Research and analysis

Welfare and duty of care in Armed Forces initial training 2023 to 2024

Updated 24 September 2024

Applies to England

Ministerial foreword

The first job of any government is to keep our country safe. Defence is central to the nation’s security and prosperity, and our success depends on our people. They are at the heart of our Defence capability. With the world changing at unprecedented pace, the Ministry of Defence (MoD) must ensure we continue to foster the talent we recruit, not only giving them the skills to succeed but doing so in an effective, supportive yet challenging initial training environment. Ofsted’s support in providing independent oversight of our initial training, care and welfare provision ensures we are responsive to our challenges while celebrating all that is being achieved. 

I am delighted to see this report builds positively on the results of the 22/23 annual report, with 3 of the 12 establishments inspected achieving the highest grade of outstanding. Ofsted was categorical in its praise of all those that support our Armed Forces trainees throughout the formative weeks and months of their military careers. It is this dedication and commitment that enables the Armed Forces to deliver world class, innovative and engaging training within a system that has care and welfare at its core. 

However, Ofsted has been clear that there is significant work to do in certain areas and we must face these challenges head on. Accommodation and infrastructure across several initial training establishments has once again been highlighted as an area that must improve. It is a priority for Defence to improve the standard of accommodation we have inherited and to ensure that homes are fit for our dedicated personnel.

As we seek to attract ambitious and motivated individuals into the Armed Forces, we must continue to strive to deliver modern, technology-enabled, learner-centric training that meets not only the demands of the front line but the expectations of our service personnel.  To achieve this, there remains scope for us to invest further in the skills of our instructors and their supporting welfare networks to ensure they are better able to focus on delivering the care, welfare and training required by those joining the Armed Forces.  

I extend my sincere thanks to the Chief Inspector and his team for their continued engagement and professionalism in providing valuable and independent assurance of our initial Armed Forces training. We remain committed to ensuring our trainees receive the highest levels of care and welfare provision while undertaking initial training and I look forward to continuing to work with Ofsted in this regard.

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

This is Ofsted’s 16th annual report on the effectiveness of care and welfare arrangements for recruits, trainees and officer cadets (OCdts) in Armed Forces initial training. I am delighted to present this as my first report as His Majesty’s Chief Inspector. Armed Forces training is a priority for Ofsted, and I am impressed with the hard work and diligence that my inspectors see in all initial training establishments. Thank you to all those involved at the MoD and in each of the services for their cooperation with our inspection work.

This year, inspectors visited 11 Regular training establishments and inspected University Service Units (USUs) from the Army, known as University Officer Training Corps (UOTCs). They visited several UOTC units and the UOTC headquarters at the Royal Military Academy Sandhurst as part of a single, graded inspection of the UOTC Group. This was the second year that inspectors had graded a combined unit and headquarters inspection in this way. Inspectors also reviewed training in the Maritime Reserves at the request of the MoD, visiting 6 Reserve units and the Royal Naval Reserve headquarters at Whale Island in Portsmouth. In total, we visited 26 military establishments and units in 2023/24.

This year, we judged 3 Regular establishments to be outstanding for overall effectiveness and most key judgements. This is a truly commendable outcome for the staff at these locations, who are providing exceptional training, care and welfare. A further 6 Regular establishments, and the UOTC, were graded good for overall effectiveness and for most key judgements. In all but one establishment, recruits, trainees and OCdts benefited from excellent or good training and very effective care and welfare arrangements. Consequently, new soldiers, sailors and aviators at these establishments were prepared well to become professional and proficient Armed Forces personnel.

One establishment, the Defence Medical Academy, was judged as requires improvement for the second time. While inspectors found some improvement in the way that training was structured and managed, some trainers still did not teach trainee medics effectively enough for them to remember what they needed to know. As a result, not all trainee nurses were prepared well for their ward placements. Inspectors also had concerns about the condition of some of the accommodation for trainees.

Britannia Royal Naval College (BRNC), the Defence School of Policing and Guarding and 11 Signals Regiment in Blandford were also judged to lack good-quality facilities and infrastructure. At BRNC, commanders had improved their infrastructure, some of which had previously been unsafe. As a result, it is no longer inadequate. However, much of what they have been able to put in place is temporary and is still not good enough for those in training or those working at this establishment.

For the third year in a row, recently enlisted female and smaller recruits are issued with clothing or equipment that does not fit them correctly. Recruits in ill-fitting uniforms cannot present themselves as smartly as their peers. Occasionally, recruits are unable to participate fully in training because of poorly fitted equipment, such as footwear, military rucksacks, webbing or body armour.

I congratulate commanding officers, and their staff, in establishments and units where the quality of training and support was good or outstanding this year. Military and civilian staff work hard to train and care for recruits, trainees and OCdts, sometimes despite poor infrastructure and resources. Much more is still to be done to improve the infrastructure of the military training estate. As this report and its many predecessors demonstrate, these core failings in infrastructure and resourcing continue to have a negative impact on recruits’, trainees’ and OCdts’ experiences.

I urge senior personnel in the Ministry of Defence and in government to respond swiftly and decisively to the recommendations we make, many of which we have made previously, especially concerning infrastructure. I ask them to take the necessary enduring action to provide the soldiers, sailors and aviators just starting their careers in the Armed Forces with the facilities, infrastructure and resources they need to develop into the next generation of proud, professional and fully trained service personnel.

Background    

Ofsted inspects the training, care and welfare arrangements for recruits, trainees and officer cadets (OCdts) at phase 1 and phase 2 training establishments for Regular and Reserve personnel. This includes OCdts training at USUs, such as the Army UOTC, which we graded for the first time this year. It also includes commissioned officers under phase 2 training. These groups are generically referred to as trainees throughout this report unless otherwise specified.

At the MoD’s request, in March and April 2024 we carried out an ungraded review of Maritime Reserve initial training. Inspectors visited 6 Royal Naval Reserve (RNR) or Royal Marines Reserve (RMR) units, and the Maritime Reserve headquarters. They made several recommendations for improvement of the oversight and assurance of training, care and welfare of maritime reservists. A summary of this review is included in this report.

Phase 1 training provides a general introduction to military life and gives new recruits essential military skills and knowledge, while phase 2 covers the technical, tactical and professional skills required of members of the Armed Forces for their first professional roles. Collectively, this is known as initial training.

Ofsted’s terms of reference are set out in a memorandum of understanding between the Secretary of State for Defence and His Majesty’s Chief Inspector. 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 during 2023/24

This report draws on evidence from 11 inspections of initial training establishments for Regular service personnel and 1 combined inspection of 5 UOTC units from across the UK and their headquarters at the Royal Military Academy, Sandhurst (RMAS).

Of the 11 Regular training establishments inspected during 2023/24:

• 1 provided phase 1 training for Army personnel aged 16 to 18 (Army Foundation College (Harrogate) (AFC(H))) in North Yorkshire
• 1 provided phase 2 training for RAF personnel at the Aerial Erector School (AES) at RAF Digby in Lincolnshire
• 1 provided phase 2 flying and aircrew training for officers and non-commissioned officers from all 3 services at the Defence College of Air and Space Operations (DCASO) and Number 1 Flying Training School (No1 FTS) at RAF Shawbury in Shropshire
• 1 provided phase 1 and 2 training for Royal Navy ratings (HMS Raleigh) in Torpoint, Cornwall
• 1 provided phase 1 and 2 training for Royal Navy officers (Britannia Royal Naval College (BRNC)) in Dartmouth, Devon.
• 1 provided phase 1 and 2 training for Royal Marine officers and recruits (Commando Training Centre Royal Marines (CTCRM)) in Lympstone, Devon
• 1 provided phase 2 police and guarding training for trainees from all 3 services (Defence School of Policing and Guarding (DSPG)) near Portsmouth, Hampshire
• 1 provided phase 2 training for Royal Navy submariners (His Majesty’s Naval Base (HMNB) Clyde) in Faslane, Argyll, Scotland
• 1 provided phase 2 training for medical personnel from all 3 services (Defence Medical Academy (DMA)) at Whittington Barracks near Lichfield, Staffordshire and at Birmingham City University
• 1 provided phase 2 training for Army dog-handlers (Defence Animal Training Centre (DATR)) in Melton Mowbray, Leicestershire
• 1 provided phase 2 training for communication specialists from all 3 services, although mostly for Army trainees (11th Royal School of Signals Regiment (11 Signal Regt)) at Blandford Camp, Dorset

The AES at RAF Digby and 11 Signal Regt at Blandford Camp are both part of the Defence School of Communications and Information Systems (DSCIS).

This was the first time that RAF Digby, RAF Shawbury, DATR and the 5 UOTCs and their HQ had been inspected. The inspections of DMA and BRNC were reinspections. These followed inspections in 2022 of DMA and 2023 of BRNC, which resulted in an overall effectiveness grade of requires improvement and inadequate respectively.

We also carried out a graded combined inspection of the following 5 UOTC units and their headquarters at RMAS (collectively referred to as the UOTC Group throughout this report):

• Belfast
• Cambridge
• Birmingham
• Oxford
• Yorkshire

In addition, we visited the following Maritime Reserve units and the Royal Navy Maritime Reserve headquarters at Whale Island in Portsmouth:

• HMS Hibernia, Belfast
• HMS President, London
• HMS Forward, Birmingham
• HMS Eaglet, Liverpool
• RMR London
• RMR detachment Marlow

How we carried out our inspections

We used the MoD inspection handbook to carry out these inspections.^{[footnote 1]} This aligns closely with Ofsted’s education inspection framework, but has been adapted for inspections of Armed Forces initial training.^{[footnote 2]}

Each Regular training establishment received no more than 2 working days’ notice of inspection. UOTC Group 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 trainees 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 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 infrastructure of the training estate, especially any accommodation where trainees are living in unacceptable and/or deteriorating conditions.

• Give commanding officers the support they need to properly maintain their training estate, through appropriate guidance and funding.

• Minimise the time that trainees spend in holdover, especially trainee pilots and aircrew from all 3 services in flying training, so that they can complete their training as quickly and efficiently as possible and start their first military jobs.

• Engage trainees in holdover in meaningful activities that maintain their morale and continue to develop their military and specialist skills and knowledge.

