are from other countries. All OCdts are over 18 years of age.

The purpose of the commissioning course is to train OCdts in basic soldiering and leadership before they join their selected regiments or corps. The course is 44 weeks long, split into 3 terms.

The first term, known as the junior term, teaches OCdts the basics of military skills, fitness and decision-making. The second (intermediate) term focuses on command and conceptual thinking to develop professional, robust combat leaders. During this term, OCdts undergo a selection procedure for their future regiment or corps. The final (senior) term enables OCdts to practise their new military and leadership skills through a series of complex and demanding training exercises in the UK and overseas. The focus of this term is on developing professional, agile thinkers and ethical, robust leaders, who will be ready, with further pre-employment training, to take up their first leadership position.

The RMAS also runs several other courses for professionally qualified, late entry and Reserve officers, as well as courses for international officers. These were not in scope for this inspection.

At the time of the inspection, there were around 195 OCdts at Old College in their junior term, and 450 at New College in their intermediate or senior terms. There were around 80 female OCdts at RMAS across Old and New Colleges. There were 39 OCdts not in training because of injury. These OCdts were part of Lucknow platoon.

Main findings

• Senior officers at RMAS have a clear vision to give OCdts a high-quality training experience that prepares them for their leadership career in the Army. Senior officers and staff have high expectations for OCdts. They clearly outline the importance of developing OCdts’ leadership, academic and military skills. Almost all staff at RMAS role model the expected values and behaviours, such as respect and leadership. The command team is quick to act when staff struggle to demonstrate high standards.

• The commandant and senior team readily recognise the recent failings in the care and welfare of OCdts. They have reacted swiftly and decisively to the findings of recent external reviews. They have made effective changes to improve the culture between staff and OCdts at RMAS. These include stringent policies about the consumption of alcohol on site, as well as clear reporting processes for OCdts to raise concerns. As a result, OCdts are confident that their concerns will be treated seriously.

• Senior officers make sure that OCdts have access to good welfare and care support and staff. The strong, recently established team of welfare officers, padres and civilian staff provides effective help and advice to OCdts. OCdts appreciate the help they receive. The recently refurbished welfare room, ‘The Huddle’, is a safe space where OCdts can relax and speak to staff. Staff give OCdts effective support to help them with their mental health and any anxieties. For example, staff keep in frequent contact with those OCdts who struggle and refer them quickly for medical help when they need it.

• Senior officers place a high priority on the safeguarding and care of OCdts. They have clear and robust risk assessments in place. As a result, they quickly identify potentially vulnerable OCdts. Senior officers make sure that the welfare and platoon staff work closely together and share the right information. Consequently, staff know which OCdts need help. OCdts who are not in training because of injury are given good support and benefit from a structured programme that keeps them motivated.

• OCdts feel safe and secure at RMAS. They know how to raise concerns if they have any and are confident staff will deal with them promptly. This includes concerns relating to sexual harassment, bullying or incidents of inappropriate behaviour. Many OCdts who have been at RMAS for longer periods comment positively about the recent changes in culture and support available to them. For example, OCdts note that there is more emphasis on equality between men and women.

• Senior officers have planned the training course well. As a result of their training, OCdts gain the essential military and leadership knowledge, skills and behaviours they need over time. Junior OCdts learn basic military skills in term one, such as weapon handling and fitness. In term 2, they study taking command, problem-solving, communication and control. Training increases in complexity during their senior term, where OCdts apply their newly acquired strategic leadership skills. For example, they use their delegation skills well during field expeditions.

• Trainers are experts in their subjects. They use their experience and knowledge to talk through real-life military scenarios with OCdts, using clear explanations. Most academic staff have valuable experience in the Armed Forces. Trainers and academic staff introduce interesting anecdotes and examples to bring new information to life. For example, in the ‘principles of marksmanship’ sessions, trainers demonstrate a range of techniques to ensure effective and accurate use of the weapons systems. As a result, OCdts gain a clear understanding of how to apply their knowledge in the field.

• Most teaching staff use suitable techniques to help OCdts commit what they learn to memory. In the intermediate term, military trainers frequently revisit content from term 1 with OCdts. Staff run additional training on Saturdays for OCdts to revisit topics if their knowledge is not secure. As a result, most OCdts remember what they have learned. On a few occasions, trainers do not check OCdts’ understanding effectively. They also do not give OCdts clear enough information about why they cover certain aspects of learning within the course.