• Plan all phase 2 training logically so that trainees fully understand the new knowledge they gain before they apply it, and give enough reinforcement and practice so that trainees master the skills they need.

• Give all new recruits uniform and equipment that fit them properly, including military backpacks and body armour, so that they can participate fully in training and look as smart as their peers.

• Ensure that new training staff complete all necessary courses before they arrive in establishments. Continue to develop their teaching and coaching expertise so that they become better trainers.

• Evaluate the impact on training staff of additional workloads caused by staff vacancies or additional roles. Minimise this so that staff can focus fully on the care, welfare and training of their trainees.

• Use all information available to identify areas for improvement in care, welfare and training, and implement changes swiftly to improve the experience of trainees.

Summary of the review of Maritime Reserve initial training

This review focused on the leadership, management and governance of the initial training, care and welfare of Reserves, based on the 4 key judgement areas of the current Ofsted MoD inspection handbook.

The review covered the following areas:

• governance and oversight of initial reservist training, care and welfare
• structure and management of training
• selection and training of staff
• staffing levels
• management of training risk
• internal assurance and continuous improvement processes
• management of information

There were 3 stages to the review: an initial visit to the Navy Command Maritime Reserve headquarters in Portsmouth; visits to a selection of RNR and RMR units; and a follow-up visit to the Maritime Reserve headquarters. These visits took place between 13 February and 23 May 2024. Inspectors spoke to senior commanders, quality assurance teams, unit commanding officers and their teams, and a range of specialists.

Inspectors made recommendations to the MoD based on the following summary of findings:

• Just under half of the volunteer reserve trainers in the RNR are expected to leave the service over the next 3 years. Recruiting staff to Reserve units is a challenge across the Maritime Reserves. There is a particular shortage of suitable qualified physical training instructors in the RMR.
• Around a tenth of RMR recruits complete their training. The proportion of RNR recruits who become fully trained Reserves is considerably higher, but staff at Maritime Reserve headquarters have only recently started to monitor how long it takes for naval Reserves to complete their training. There is much variability between units.
• Maritime Reserve headquarters have limited oversight of the quality of training in units, or the progress that individual Reserves make through their training.

Summary findings      

Quality of training and support

Three establishments were judged outstanding: AES at RAF Digby, DATR and AFC(H). In these establishments, the training and support for trainees was exceptional. AFC(H) was also judged outstanding at its previous inspection in May 2021. Seven establishments and the UOTC Group were graded good for the quality of training and support. One establishment, DMA, was judged as requires improvement for the second time.

Senior commanders and their teams continue to focus on the training, care and welfare of their trainees, as they have in previous years. Capable and experienced training staff in most establishments often work long hours to provide good or outstanding training and support. As in previous years, we found that training and welfare staff work together very effectively to provide extremely well-targeted support to help trainees succeed, including those with additional learning needs. Because of this, most trainees are very well prepared to move on to their next phase of training, or to start their first military jobs. At DMA, though, staff do not prepare trainees well enough for their medical placements in hospital wards. Trainees in these settings struggle to meet the expectations of ward staff.

Staff at all establishments manage and support trainees who may be at risk of not completing training, or who have welfare concerns, very well. Staff at 11 Signal Regt identify trainees of concern swiftly and provide them with specialised support, including through specialist external agencies, if required. They also keep detailed records of interventions, so they know how well these are working for each trainee. At AFC(H), staff identify any potential barriers to learning at the start of training and provide early and appropriate support to any recruit who needs it. Staff at AES in RAF Digby, and staff at RAF Shawbury, very frequently share information about how well trainees are doing and provide highly personalised support to help them remain in training and make good progress. Staff at CTCRM support all recruits, especially female recruits, very well. They provide female trainees with useful advice and guidance to help them cope with the very rigorous training programme.

Once again, inspectors found that the divisional officer (DO) system at naval establishments functioned very well as part of the welfare and support system. This is because DOs get to know their trainees very well and fully understand what those trainees need to help them through training. At HMNB Clyde, trainers and DOs gain very useful information about their trainees before they arrive at the base. This helps staff to identify trainee submariners’ levels of English and mathematics, their medical needs and any additional support needs, so that they can provide exactly what each trainee needs to succeed. As a result, most trainees do succeed in their demanding training courses. The coaching advisory support team at HMS Raleigh works closely with DOs and trainers to support recruits who are facing challenges in training, or in their personal lives, very effectively.

Phase 1 recruits at HMS Raleigh and at CTCRM quickly learn the teamwork, courage, resilience and discipline that will be vital when they are on board their ships and submarines, or in RM units. They learn basic naval and military knowledge and skills that they will go on to develop further in phase 2. Recruits at AFC(H) develop excellent practical field skills and very good levels of fitness through the high-quality training that staff provide. Senior staff include additional aspects of training, such as weapon-handling, so that recruits can consolidate what they have learned. OCdts at BRNC and in UOTCs learn the basics of navigation at sea or on land, and important military values, which they practise in field craft, maritime activities, and leadership tasks. UOTC OCdts in their third year can work towards a level 5 leadership qualification in addition to their university degrees.

At DSPG, phase 2 trainees from all 3 services learn important policing and investigative skills, such as stop and search techniques, taking statements and conducting interviews. Trainee signallers at 11 Signals Regt and trainee aerial erectors in AES at RAF Digby gain skills in networking and cabling, including working on high towers and underground. Such skills are vital for military operations and highly valued by civilian companies. Consequently, these trainees are already developing skills for employment for when they are ready to leave the military. Trainee submariners at HMNB Clyde build on the knowledge and skills they gained at the Submarine School at HMS Raleigh. They learn the full systems of either Astute or Vanguard submarines, and how to react in emergency situations, before serving on their first boat. Air traffic control trainees at RAF Shawbury learn to direct aircraft in flight safely, while trainee pilots and rear crew learn to fly and operate helicopter systems. At DATR, trainee dog-handlers very quickly learn how to look after their dogs’ welfare while on overnight training exercises.

Senior staff at DMA have adjusted the length and structure of the foundation medics’ course in response to Ofsted feedback at the previous inspection, so that trainees have more time to learn the important information they need. Further changes are planned to the structure of the course to help trainees learn topics in a logical order. Staff have improved their longstanding partnership with Birmingham City University, and this has resulted in a more relevant curriculum for military nurses. However, nurses are still not taught the information they need before going to work on a ward. Staff at DCASO at RAF Shawbury who are responsible for planning the joint air traffic control course (JATC) have not allowed enough time for trainees to learn what they need to know. Many air traffic control trainees are under unreasonable pressure because of this and struggle to remember the important information they need to learn. At 11 Signals Regt, trainees on the foundation 2 course find it difficult to understand fully the complex concepts they need to master because staff have not included enough reinforcement and practice in the course. Most trainers in other establishments ensure that trainees have ample opportunity to practise their skills and to consolidate what they have learned.

Almost all trainees benefit from very good training facilities, including equipment and specialist resources. Trainers are trained to use these effectively to help trainees gain the knowledge and skills on equipment they will use in their first military roles. This was particularly evident at RAF Shawbury, where trainees benefit from high-quality simulators of helicopter cockpits and rear cabins, and virtual reality headsets. At AES, RAF Digby and 11 Signals Regt, Blandford Camp, trainees learn cabling and networking skills in very well-equipped workshops before practising their skills on life-sized pylons and towers in the field. At BRNC, phase 2 OCdts on their initial warfare course learn how to navigate and use weapon systems on high-quality ship bridge simulators. At HMNB Clyde, submariners learn how to escape from a submarine in difficulty and to survive stormy seas in a life raft in bad weather, in a specially designed unit. At CTCRM, recruits learn urban warfare techniques in a purpose-built unit. At HMS Raleigh and BRNC, trainees benefit from proximity to open water, where they gain basic seamanship skills in small boats. Police trainees at DSPG use a mock police station in realistic training scenarios.

This year, as in previous years, we continued to find that staff in some establishments do not provide trainees on holdover with enough purposeful activity.^{[footnote 3]} Specifically, staff fail to give trainees useful and meaningful activities that will help them continue learning knowledge and skills that relate to their training programmes. Consequently, trainees can become bored and demotivated and, in the worse cases, choose to leave the military. Too often, such as at DSPG and 11 Signals Regt, all trainees in holdover do similar activities irrespective of whether they need to or not, and some repeat things they have done before, especially if they have been on holdover for some time. Trainees on holdover at HMNB Clyde feel frustrated because they are waiting to start their submarine qualifying course (SMQ) and further frustrated by the menial tasks staff give them. Commanders at HMS Raleigh have developed a bespoke training package to help recruits on holdover get back into training. This has had an early positive impact, but still too many recruits spend too much time carrying out menial activities. Trainee signallers at 11 Signal Regt who are on short holdovers benefit from a variety of trips, visits and adventurous training that keep them motivated and learning.

By far the longest holdovers are suffered by trainee pilots and aircrew of all 3 services. In the worst cases, trainee pilots have taken several years just to start their flying training. These trainees report that this has an adverse effect on their motivation, personal lives and career opportunities. They are not given timely and pertinent information about when these holdovers will occur, how long they will last and where they will spend them, so are unable to plan accordingly. RAF Shawbury staff do their utmost to support these trainees and provide them with productive activities. However, they are not responsible for this MoD-wide situation and are limited in how much they can help.

As in previous years, trainees who must recover and rehabilitate from injury are supported very well by specialist medical and physical training staff. This is particularly the case at CTCRM, BRNC, DMA and 11 Signals Regt. At CTCRM, specialist staff provide very good support for recruits who are on holdover because of injury. They provide a varied and interesting programme to keep recruits motivated and learning. OCdts at BRNC are providing well-structured physical training rehabilitation, alongside other activities that help recruits to maintain their interests and skills, such as boat-handling.

A very high proportion of trainees who are injured rejoin their training because of the support they receive, usually in a short time. Trainees who are unable to return to training because of their injuries are provided with very good support to return to civilian life, especially at CTCRM.

Trainees who have learning difficulties or additional learning needs, such as dyslexia, receive good support from staff in most establishments. Trainers at AES, RAF Digby include a suitable range of strategies in their teaching and provide one-to-one support where needed. Consequently, trainee aerial erectors with additional learning needs make the same progress as their peers. Divisional officers at HMNB Clyde use valuable information from trainees’ previous units to provide the support that trainees need. Senior officers at AFC(H) employ a permanent special educational needs coordinator who works closely with military trainers and the civilian education staff to provide recruits with very effective support to help them succeed.

Most trainees who need to improve their English and/or mathematics skills get the teaching and support they need to do so. Specialist staff at AFC(H) teach recruits functional skills in small groups, so that they get more attention and help if they struggle with their understanding. Staff at HMS Raleigh give trainees extra lessons to help with their reading and writing if they need it. At CTCRM, staff identify trainees who need help to improve their English and mathematics skills effectively, but the help is not available until after the training is finished, so does not support trainees with their learning early in their programme. Many phase 2 courses are highly mathematical in concept, such as pilot training and JATC at RAF Shawbury, the communications infrastructure technicians (CIT) course at AES, RAF Digby and communications information systems at 11 Signals Regt. Most staff teach these concepts very well so that trainees understand them thoroughly.

As we have reported frequently in previous years, inspectors found highly motivated and enthusiastic military and civilian training staff in all establishments. Staff are keenly focused on making sure trainees do well and are happy in their environment. Most trainers are experts in their sector, with highly relevant military experience. Most, but not all, gain the mandated training and other qualifications they need to train phase 1 and 2 trainees before, or soon after, they join their establishments. Trainees hold their trainers in very high regard because of their high levels of expertise and experience. Trainers explain complex topics and concepts to trainees very well, and skilfully link theory with practice. Many trainers provide extra sessions to help trainees understand difficult subjects. Consequently, trainees can apply what they have learned in classrooms to practice in the workshop, on exercises or in the field.

The exceptional trainers in No1 FTS at RAF Shawbury use their well-honed knowledge and skills to teach trainees essential information and how to apply it using high-quality flight simulators. At RAF Digby, AES trainers adapt the CIT programme as necessary to make sure that trainees develop and consolidate their skills securely, particularly in the field training area. Trainers at AES in RAF Digby and 11 Signal Regt stay up to date with new technology and infrastructure so that they can reflect this in their teaching. CTCRM staff often co-teach subjects, which they enliven with useful anecdotes from their own military service. Royal naval and civilian training staff at BRNC are highly knowledgeable and experienced at helping new OCdts gain the maritime and leadership skills they need. At DATR, highly expert trainers select appropriate dogs for each trainee, and teach trainees how to handle their dogs in hostile crowd situations and while on overnight exercises. Trainers at HMNB Clyde are skilled at explaining new concepts and developing trainees’ understanding of highly technical submarine systems. Most trainers know how to check trainees’ understanding of their learning and do this well. At DMA, trainers do not always do this effectively, or adapt their teaching to make sure trainees have learned and remembered what they need.

As in previous years, the number of trainees who pass their courses at most establishments is high because of the good or better training they receive. The very large majority of trainees can remember what they have been taught and can demonstrate the skills they need to high standards. Most pass mandatory assessments at the first attempt. Staff support trainees who fail assessments with good-quality additional coaching and most trainees then pass at a second attempt. Pass rates are high at AES, RAF Digby, on most courses at RAF Shawbury, on the short course at AFC(H), and at HMNB Clyde, 11 Signal Regt, BRNC, DATR, DSPG and HMS Raleigh. Pass rates are improving on the long course at AFC(H) and at CTCRM because of the beneficial changes that senior staff have made to these courses. Too few trainees pass assessments at their first attempt on some of the courses taught at DCASO at RAF Shawbury, including JATC.

Personal and professional development

Three establishments, and the UOTC Group, were judged outstanding: AES at RAF Digby, DATR, and AFC(H). At all of these, staff go beyond what is expected to provide trainees with an exceptional experience that helps them thrive. All other 8 establishments were graded good for personal and professional development. In all establishments, staff help trainees to become highly professional service personnel.

Trainees in all 3 services are proud to be part of the Armed Forces, and proud of themselves because of the new knowledge and skills they are learning. Most swiftly develop the mental and physical resilience they need to be successful, and overcome the challenges they face in training, because staff nurture and coach them well. Most trainees thoroughly enjoy their training. They quickly learn the standards and behaviours required of them as service personnel, often because staff model these qualities and attributes so effectively themselves and reinforce them constantly. Consequently, trainees quickly become officers, sailors, marines, soldiers and aviators who are well prepared and ready to go into their first military jobs at the end of phase 2 training.

Staff at HMS Raleigh, CTCRM and AFC(H) help new recruits to settle into the rigours and routines of military training quickly. For many young people at these establishments, this is the first time they have lived away from home. Staff are attuned to the challenges this can present and provide very good support to help recruits gain confidence and independence. Recruits quickly learn how to live together, support one another, and develop teamwork skills. OCdts at UOTCs and BRNC very quickly demonstrate military values, and strong leadership and teamwork skills.

Senior staff in all establishments work collaboratively with their teams to promote inclusive environments where trainees feel comfortable to be themselves while also being valuable members of a team. Most trainees are respectful to each other and understand that diversity is a strength of the services. For example, at HMNB Clyde, male and female trainee submariners from a wide range of backgrounds work well together and improve their understanding of diversity in British society. Trainee signallers at 11 Signals Regt understand how they play a role in upholding British values.

At most establishments across the services, trainees are supported well by a range of diversity champions. Female recruits at CTCRM and HMS Raleigh value opportunities to spend time with experienced female military staff who can share experiences of military life with them. Each company of recruits at AFC(H) has an LGBTQ+ champion. Staff at CTCRM ensure that recruits know who the diversity and inclusion advisers are on base. DMA trainees at Whittington Barracks and BCU, trainees at DATR, and OCdts at BRNC are comfortable with raising any concerns they may have, because of the respect they have for each other and for their staff.

Senior officers do not tolerate bullying or harassment, and rightly take seriously any concerns that trainees or staff raise. This is particularly evident at AFC(H), where senior officers set very clear boundaries and standards for behaviour and react swiftly on the rare occasions that these are breached. They refer any allegations that involve staff to the Defence Serious Crimes Unit. Most trainees in all training establishments told us that they feel safe from bullying and harassment. Almost all know how to report anything that concerns them and are confident that staff will deal with it appropriately.

Trainees have a good understanding of the potential dangers of extremism and radicalisation, especially as new service personnel, because staff explain these to them well. New recruits at HMS Raleigh and at AFC(H) are taught early in their course about using social media carefully and not wearing uniforms when they travel, so that they do not draw attention to themselves. Trainees at HMNB Clyde receive very useful information on how to protect themselves from risk when they leave the base. Staff at RAF Digby liaise well with external agencies in Lincolnshire so that they learn quickly about any potential local threats. They link these well to possible real-life scenarios that trainees may encounter and use them in briefings and training sessions. At 11 Signals Regt, staff arrange informative talks for trainees on a range of topics, including radicalisation and drug misuse, so that trainees gain useful knowledge about these subjects.

Trainees in all establishments develop and maintain their fitness and well-being effectively because staff provide them with plenty of opportunities for this, especially during phase 1. Physical training instructors (PTIs) at HMS Raleigh and BRNC improve the fitness of new recruits, using cardiovascular and strength-based exercises, so that they pass the RN fitness test. Royal Marine recruits develop their very high levels of fitness through the systematic, progressive physical training that staff provide. This improves their stamina and strength quickly so that they can participate in some of the most arduous physical military training in the world. Recruits at AFC(H) undertake a well-planned programme to develop their fitness and resilience so that they pass the fitness standards expected by the Army. Staff provide bespoke training programmes for any recruits that struggle. Recruits also have excellent opportunities to become involved in adventurous training such as kayaking and rock climbing.

At DMA, trainees have access to well-equipped gyms at each site and receive supervised personal training sessions. They also take part in a range of sports. Trainees at 11 Signals Regt can participate in many different sports and activities. Some become so proficient at boxing and athletics that they represent the Army in competitions. OCdts in UOTCs participate in an extensive range of sports and adventurous training activities, often overseas. Many gain additional skills and qualifications as a result of this participation. On weekly training nights, PTIs also teach these OCdts about how to stay fit and healthy.

Phase 1 and 2 staff ensure that trainees understand what is involved in working in their chosen branch or trade, and what to expect in their next phase of training, so that they can make informed choices. Recruits are well-informed about their career options early in their military career because staff tell them about their phase 2 training during their first few weeks at AFC(H). At AFC(H), recruits now have better opportunities to change their chosen trade or regiment on completion of their phase 1 training if they wish to. This reduces the likelihood that recruits will ask to leave the Army because they are unable to change their career plans once they move into phase 2 training. UOTC Group staff support OCdts who want to join the Army, and help them to prepare for officer selection boards. At RAF Digby, AES staff have very good systems for sharing information with their next units at the end of phase 2 training. As a result of the excellent information they receive from the staff, trainee aerial erectors are confident and knowledgeable about what to expect when they move on to their next units.

Quality of facilities, infrastructure and resources

Five establishments –  HMS Raleigh, RAF Shawbury, RAF Digby, CTCRM and HMNB Clyde – and the UOTC Group were graded good for the quality of their facilities, infrastructure and resources. Two establishments (AFC(H) and DATR) were graded outstanding because of the very high standard of accommodation and training facilities for trainees. Of these, AFC(H) was also judged outstanding at its previous inspection. Four establishments required improvement: DMA, DSCIS at Blandford, DSPG and BRNC.

Deteriorating infrastructure and poorly maintained facilities continue to cause significant problems for commanders, staff and trainees. In one third of the establishments inspected this year, inspectors found that the infrastructure and facilities were not good enough. For example, inspectors reported concerns about mouldy bathrooms, poorly maintained sports halls and broken lockers or windows. Command teams in most training establishments are unable to rectify these situations quickly because they are not supported well enough with funding or relevant specialist knowledge from their senior command chains in the MoD, including contract management. This situation reflects what we found in previous years, and it continues to have a negative effect on the experiences and morale of trainees and staff.

Commanders at BRNC have worked closely with Navy Command and civilian contractors to make swift improvements to their previously inadequate infrastructure and facilities. It still requires improvement because of the extensive work needed to bring the accommodation, infrastructure and resources to a high standard. Commanders have a long-term plan in place to bring about these improvements. In the meantime, they prioritised the most neglected aspects of OCdts’ accommodation highlighted at the previous inspection, and these areas are now adequate. Commanders have also improved the décor of the areas where OCdts eat and relax. There are temporary solutions in place to provide recreational facilities for OCdts in their first term, and for OCdts to be able to safely use pontoons in the harbour for their boat-handling training.