• The vast majority of OCdts pass their courses. This includes those who repeat their training because of injury or other circumstances, such as personal difficulties. Senior officers monitor how well male and female OCdts achieve. They have not extended this analysis to check how well OCdts from other groups, such as those from ethnic minority groups or those with additional learning needs, achieve compared to their peers. As a result, staff do not know if they need to take action to improve support for these groups of OCdts.

• OCdts quickly develop their confidence and have positive attitudes to training. They recognise the development of their military skills. They are proud to be training at RMAS. The vast majority of staff give OCdts supportive feedback and encouragement to keep going. This inspires most OCdts to demonstrate the grit, resilience and character necessary for successful leadership in the Army.

• Many OCdts take up opportunities to develop their interests more widely, including OCdts who are not in training because of injuries. OCdts take part in extra activities such as short courses in languages and sports. Staff encourage most OCdts to undertake a range of fitness, sports and adventurous activities to improve their teamwork and fitness levels. For example, some OCdts take part in boxing.

• Staff give helpful advice to OCdts in choosing their next steps. Staff set up an ‘arms and services’ day during the junior term to give OCdts information about how the various elements of the Army fight together. In the intermediate term, OCdts visit either their selected phase 2 establishments and/or Field Army units to find out what to expect. As a result, most OCdts feel suitably informed to make decisions about their next steps. Most OCdts are offered places in the regiments they select.

• Senior officers use the results of staff and OCdt feedback effectively to influence their quality improvement plans. Senior officers identify areas for improvement through a variety of forums and assurance activities, including observations of training. For example, staff have amended the timing of some physical training because of cadet feedback. They plan to review and amend the content of the course to consider staff feedback about workload. Although senior officers review the quality improvement plan frequently, the resulting actions from their assurance activities are not always clear and precise enough. As a result, staff do not always meet the deadlines set.

• Much of the infrastructure at RMAS requires significant improvement and investment. Senior officers have secured some funding to carry out remedial repairs and some refurbishment. Heating and hot water across RMAS continue to be problematic and unreliable. Although some accommodation blocks are adequate, others need refurbishment, including the toilet and washing facilities, which are often out of use. While the dental surgery facilities are good, other buildings such as the medical centre and rehabilitation centre require urgent attention to fix leaks and improve generally poor conditions.

• Classrooms and teaching facilities are good. Indoor classrooms are well equipped with modern information technology. Outdoor classrooms provide good protection from the weather, which allows training to continue in all conditions. OCdts access high-quality physical training facilities, which are available to use at weekends and during down time.

• There is a good choice of food in plentiful amounts in the Old and New College dining areas. However, catering staff do not label the nutritional content of dishes to help OCdts make informed and healthy choices at mealtimes.

• For many OCdts, the uniform and equipment supplied is ill-fitting. This is particularly a problem for smaller and female OCdts. Often, clothes are too large and body armour, webbing and rucksacks do not fit well. As a result, OCdts are not able to move comfortably, have trouble carrying loads and are susceptible to injuries. At times, they do not look as smart as they should because of their poorly fitting clothing, which reduces their ability to reach the high standards expected of them.

• Many OCdts experience problems during the lengthy recruitment process for RMAS. These include poor communications and incorrect information from recruiters. Many OCdts have experienced long delays to starting their training. Some have spent money buying equipment they do not need because they were told during recruitment to purchase these.

Recommendations

• Urgently deal with the weaknesses in infrastructure. Put in place effective, lasting repairs to the heating and hot water supply and the leaks in the roofs of the medical and rehabilitation centres. Refurbish the remaining accommodation blocks and toilets.

• Monitor how well recruits from different groups achieve compared with their peers. Implement interventions to eliminate any differences in achievement rates.

• Provide all OCdts with properly fitting uniform and equipment.

• Provide clear nutritional labelling for food served in the mess, so that OCdts can make informed and healthier choices about what they eat.

• Improve the recruitment process for OCdts.

Ofsted’s terms of reference

Ofsted will:

• carry out an annually agreed programme of activity, which may include inspections, surveys, reports and training, that satisfies the requirements of the agreed memorandum of understanding with the MoD

• use the most recent version of Ofsted’s inspection framework, adapted for this purpose, to make judgements on the strengths and weaknesses of care and welfare provision in initial training units

• keep establishment senior staff informed about emerging findings and inform the MoD’s Training, Skills, Learning and Development (TSLD) directorate of any major concerns

• take account of safeguarding in line with the guidance for inspecting initial training for the Armed Forces, where relevant