Senior officers at DMA have also made some improvements to accommodation and equipment since their previous inspection. They have refurbished the accommodation in Birmingham for nurses studying at BCU, where there is an effective working relationship with the maintenance contractor. Most accommodation that DMA trainees live in is now adequate. However, there are still problems with damp, mould, and the state of repair of a few accommodation blocks at the DMA Whittington Barracks site near Lichfield.

At DSCIS, Blandford, many 11 Signals Regt trainees live in accommodation that has mould growing on walls and window frames, and peeling paint or broken windows. Trainees endure unpleasant toilet and shower areas. Senior staff have been slow to identify or rectify faults with accommodation, or to hold the contractor to account. Commanders have recently begun an improvement programme, and a few trainees now enjoy living in redecorated accommodation with upgraded toilet and shower facilities. However, for the vast majority of trainees, conditions require significant improvement. Staff at DSPG have used an increase in funding to improve accommodation blocks and hot water supply for most trainees, but there are still blocks with poor decoration and mould growing on walls and windows.

Trainees and recruits at HMS Raleigh, RAF Shawbury, RAF Digby, CTCRM and HMNB Clyde live in secure, safe, and mostly well-maintained accommodation. They have enough space to store their belongings, equipment and uniform, and enough laundry facilities. Female trainees live in appropriate and secure accommodation that provides them with enough privacy. At HMS Raleigh, staff have overseen the refurbishment of toilets and showers. At RAF Shawbury, staff have facilitated the renovation of the older accommodation blocks, but need to do further work to provide reliable hot water and heating. Staff at CTCRM have improved facilities, including replacing boilers and repairing roofs. They have detailed plans for new recruits’ accommodation, but the building work has not yet started.

Recruits at AFC(H) live in accommodation of a very high standard that is maintained well. Their hot water and heating systems are reliable, which means that they can have hot showers when they need them, and their rooms stay warm. Trainee dog-handlers at DATR live in excellent, single, ensuite accommodation that is also maintained to a high standard.

Staff at most establishments provide trainees with a place where they can spend time with peers to socialise and relax after the rigours of training. At CTCRM, recruits use the facilities in the chaplaincy, where they can play games and have refreshments. Trainee submariners at HMNB Clyde have a range of facilities available on base where they can buy food and relax. OCdts in their first term at BRNC now have a heated marquee where they can socialise, which temporarily replaces the unserviceable and unsafe sports and social pavilion that they cannot use. UOTC OCdts benefit from good leisure and social facilities in their units, such as large-screen TVs in bar areas for sporting events. OCdts in UOTCs value the social interactions they have with their peers. For trainees at RAF Digby, DSPG and DATR, there are limited social facilities available, so most choose to go to the nearby towns to socialise.

New recruits at AFC(H), HMS Raleigh and CTCRM do not always receive appropriately sized kit and uniform. Staff are frequently unable to provide small or female recruits with uniform or equipment that fits them properly. At HMS Raleigh, female recruits are not always as smart or comfortable as their male peers because their uniform does not fit. At CTCRM and AFC(H), many female recruits are given clothing such as shirts, trousers and T-shirts, and webbing or body armour that is too big. At times this restricts what female recruits can do in training. Staff at BRNC provide new female OCdts with properly fitting rucksacks specifically designed for women.

Physical training facilities are of a good standard in all but one establishment: HMNB Clyde. Physical training staff use the good facilities effectively to develop and maintain trainees’ fitness and teach them the importance of staying fit and healthy. At RAF Shawbury, there is a new high-quality gym, and a range of indoor and outdoor sports facilities, which trainees use for timetabled physical training sessions and for general fitness and well-being in out-of-hours periods. RAF Digby has a well-equipped gym, including boxing and climbing facilities, which trainees enjoy. The fitness facilities at DSPG and AFC(H) are excellent, and facilities are very good at BRNC. DSPG trainees, OCdts at BRNC and recruits at AFC(H) benefit from well-structured physical training sessions to improve their fitness. Recruits at AFC(H) hone their teamwork skills on well-maintained specialist equipment such as assault and high ropes courses. OCdts at UOTCs have access to good fitness and sports facilities at their units, many of which have been recently renovated. As a result, OCdts at UOTCs maintain their fitness well.

At HMNB Clyde the condition of a wide range of physical fitness facilities is poor and this limits its use for trainees. For example, the sports hall roof leaks, the outdoor 3G pitches are in such a poor state that they cannot be used, and the swimming pool is out of use because the heating system does not work. This restricts trainees from maintaining their fitness or enjoying sports in their leisure time.

Most trainees can make use of same-day, on-site medical and dental care. In establishments where this is not available, or is not available 24 hours a day, such as at DATR and RAF Digby, commanders have good arrangements with other local military units or NHS providers to ensure trainees can get treatment. At HMNB Clyde, medical staff meet with training and welfare staff to determine the medical needs of trainee submariners before they arrive on base. The medical and dental facilities at 11 Signals Regt, HMNB Clyde and AFC(H) are well resourced and staffed, and the buildings are maintained well. Staff here can refer trainees for specialist treatment quickly because of private medical arrangements. At HMS Raleigh, recruits have good access to suitable medical and dental facilities, although the buildings are old and worn.

Many new recruits arrive at CTCRM or AFC(H) dentally unfit. They receive the treatments they need to rectify this situation before they leave for their first unit. At DMA, commanders had to close the dental centre for 2 months because of a lack of staff. Many trainees did not receive the treatment they needed during this time. The centre is now open again, and staff are reducing the backlog.

Most trainees have a range of food options of reasonable quality provided by catering staff on base. There is usually a choice of dishes, including salad, and vegetarian and vegan options. Catering staff do not always provide adequate nutritional information about their menus so that trainees can make informed, healthy choices or ensure they eat the right food types to meet the physical demands of training. Recruits in phase 1 training receive supplementary food, usually in the evenings, in addition to their 3 meals a day. Many phase 2 trainees, including those at RAF Shawbury and DMA, prefer to prepare and eat their own meals rather than dine in the messes or canteens. Staff provide limited equipment, such as fridges and microwaves, to help them do so. Those trainees who are able buy their ingredients from local shops or supermarkets because they find any on-site outlets expensive by comparison. Trainees at DSPG, which is some distance from any local facilities, have very limited options to buy food on site, especially at weekends.

Effectiveness of leadership and management

Eight establishments and the UOTC Group were graded good for the effectiveness of leadership and management. Three establishments, AES at RAF Digby, AFC(H) and DATR were graded outstanding because of the very high standards of care, welfare and training that command teams achieve through their excellent leadership and management. Inspectors also graded AFC(H) outstanding at its previous inspection.

Commanding officers in all establishments set high expectations for the training, care and welfare of trainees, and their staff meet these well. Commanding officers and their teams place a high priority on the care and welfare of trainees. Command teams at RAF Digby, RAF Shawbury, CTCRM, BRNC, DATR and AFC(H) particularly have high aspirations and ambitions for trainees to succeed. At DMA, the command team has acted decisively since the previous inspection to improve many aspects of the trainees’ experiences, working closely with military and university staff. They have improved their oversight of training and support, and restructured aspects of the training programme. As a result, more medical trainees pass their courses.

Commanders in most training establishments use their supervisory care directives effectively to give their staff clear guidance about their roles in the care, welfare and training of trainees. Senior staff use their commanders’ risk assessments to capture potential risks and set out clearly how to reduce their impact. These assessments are particularly effective at AFC(H), where all recruits are under the age of 18. Commanders at AFC(H) include very detailed risk assessments of all aspects that could affect the care, welfare, and health and safety of recruits during their training. They also set out stringent measures to mitigate any potential risks. At CTCRM, new staff undergo an induction that stresses the importance of supporting recruits with welfare concerns. At HMNB Clyde, commanders have not identified which of them is responsible for aspects of the care and welfare of trainee submariners. Much of the documentation that should provide guidance to their staff is out of date, although staff at operational management level put good practical arrangements in place.

Most commanders use good systems to monitor the training, care and welfare of trainees and make appropriate improvements or interventions where necessary. Staff at HMS Raleigh, 11 Signals Regt, DATR and DSPG have particularly good oversight of new recruits, or trainee dog-handlers, communications specialists and policer officers, who may be at risk of not passing their course or of falling behind because of training or welfare concerns. Staff put appropriate support into place at all these establishments.

At AFC(H), DMA, RAF Shawbury and AES at RAF Digby, staff support trainees under the age of 18 well. Unit welfare officers at UOTCs play an essential part in identifying concerns for OCdts and escalating these to welfare teams at universities and more senior military levels so that appropriate actions are taken. Staff at BRNC are highly experienced at recognising the main welfare concerns that may affect OCdts and provide them with very good support so that they pass their training.

At most establishments, the command team have a detailed awareness of the strengths and weaknesses of training, care and welfare for which they are responsible. They use a range of sources to identify and evaluate these and assess them effectively. Senior staff make good use of information from trainee and trainer surveys, from observations of training and from analysis of the proportion of trainees who pass their courses. At AES at RAF Digby and AFC(H), senior staff have a good focus on continuous improvement, and use external agencies effectively to check the quality of training is high. At CTCRM, staff have used the information from course reviews to make useful changes to the commando course.

At DMA, staff have improved the oversight they have of the quality of training but have been slow to implement the changes they have identified as necessary. At HMNB Clyde, senior staff have focused too heavily on the worst aspects of the quality of their infrastructure and have not fully recognised the positive aspects of training and the experience of trainees. While staff at UOTC units frequently check the quality of their own unit’s training, the staff at UOTC headquarters do not sufficiently evaluate whether training is effective across all units.

Command teams ensure that trainers are appropriately trained and qualified before they can teach trainees. Many trainers are selected to undertake these roles because of their experience and attributes. At HMNB Clyde, trainees benefit from working with trainers who have very recently been serving on submarines. At DATR, trainers for phase 2 training are selected after they have taught more experienced dog-handlers.

Some trainers arrive at a few establishments, including HMS Raleigh, HMNB Clyde and the UOTC Group, without the mandatory training they need (such as the defence trainer course or the care of trainees course), because they have not been given the opportunity to complete these courses beforehand. Consequently, because they are not qualified, many trainers cannot teach trainees for some weeks after they start their training roles, or they must be supervised by other staff. This places additional burdens on existing training staff, who work diligently to minimise the impact on trainees. In the UOTC Group, there is no structured professional development in place for trainers, and the qualifications of staff vary across units.

Staff at some establishments, including DSPG, BRNC and HMS Raleigh, and UOTC units, are trying to cover more than 1 role because of unfilled posts or additional roles they must carry out. This extra workload has a negative impact on staff and trainees. At DSPG, for example, there were vacancies in the training team and in the medical centre. DSPG trainees had to miss training to travel to another unit for medical care because of staff shortages. Most UOTC units have several vacancies because command teams find it difficult to recruit and retain Army reservists, and other staff pick up the workload created by vacancies. At BRNC, divisional training officers are not always given enough time to be available to OCdts because they have additional duties. At HMS Raleigh, frequent short notice requests for training staff to move to operational roles have a negative impact on the morale of the training team.

Command teams in most establishments continue to spend much of their time trying to improve poor infrastructure or deal with the impact of it. Senior staff at BRNC have worked tirelessly to improve the very poor infrastructure that inspectors saw at the previous inspection. But they still have much to do, which will take considerable time, funds and effort. At HMNB Clyde, the senior team spend time trying to improve the poor sports and leisure facilities, without much success. Commanders frequently have to liaise with contractors, who do not rectify faults quickly enough. At 11 Signals Regt in DSCIS Blandford, the process of reporting and fixing problems with accommodation is not effective and senior staff do not challenge contractors to get this done. At AFC(H) and RAF Shawbury, senior teams work well with the contractors responsible for maintaining their estates and work gets done swiftly and well.

Reports in date order

HMS Raleigh

HMS Raleigh is located at Torpoint in Cornwall, near Plymouth. It is the Royal Navy’s only initial naval training (INT) establishment for ratings. HMS Raleigh also hosts phase 2 and phase 3 units, including the Naval Military Training Unit, the Board and Search Training School, the Royal Navy Submarine School (RNSMS) and the Royal Navy School of Seamanship (RNSoS). This inspection covered all phase 1 INT (Ratings)(R) and phase 2 initial trade training (ITT) in the RNSoS and the RNSMS.

HMS Raleigh is the largest Royal Navy training establishment in the south-west of England. It is based on a 239-acre main site, with a maritime training centre close by on the River Lynher, and satellite bases for leadership and team-working exercises on Dartmoor and the Rame peninsula.

During the 10-week INT(R), new recruits learn essential military and naval skills, such as how to fire an SA80 assault rifle, and basic seamanship. They also learn self-discipline, teamwork and problem-solving.

At the time of the inspection, there were 370 recruits undertaking INT(R). There were a further 121 trainees undertaking ITT. Of these, 38 were at the RNSoS and 50 at RNSMS. There were 424 male and 67 female recruits and trainees. Ninety-five recruits or trainees were under the age of 18. Twenty-five recruits were in holdover in Conqueror division due to injury/medical, discipline or welfare reasons, or awaiting discharge from the Navy. There were also 22 ITT trainees in other training branches awaiting trade courses.

Main findings

Commanders provide trainees across all phases with a high standard of welfare and care at HMS Raleigh. They train civilian recruits to become confident, competent and resilient sailors. Commanders have resolved most of the recommendations for improvement from the previous inspection.

Staff help trainee sailors to develop the courage, commitment, discipline, respect, integrity and loyalty required to serve in the Royal Navy. INT(R) staff train sailors so they are ready for the next phase of their training. Trainers in both ITT schools prepare trainees well to join the surface Fleet or Submarine Service. The overwhelming majority of recruits and trainees pass their training at HMS Raleigh.

Specialist staff in the coaching advisory support team (CAST), the welfare team and the chaplaincy give good support to trainees who may face challenges, either in training or in their personal lives. Divisional officers and staff provide trainees with a supportive welfare structure. This gives them the confidence and resilience to work through any problems, including financial or mental health concerns. Staff support trainees who are under the age of 18 well. Trainees told inspectors that staff are approachable and that they value highly the support that staff give them.

Should a trainee wish to leave training and return to civilian life, staff support them well to do so. In most cases, phase 1 recruits leave within a few days of their request. Staff check that trainees under the age of 18 are returning to the supervision of a relevant adult.

Commanders recognise that they do not provide trainees on holdover in Conqueror division, who have had their training paused or extended, with enough meaningful activities to maintain or enhance their military skills. Trainees who are injured or unwell receive highly effective medical care and rehabilitation to enable them to make a full recovery. Beyond their medical care, too much of their time is spent on menial tasks. Very recently, commanders have put in place a bespoke training package to reintegrate trainees into their training. This is showing early signs of a positive impact but is not yet fully implemented. Staff, including the chaplaincy, support trainees in Conqueror well.

Staff help trainees to gain a secure understanding of the potential risks associated with radicalisation and extremism. Trainees know how to keep themselves safe. This includes being aware of the risks relating to social media, and of wearing military uniform when outside HMS Raleigh and when travelling.

Commanders provide frequent opportunities for female trainees to talk to serving female senior ratings or officers. Female trainees value these opportunities to learn useful information and practical tips about the realities of being a woman on board a ship or submarine. This has been implemented since the previous inspection.

Staff do not always provide new female recruits with clothing or equipment that fits them properly. As a result, they are not always as smart or as comfortable as their male peers.

Trainers deepen trainees’ understanding of core naval values, such as respect and tolerance, well. Most trainees are respectful to each other. However, in a few cases, female trainees report receiving inappropriate comments from male peers. Commanders and staff deal swiftly and appropriately with any incidents raised to secure the welfare, care and support of those involved. Not all female trainees feel comfortable to report concerns, nor realise that they should.

Staff build trainees’ knowledge progressively over the duration of their course. Trainees learn the new knowledge, skills and behaviours they need to become valued naval personnel. INT(R) trainees first learn basic militarisation so that they are safely inducted into military life. This includes staff making sure trainees can swim and teaching them how to look after their kit and uniform to a high standard. As part of their marinisation training, staff teach trainees how to handle weapons and basic seamanship skills, such as rope tying, before they learn more complex naval knowledge and skills. Phase 2 seamanship trainees learn the principles of anchoring before practising on a Type 31 model ship. Phase 2 submariners learn about the principles of the communications systems in use in the submarine fleet and practise using relevant equipment.

Trainers are subject matter experts with extensive Royal Navy service. They draw on their past experience and use specific case studies and examples from naval life to help trainees to learn better. Most trainers provide an appropriate mix of theory and practical work to help trainees understand key concepts. In phase 1, they use online training packages to help trainees learn about topics such as weapon-handling before they begin their practical weapon training. Trainers explain subject content clearly so that trainees remember what they learn.

If trainees struggle to make expected progress or fail assessments, staff give them additional training to correct any misunderstandings and help them succeed. This includes extra classes to develop trainees’ reading and writing skills if this is needed.

Physical training instructors help trainees to develop their fitness and physical resilience well. Trainees improve their functional fitness to pass the Royal Navy fitness test using a range of cardiovascular and strength-based training exercises. They receive sufficient time in structured physical training sessions, and the opportunity to use facilities in their free time, to improve their fitness.

Senior staff have worked effectively with the maintenance contractor to identify and manage a significant number of work projects to improve the establishment and the experience for trainees. They react quickly to reports of faults from trainees and make sure that repairs and maintenance are swiftly actioned. Much work has been done to improve the social facilities for trainees.

Trainees live in well-maintained accommodation that provides a safe, clean and warm living environment. Female trainees have separate, secure accommodation. Work has been done to improve the décor and to refurbish toilets and showers. Trainees use laundry facilities that usually meet their needs, other than at busy times.

At mealtimes, trainees can choose from a good range of dishes, including vegan and vegetarian options. Phase 1 recruits receive a fourth meal supplement. Staff at the galley do not provide enough information on the menus to help trainees make informed choices about what they eat. Small kitchen areas equipped with fridges, toasters and microwaves provide limited facilities for phase 2 trainees who want to prepare their own meals. Trainees feel that the on-site shop is expensive, but phase 1 recruits have little choice as they do not have access to other retail outlets until they are granted leave.

Trainees have good access to suitably resourced dental and medical facilities. While the buildings are old and tired, they remain fit for purpose. Staff produce medical history questionnaires that help trainees with learning difficulties to understand what information they need to share so that they can get the right help, support and treatment.

Commanders use self-assessment effectively. Consequently, they know the strengths and weaknesses in the care, welfare and training of trainees at HMS Raleigh. They use the results of trainee and trainer surveys and evaluations, observations of training sessions and data on the numbers of trainees who pass their courses, to identify and evaluate those strengths and weaknesses well. Commanders ensure that actions for improvement are set and that progress towards achieving them is monitored to improve welfare, care and training.

Commanders and training staff ensure that the handover of information about trainees between training phases and establishments is well organised. This provides a coordinated approach the continuity of welfare and care arrangements for trainees.

Commanders have a clear oversight of trainees who may be vulnerable or at risk of not passing their course because of welfare or training concerns. They use support and welfare services effectively to give trainees the right level of support as and when needed. Commanders were swift to provide effective welfare support to trainees and staff following the death of a service person in the establishment early in 2023.

Commanders ensure that training staff are appropriately trained and qualified to teach phase 1 and phase 2 trainees once they arrive at HMS Raleigh. However, too many training staff arrive without the mandatory qualifications they need because they have not been given the time to do these by the Royal Navy. Because of this, they cannot teach classes until they have completed the courses they need. Most trainers were recommended for a training role in their performance reports from previous roles.

While trainee numbers remain below recruiting targets, current staff can meet phase 1 and phase 2 training, care and welfare needs. Vacant posts and frequent demands from outside HMS Raleigh for staff to move at short notice to other operational roles impact negatively on the workload and well-being of training staff.