• produce an inspection report after each inspection of a training establishment

• carry out a follow-up reinspection where we have found poor performance

• provide regular progress reports on inspection outcomes to TSLD

• visit MoD Service training headquarters as required

• determine the extent to which progress has been made in dealing with concerns about care, welfare and support for recruits and trainees during initial training in the Armed Forces

• use inspections to evaluate the effectiveness of the MoD strategic management of the support, care and welfare for recruits and trainees during initial training

• publish an annual report that includes the observations and findings from individual units, overarching recommendations for the MoD and suggested improvements to policy and practice across all initial training

• support TSLD in delivering workshops and internal training to raise awareness of the inspection handbook and role of the nominee

• deliver conferences for representatives of units within the scope of the inspection programme

• provide a lead MoD inspector to liaise with TSLD to manage the relationship to deliver agreed obligations

• review the inspection handbook annually in consultation with TSLD, confirming major changes by formal amendment and publication

• carry out any additional joint projects with TSLD, as set out in a separate formal agreement

The MoD seeks to achieve the following:

• provide external, independent assurance of the care and welfare standards in initial training carried out across the Armed Forces

• unit-level inspections, reinspections and feedback to cover all initial training before personnel become ‘gains to trained/trade trained strength’

• strategic recommendations to enable the maintenance, development and continuous improvement of policy, principles and practice of care and welfare for recruits and trainees

• the ability to share good practice with the national learning community and benchmark the provision of Defence training and education to ensure comparable standards to civilian learning programmes

• the ability to maintain and update professional skills through continuous professional development activity in order to support the lifelong learning agenda and skills development in the MoD

Inspection dates

Establishment/unit	Dates of inspection
RAF Cosford	12 to 13 October 2022
HMS Collingwood	2 to 27 November 2022
RNAS Culdrose	23 to 24 November 2022
DSLA	6 to 8 December 2022
RAF Halton	25 to 26 January 2023
UAS	21 February to 2 March
RAFOTA	1 to 2 March 2023
BRNC	15 to 16 March 2023
DST	29 to 30 March 2023
ATR(W)	19 to 20 April 2023
14 Regt RA	25 to 26 April 2023
RMAS	16 to 18 May 2023

Establishments’ inspection history

Before September 2020, we carried out our inspections under a different handbook and framework, with different key judgements and criteria for grades. Grades are therefore not directly comparable across years.

Training establishment	Overall effectiveness	Key judgements (current handbook) [1]	Previous inspection outcomes (inspection date)  – If inspected post-September 2020 (current handbook) [2]	Previous inspection outcomes (inspection date) – If inspected pre-September 2020 (old handbook) [3]
RAF Cosford	2	2,2,2,2	3,2,3,3,2 (6 May 2021)
HMS Collingwood	2	2,2,2,2	3,3,3,3,3 (11 May 2022)
RNAS Culdrose	2	2,2,2,2		2,2,2 (6 Dec 2016)
Defence School of Logistics and Administration, Worthy Down	2	2,3,2,2	Newly formed unit
RAF Halton	2	2,2,3,2		1,2,2 (27 Nov 2018)
UAS	2	2,2,2,2	Not inspected previously
RAFOTA, RAF Cranwell	2	2,2,3,2	3,2,2,4,2 (20 Oct 2021)
BRNC– Dartmouth	4	2,2,4,4		2,2,2 (30 Jan 2018)
DST Leconfield	2	2,2,2,2		1,1,1 (27 November 2018)
ATR Winchester	2	2,2,2,2		1,1,1 (20 Sept 2017)
14 RA Regt	2	2,2,2,2		1,2,2 (21 Nov 2017)
RMAS	2	2,2,3,2		1,1,1 (3 Oct 2017)

^{Scales for grades: 1 = Outstanding, 2 = Good, 3 = Requires improvement, 4 = Inadequate
[1] Key judgements (current handbook): A. Quality of training and support, B. Personal and professional development, C. Quality of facilities, infrastructure and resources, D. Effectiveness of leadership and management
[2] Previous inspection outcomes (inspection date) – If inspected post-September 2020 (current handbook): A. Overall effectiveness, B. Quality of training and support, C. Personal and professional development, D. Quality of facilities, infrastructure, and resources, E. Effectiveness of leadership and management
[3] Previous inspection outcomes (inspection date) – If inspected pre-September 2020 (old handbook): A. Outcomes for recruits and trainees, B. Quality of welfare and duty of care, C. Effectiveness of leadership and management}

1. Recruits, trainees and OCdts can be on holdover because they are ill or injured, and so are temporarily not in training, or because they are waiting to start their phase 2 training or a specialised training course with restricted numbers or infrequently running, such as driving. ↩