Recommendations

• Improve the programme of purposeful activity for trainees in holdover to help trainees consolidate and/or further develop their military knowledge and skills.
• Further improve the culture so that personnel report even low levels of any inappropriate behaviours displayed, particularly towards women, so that trainees and staff are very clear about what is acceptable, and what happens if it is not.
• Provide staff with the mandatory training they need before they start their training roles at HMS Raleigh so that they can be employed to train trainees immediately on arrival.
• Give female and smaller new recruits properly fitting uniform and equipment.
• Evaluate the impact of increasing the trainee numbers required to reach Royal Navy recruitment targets on the available resources and staff.

RAF Shawbury

RAF Shawbury, located just north of Shrewsbury, Shropshire, provides training to around 500 people a year from the UK Armed Forces and international partners. The station has a wide range of training, social and welfare facilities, including chaplaincy, medical, dental, housing and sport.

This inspection covered the phase 2 training in No1 FTS and DCASO.

No1 FTS provides helicopter training as part of the UK military flying training system. It provides training for pilots and rear crew for the Royal Navy, the Army, the Royal Air Force (RAF) and some overseas countries. The basic and advanced elements are taught at RAF Shawbury, with the maritime and mountain elements being taught at RAF Valley.

The pilot and rear crew training is taught via a contract with Ascent Flying training. Training takes place using a modern fleet of Juno (H135) and Jupiter (H145) helicopters.

DCASO provides the training for the 5 elements of the air operations branch – air traffic controllers, weapons controllers, identification officers, flight operations and air and space operations specialists.

Main findings

Trainees at RAF Shawbury benefit from high-quality training, support and care. They learn in excellent, well-maintained and up-to-date facilities, where they are taught and supported well by military and civilian trainers who are experts in their trades and sectors.

Staff at RAF Shawbury work very effectively to make sure that trainees get the help and support they need, when they need it. Training and welfare staff recognise that trainees are learning to take on complex and demanding roles in the military. The training these trainees undertake is, by necessity, difficult and demanding. Training staff, especially those in No1 FTS, are very skilled at identifying when trainees need extra help or support, and making sure the right support is given.

Trainers plan and teach most courses very well. Courses taught in No1 FTS are exceptional. Trainees at both schools start by learning the essential key concepts and underpinning knowledge and skills they need for the subject they are learning. They then move on to apply their new knowledge and skills in simulations and realistic exercises. Trainers use a wide range of high-quality equipment and resources to help make training relevant and worthwhile. Air traffic control trainees learn to direct aircraft safely in simulator suites that are equipped with very similar computers and devices to those that they would use in an air traffic control tower. Trainees in No1 FTS learn to fly Juno and Jupiter helicopters at the station after they have learned about the principles of flying and practised in high-quality simulators.

Overall pass rates on most courses are high, but on the JATC course, the weapons foundation course and the surveillance foundation course, the proportion of trainees who pass first time is too low. While trainees who do not pass first time get very good remedial tuition and help, officers responsible for the planning of training have not made prompt changes to the way these courses are taught to make sure a higher proportion of trainees pass first time. The JATC course is especially demanding for the time available to teach it. This makes trainees feel under pressure and that they are not ready for their full-time roles at the end of the course.

Trainees enjoy their time at RAF Shawbury. They develop their confidence quickly because of the training and support they receive. They have access to a wide range of good welfare support through their squadron officers, the padre and welfare staff if they have any worries or concerns about their training or well-being.

Trainees’ accommodation at RAF Shawbury is of at least a satisfactory standard. Recent renovation work has improved the older accommodation blocks. Station staff have purchased new commercial standard washing machines and tumble driers to replace the less reliable domestic models. To improve the provision of heating and hot water to accommodation blocks, boiler systems have been upgraded several times. However, there is still work to do to make sure that heating and hot water are fully reliable.

Trainees are provided with food of an acceptable standard in the various messes on the station. While food meets the nutritional standards required by the MoD, many trainees prefer to cook their own meals in the kitchens in their accommodation blocks, as they find some of the food provided unappetising. They can buy food and ingredients from a shop that is within walking distance of the station, or they can drive to nearby towns for a wider range of supermarkets.

Senior staff have implemented appropriate arrangements for the safety and security of the few trainees who are under 18 years of age, and for female trainees. These are understood well by staff and trainees. Female trainees are well supported and feel respected by their male peers and staff.

Trainees have access to good medical and dental facilities at the station during normal working hours. They can usually get an appointment or treatment on the day they need it. Where the on-site facilities cannot provide the treatment or medication a trainee needs, medical staff refer trainees to local NHS services or other military provision. Out-of-hours arrangements for medical or dental emergencies are provided by local NHS providers or other RAF stations in the region.

Trainees use a wide range of sports and physical training facilities, both for formal physical training sessions as part of their course and for recreation and well-being. The station has a fairly new and very high-quality gymnasium, plus a sports hall, fitness suites, a well-being room, outdoor pitches, an indoor high-ropes course and indoor pitches.

Station staff are highly ambitious for their trainees. They want them to be successful in the trades and roles they are training for. They have carefully coordinated systems and processes that ensure good and appropriate welfare support is available for all trainees, proportionate to their prior military experience.

Too many trainees experience excessive periods of holdover, especially those training to be helicopter pilots. This can occur before, during and after the start of their phase 2 training. It adversely affects their motivation, enthusiasm, family lives and career opportunities. In a few cases, trainees have taken several years to start their pilot training through no fault of their own. RAF Shawbury staff make every effort to make sure any periods of holdover are worthwhile and productive for trainees, including maintaining trainees’ flying skills. They are not getting the support they need from other teams in the wider RAF, and the MoD does not do enough to reduce holdover periods to a minimum. Trainees on holdover do not get enough information about when periods of holdover might occur, and how long they might last, so that they can plan their lives and careers effectively.

Senior officers are aware of most areas for improvement needed for the welfare, care and training of trainees. They have identified these in their self-assessment report, including the need for changes to the structure of the JATC course. They have not yet directed their full attention to actions that would have the most impact on training, welfare and care.

The supervisory care directive is adequate. It lacks appropriate guidance for junior officers who are new to their roles and may support lower ranking trainees.

Staff manage the contract with the subcontractor for the No1 FTS training effectively. Military staff offices are co-located with subcontractor’s staff offices. This enables frequent and rapid communication about trainees’ progress and welfare. The same level of communication takes place between the subcontractor’s managers and senior station staff. Because of the excellent liaison between all staff involved in the school, and the superb facilities, the training, care and welfare of trainees in No1 FTS is exceptional.

Since the new contract for maintenance and facilities was introduced, many improvements have been completed by the subcontractor’s team. These include renovations to accommodation blocks and social spaces, new hobs in kitchens and faster repairs to damage and breakages. The station team meets frequently with the maintenance contractor’s manager to review ongoing work and agree what new work needs to be done and how this will be funded.

Recommendations

• Reduce the excessive delays for helicopter pilots in completing their training. When it is necessary to have trainees on holdover before, during or after their flying training, ensure they are kept informed of when their training will start or recommence and how long their time in holdover will be.
• Urgently review and implement changes to the JATC so that trainees have a manageable workload and are fully ready to take on full-time roles in their frontline units.
• Raise the proportion of trainees who pass their JATC, weapons foundation and surveillance foundation courses first time.
• Improve the standard of the older accommodation blocks, particularly the toilet and shower facilities. Fully implement the upgrades to boiler systems to ensure that heating and hot water supplies are reliable and plentiful.
• Provide relevant guidance to younger officers to help them support those who are subordinate to them.

AES, RAF Digby

AES is located at RAF Digby. It is part of No. 1 Radio School, RAF Cosford, and forms part of the wider DSCIS. AES’s principal focus is phase 2 training for personnel joining the Royal Air Force (RAF) who have been selected for employment as communications infrastructure technicians (CITs). AES also delivers specialist phase 3 courses for working at height to personnel from the Royal Navy and the British Army. In total, AES offers 11 separate courses and delivers training to approximately 20 phase 2 trainees and 230 phase 3 service personnel a year.

At the time of inspection, AES had 5 phase 2 trainees, all aged over 18 and male.

Main findings

Senior officers have created, and uphold, a clear and focused vision for the AES. They provide excellent specialist training that focuses on turning trainees into highly qualified CITs. Staff and trainees understand that working safely at height is a vital element of their training, and staff-to-trainee ratios are high to ensure this safety.

Commanders use very good systems to monitor and track actions to ensure that continuous improvement takes place within the AES. They use external agencies to confirm that the quality of training is of the high standard expected. AES staff and trainers undertake additional training frequently so that their own skills remain up to date. They use their expertise extremely well to train and support trainees.

Trainers structure and sequence the CIT course so that it develops trainees’ knowledge, skills and understanding to an excellent level. Trainers adapt training well as necessary to suit the needs of trainees, for example moving modules to help trainees’ understanding. Staff use the field training area particularly well to develop and consolidate trainees’ knowledge and skills. As a result of lots of practice and very good coaching, trainees perfect the techniques they need, such as cleaving optic cables and installing new trunking and different types of cable trays, quickly and to a high standard.

Trainers give trainees detailed initial advice and guidance so that trainees are fully informed of the rigours and requirements of the CIT course prior to enlisting in the RAF. Applicants to the AES attend a 2-day assessment where they climb increasingly higher towers, up to 110 metres high. Applicants must follow instructions while at various stages of the climb and at the top of towers to determine their suitability to join the AES. Consequently, trainees fully understand the challenges of the course before they apply, so that once they start the CIT course, they all stay and achieve.

Trainers have expert knowledge of the subjects that they teach. All trainers complete the defence trainer course before taking up their post at AES. They are also qualified assessors. Trainers learn how to support trainees with additional learning needs, how to improve resilience, and trauma risk management. All staff have completed a CIT training programme. They complete additional activities to ensure that what they teach is current and largely reflective of new technology, infrastructure and working practices.

Staff give very good support to trainees with learning needs so that they make good progress. Trainers know how to include suitable intervention and teaching strategies in their practice. Staff provide trainees with one-to-one support as required. Consequently, trainees with additional learning needs complete the CIT course in line with their peers.

Trainers ensure that trainees work to stringent safety standards because of the real and present danger to life during the course, particularly when working at height. Trainees learn to work confidently and safely in confined spaces. They also learn how to prepare working areas that protect themselves and the public from open pits. The range of situations that trainees are exposed to prepares them well for the different scenarios they will likely face during their time in the military as networking technicians. Trainees are fully qualified as rescuers at height at the end of the CIT course.

The quality and timeliness of care and support for trainees is of a very high standard. Staff constantly share information about how well trainees are progressing on the course. Trainers take account of a wide range of factors to determine if intervention needs to take place. Military personnel across the camp, such as physical training instructors, padres and welfare officers, ensure that the quality of support that trainees receive is highly personalised. Staff intervene quickly, if required, to ensure that trainees stay on their courses and do well.

Trainees make rapid and sustained progress in their knowledge and skills. All trainees that join the AES pass their course. They are very well prepared for their specialist work by their training staff. They gain highly valued skills that can secure them well-paid civilian work with national network and IT infrastructure companies when they finally leave the RAF. Trainees are extremely well motivated and keen to study hard as they understand the value of the skills that they are gaining.

Staff develop trainees’ understanding of the dangers of extremism and radicalisation very well. Senior staff access external agencies to identify and understand potential local dangers. Staff relate themes to real life scenarios that trainees may find themselves in. Additional accredited training, such as CISCO networking and cyber security, further develops trainees’ understanding of the potential, contextual risks related to their work. Trainees secure an excellent awareness of the potential threats posed by radical or disruptive groups that are intent on creating or sharing misinformation or damaging infrastructure.

Trainees are very well prepared for their next phase of training. Senior staff have very good systems to ensure that relevant information about individual trainees is passed on to them from their phase 1 training and then on to phase 3. Staff may, for example, visit trainees’ phase 1 units to contact them prior to arriving at the AES. This helps staff put in place relevant support strategies to help trainees settle in quickly. Staff share trainees’ progress, support plans and performance very effectively with their next units at the end of phase 2 training. As a result of the excellent information they receive from the staff, trainees are confident and knowledgeable of what to expect once they progress to their next units.

Senior staff have clear and stringent processes to support trainees who are under the age of 18. This includes the close monitoring of their whereabouts when off camp.

Commanders take a visibly zero-tolerance stance to any form of harassment or bullying of staff or trainees. If incidents arise, senior staff take rapid and proportionate action to resolve them. As a result, trainees and staff behave towards one another in an exemplary manner.

Commanders have developed a safe and harmonious environment that enables trainees to flourish. Trainees are well informed about who they can raise concerns with if needed, which they do with confidence. They feel well supported and safe within AES. Trainees also know how to keep themselves safe when off camp and do not identify themselves as military personnel unnecessarily.

Staff provide trainees with excellent training. As a result, trainees develop excellent military skills alongside their technical trade skills. Trainees develop a clear identity as networking technicians, and uphold the discipline and behaviours expected of them as military personnel.

Trainees benefit from secure, safe, and well-maintained accommodation. Although old, accommodation is serviceable. Trainees reside in single rooms with lockable doors and cupboards, and enough space for storage. They have access to enough laundry facilities to wash their clothing, bedding and military equipment. Trainees have enough hot water to shower or bathe. Bathing facilities are unisex but there are designated facilities when female trainees are recruited to the programme.

Trainees mostly use high-quality training resources to help them learn new skills. Trainees learn the theoretical and practical components of their trade in well-resourced classrooms. They progress to external training areas where they practice splicing and installing fibre-optic cabling. Staff are aware that the technology and hardware that trainees use are not always the most up to date. Diagnostic equipment, for example, is not of the same standard commonly used in industry. Some of the training rigs do not fully account for the new equipment that trainees are likely to encounter, such as fully complete connection kits that are more efficient to replace or install from new. Senior staff mitigate against this by hiring up-to-date equipment for trainees to use where they can, although this is not always possible.

Trainees use well-equipped sports and leisure facilities to maintain and develop their physical, emotional and mental well-being. Facilities include a climbing wall, a well-equipped gym, weights, boxing, squash, and outdoor sports facilities. Trainees have access to a range of food outlets, although availability outside of working hours is restricted. There is a limited number of social spaces and/or leisure facilities available to trainees outside of working hours and at weekends.

Catering staff provide trainees with food of a good standard in the mess. Trainees find the food reasonably priced and tasty. Menus clearly indicate nutritional content. The food on offer is varied and includes meat, vegetarian and cuisine from other cultures. Trainees also have storage and basic cooking facilities within their accommodation where they can make meals if they prefer.

Trainees have access to medical and dental care. Medical facilities are mostly located at other nearby RAF establishments. Staff put a range of support mechanisms in place so that trainees are not overly disadvantaged. They ensure there are appropriate support arrangements across other military establishments so that trainees are not delayed in completing their training if they require treatment. Trainees receive priority medical treatment should they need this.

Recommendations

• Review the social and leisure facilities available to trainees during the evenings and weekends.
• Provide trainees with additional knowledge and experience to be fully conversant with the new and emerging technologies they will encounter in their first roles.

CTCRM

Commando Training Centre Royal Marines (CTCRM) is the training centre for all Royal Marines (RM) Regular and Reserve recruits and trainees. Located in Lympstone, Devon, it is the hub of training for initial training of officers, in Command Wing (CW), and for junior ranks, or commandos, in the Commando Training Wing (CTW). Other specialist wings provide training for those who have completed their initial training.  

Potential RM commando candidates must pass a rigorous selection assessment. Commando recruits complete 36 weeks of initial training at CTCRM. They are aged between 16 and 33. Since 2018, women have been eligible to join the Royal Marines. Recruits who pass their course are awarded their coveted green beret as trained commandos. Recruits joining The Royal Marines Band also complete 10 weeks of phase 1 initial training at CTW then progress to phase 2 training at the RM School of Music in Portsmouth.

Around 50 recruits join CTW every 2 weeks and spend 4 weeks completing the recruit orientation phase (ROP) before completing a final exercise and fitness assessment, then moving on to individual skills and team training. Each training troop comprises an officer, a sergeant and a team of corporals who deliver most of the training.

Hunter Company provides remedial training for recruits who need help to reach the required standard, and rehabilitation for recruits who have been injured. Just under 3 quarters of recruits will spend time in Hunter Company. Additional training, including English and mathematics support, is provided by Team Fisher, a commercial partner of the Royal Naval Service.

During the week of the inspection there were 154 RM recruits and 22 RM Band recruits on site, including 8 women. A very small number of recruits were under the age of 18. The inspection did not include officer training in the CW, as trainee officers were away on exercise.

Main findings

Senior CTCRM staff are ambitious for their recruits. They know that commando training is rigorous and tough. All staff want recruits to be successful in their training and pass out as commandos. Recruits benefit from an inclusive wraparound welfare structure involving training teams, padres and welfare agencies. As a result, recruits know who to turn to with welfare and pastoral problems, and they know that they will receive a swift, supportive response.

Senior staff set high expectations for trainers, investing in them to ensure they understand how to train. All staff complete the defence trainer course and the care of recruits (CoT) package. As a result, they know how to manage recruits’ worries and concerns and how to help them.

Recruits benefit from the vigilance of senior staff. Recent improvements to the ROP have ensured that recruits know what to expect through the rest of their training. They are better prepared to cope with the rigours of training: mentally, through resilience and motivational training, and physically, through progressive fitness. As a result, more recruits are successful in the individual and team skills sections of training and are more likely to complete training.

Teaching and training classrooms and facilities are maintained to a good standard. Where appropriate, trainers make good use of computer-based materials and touch screen monitors, providing stimulating and interesting learning.

Capable, qualified and experienced trainers deliver well-planned and well-executed practical and theoretical training. Sessions are lively and generally involve several trainers working together to deliver training and subsequent support for recruits. They make effective use of questioning to test previous knowledge and identify gaps in understanding. They also use questions to ensure that recruits understand what is expected of them.

Recruits receive weekly reviews of their progress, where strengths and weaknesses are identified and recorded by trainers. As a result, recruits know what they need to do to improve. Although training teams may be aware of support needs, there are no formal documented links between training records and the ongoing welfare support.

Recruits systematically develop their physical fitness, improving their upper body and abdominal strength and general and endurance fitness. This enables them to complete arduous activities such as the assault course and long marches carrying equipment and weapons.  

Staff identify recruits’ needs in English and mathematics early in training. However, those who need support to improve their skills do not receive it until after their training has finished.

Female recruits are appropriately supported by their training team and 2 nominated female focus officers. These staff know and understand the rigours of training and can provide timely advice and guidance to female recruits and staff.

Too many female recruits, and smaller male recruits, lack military-issue clothing or equipment that fits them because the MoD does not provide them with this.

Although women are provided with appropriate daysacks and footwear, for too many the webbing, body armour, physical training T-shirts and even shirts and trousers are too big. At times, this restricts female recruits’ ability to undertake some training tasks.

Senior officers have worked well with maintenance contractors to improve the site and undertake work that had not previously been completed. This includes replacing boilers, and cleaning and repairing roofs and gutters. Detailed, costed plans have been established for maintenance and new build. New accommodation for recruits is planned, but building is not underway.

The commandant’s discretionary fund has been used effectively to enhance the experience for recruits, with the replacement of mattresses and blackout curtains, and redecoration and refurbishment of toilets and showers.

Most recruits live in generally well-maintained accommodation that provides a safe and clean living environment with adequate heating and hot water. A few are impacted when staff refurbish or decorate old and worn buildings or bathrooms, and recruits must share facilities meant for smaller numbers. Not all lockers function properly, so some recruits cannot lock away their possessions.

Recruits make good use of the welfare facility in the chaplaincy to recover, recuperate and socialise after training. The facility provides recruits with access to games, activities, refreshments and space away from the training teams and the accommodation.

Recruits have 4 substantial meals a day. Core meals provide an appropriate range and quantity of food. Fresh fruit is not available to anyone having a hot meal. Vegans and vegetarians find it difficult to identify suitable dishes because staff do not always clearly label dishes. It is not easy to identify the typical energy or nutrient values of each dish, especially as recruits are sometimes rushing meals to return to training.

Recruits who are injured or require professional support are accommodated together in Hunter Company. Those needing just coaching support to pass an assessment receive purposeful coaching and physical fitness sessions until they are ready to return to training. Recruits recovering from injury receive excellent physical rehabilitation to help them re-join training swiftly. Recruits in Hunter Company benefit from experienced, specially selected trainers who understand their emotional, mental and physical worries at having dropped out of mainstream training. As a result, staff provide a varied and interesting programme of events, training and activities to stimulate learning as individuals return to full fitness.

Recruits have good access to medical and dental facilities and are encouraged by trainers to seek medical advice early. Many recruits arrive with poor dental health but leave CTCRM dentally fit because of the treatment they receive.

Recruits have access to good self-service laundry facilities that they can pay for digitally. New washers and dryers are suitably located to allow recruits to begin a wash or dry and then collect after eating in the galley.

Senior staff carefully monitor remedial training to ensure it is appropriately recorded and administered. Recruits understand the process and what is expected of them as they settle into military life.

Recruits who choose to leave before they complete the training, or who are unable to complete it, are given good support and advice. A purposeful, well-managed resettlement package helps most recruits to find accommodation, employment or further training. Most individuals leave CTCRM within a week of making the decision to return to civilian life.

Quality assurance teams make good use of data from very frequent course reviews and surveys of recruits and staff. The information harvested from these events has informed changes to the current and next iteration of the commando course. The regular meetings to gather information also serve well as opportunities for senior staff to report progress and tell recruits what impact their suggestions have made.

Recruits are safe from unfair treatment and harm. They are confident to report concerns to the chain of command. Recruits are not aware of incidents and have not been subject to bullying or harassment. Female RM Band recruits feel the environment is inclusive regardless of age or gender.

Diversity and inclusion advisers are well known to recruits. They are approachable and recruits know they will take any concerns seriously and take appropriate action. Recruits can also report concerns anonymously through QR codes that are clearly available on most noticeboards.

Senior officers ensure that all new staff joining CTCRM undergo a new joiner’s induction. New staff complete the CoT and, if required, the defence trainer course. As a result, all new staff know the importance of supporting recruits in training and with welfare concerns. The supervisory care directive provides comprehensive guidance to staff on managing recruits’ concerns. Single page versions provide a good ‘aide-memoire’ to staff, with another version specifically for recruits.  

Recommendations

• Replace recruit accommodation blocks as swiftly as possible. Prioritise locker repair for the security of recruits’ military and personal equipment in the accommodation blocks.
• Improve the labelling and signage in the galley so that recruits can easily identify dishes and their typical energy and nutrient values.
• Provide properly fitting uniforms and equipment for female and smaller male recruits.
• Systematically capture and record welfare concerns in the regular progress reviews that recruits have with training teams.
• Provide recruits who need it with English and/or mathematics learning early in their course.

DMA

DMA provides military medical training to all 3 armed services. It operates across 3 sites: the DMA, Whittington Barracks; BCU, City South Campus; and the Joint Service School of Exercise Rehabilitation Instructors at the Defence Medical Rehabilitation Centre, Stanford Hall. Phase 2 trainees are only at the DMA and BCU. The DMA also places trainees into primary and secondary healthcare establishments, as well as at some higher education institutions, to complement internal delivery.

The medical training and education provided by the DMA extends across a wide range of disciplines from level 3 healthcare support workers (for example, military medics) to consultant doctors, dentists and other health professionals undertaking doctorate qualifications. Courses range from short 2-day courses to 4-year programmes. Courses are taught at Whittington Barracks and BCU, or a combination of both.

At the time of the inspection, there were 282 trainees studying at BCU. The large majority of these were studying nursing. Smaller cohorts were studying radiography, operating department practice and bio-medical science. There were 246 trainees studying at Whittington Barracks, the largest proportion of whom were on the foundation medics course. Very small numbers were studying dental care, or on courses for healthcare assistants or pharmacy technicians.

There were 6 trainees under the age of 18 and 312 female trainees. There were 23 trainees in holdover in the trainee management division (TMD). Trainees are accommodated at Whittington Barracks and Hamstead in Birmingham.

Main findings

Since the previous inspection, senior officers have acted decisively and effectively to improve the experiences of trainees. They have completely restructured the organisation, staffing and responsibilities so that there are clear reporting lines. This gives staff better oversight of training and support and has resulted in improvements in the quality of training, resources and infrastructure. The proportion of trainees who pass their courses has increased, and overall achievement is high. However, senior officers recognise that there is more work to do to ensure that trainees benefit from consistently good training and accommodation.

Senior officers and staff place a high priority on the welfare and care of trainees. They make sure that trainees have access to good and effective support. The padre and welfare team provide extensive and personalised support where needed. They monitor welfare concerns raised and review these on a routine basis. They risk-assess trainees appropriately and have strong multi-agency links to ensure that trainees receive the right support when they need it. As a result, trainees know how and where to access support. They appreciate that staff care about their well-being.

Senior officers and staff place safeguarding of trainees as a high priority. They have an appropriate supervisory care directive, and policies and procedures are in place. They are clear about their responsibilities to safeguard the small proportion of under-18-year-old trainees and the small number of care leavers in training. Staff and trainees are fully briefed on safeguarding and the ‘Prevent’ duty. As a result, trainees feel safe and well supported and are aware of the local risks. They keep themselves safe in these areas by being vigilant, not identifying themselves as military personnel and travelling in pairs. Staff and trainees know how to report concerns.

Senior officers have made appropriate changes to the curriculum. For example, they have given trainers more time to familiarise themselves with the course content. They have increased the length of time for the foundation medics course to allow trainees time to reflect on and consolidate their learning. As a result, trainees’ levels of anxiety and the pressure to revise for tests have decreased. Senior officers have additional plans to improve the sequencing of modules to help trainees build on their knowledge in a logical order.

Senior officers have worked hard to strengthen the partnership with BCU for the benefit of trainees. They have set specific performance and quality indicators and discuss these frequently with BCU staff. They share trainees’ feedback more frequently and work closely to make improvements to the curriculum. For example, they make sure that lecturers relate medical scenarios to potential military situations in the battlefield. Undergraduate nursing trainees practise how to respond to patients with cognitive impairments. Consequently, trainees gain an understanding of what to expect on deployment.

Senior officers and staff do not ensure that all trainees are prepared well enough for their medical placements. Too often, trainees, particularly those on the nursing course, are underprepared when they arrive at their placement. For example, trainees have not covered basic medication and diseases in the curriculum before they start a placement on a hospital ward. As a result, they feel that they do not meet their work placements’ expectations, which frustrates them.

Trainers are experts in their subjects. They use the good range of resources well to explain new information clearly to trainees. However, trainers do not always use teaching techniques effectively. For example, in group work and trainee presentations, trainers often gloss over trainees’ answers and simply give answers from presentation slides. Trainers do not adapt their teaching sufficiently, based on the results of these activities. Consequently, it is not always clear whether trainees have retained their knowledge.

The quality of feedback trainees receive is not consistently good or helpful. At BCU, in practical nursing sessions, lecturers clearly identify what trainees have done well and discuss any areas for improvement. However, on the foundation medics course, the feedback for some trainees does not help them fully understand why they fail practical assessments. As a result, they do not know what they need to do to improve quickly enough to pass their reassessments.

The support for trainees who need extra help or are on holdover is effective. Specialist support staff are very well qualified and make sure that trainees have highly individualised learning plans. Staff usually provide rapid and effective rehabilitation for trainees who are held back as a result of injury or failure. However, in a few cases, staff who support trainees on holdover do not receive enough detailed information about the specific areas that trainees need to work on. As a result, a small number of trainees do not get back to training quickly enough.

Senior officers have a clear vision and high expectations of trainees and their staff. They aim to prepare trainees for deployment to the front line in medical roles, and to serve their patients well. Most trainers and staff share this vision, and staff morale is high.

Trainees gain a sense of belonging within the military and strive to meet the expectations of their individual services. Trainees are polite, respectful and keen to do well. They understand and demonstrate the military values such as respect and tolerance. Trainees learn in an inclusive and positive environment at Whittington Barracks and BCU, where bullying and harassment are not tolerated by senior officers. As a result, trainees are comfortable to raise concerns to their chain of command.

Since the previous inspection, senior officers have secured funding to make improvements to accommodation blocks and equipment. While most accommodation is adequate, there are still too many issues with a small proportion of accommodation blocks and resources. For example, because of persistent damp in one block at Whittington, there are issues with mould. There is a shower in this block that trainees do not use due to the condition of the floor. The small number of refurbished blocks at Hamstead are of good quality. However, other accommodation blocks are tired and in need of repair. Senior officers have plans in place to complete further refurbishment.

Senior officers have implemented new systems for staff and trainees to report issues with infrastructure or resources. Staff act appropriately to prioritise them. As a result, there are very few open incidents of repairs needed. Staff have an improved and highly effective relationship with the maintenance contractor at Hamstead, and repairs are done quickly. At Whittington, not all fixes are done quickly enough.

Trainees know how to keep themselves mentally and physically healthy. They maintain their physical fitness through the personal training sessions and sports available to them. Trainees have access to well-equipped gyms at each site. They train under the supervision of physical training instructors, who encourage them to train in pairs outside opening hours to help them stay safe. As a result, the large majority of trainees achieve well in fitness tests.

Trainees have access to appropriate medical and dental facilities and treatments. Senior officers have previously struggled to recruit dental staff, which led to a 2-month closure of the dental centre. As a result, many trainees are overdue their check-ups. Dental staff are now in place, and they have made suitable arrangements to reduce the backlog.

Catering staff provide trainees at Whittington with a good range of food in the mess. This includes healthy and vegetarian options. Trainees can access the nutrition they need if they eat in the mess for 3 meals per day. While trainees tend to visit the mess for lunch, significantly fewer eat there for breakfast and dinner because they choose not to. Catering staff provide information about the necessary protein across the 3 meals, and trainees can buy additional protein at the mess. However, trainees reported that the choice at evening mealtimes is limited. Consequently, trainees opt to eat in their accommodation blocks, where they have limited cooking facilities. Trainees at Hamstead have suitable facilities to cook their own food.

Senior officers and quality assurance staff use an appropriate range of information to evaluate the quality of training, care and welfare. For example, they have introduced frequent reviews of the course and observations of teaching. They use this information well to identify accurately most of their strengths and weaknesses and to contribute to self-assessment. Their resulting improvement plans are widely shared and understood by staff. However, they have been slow to incorporate trainee feedback fully, and they have previously not acted on feedback quickly enough. As a result, there remain areas for improvement in the quality of training on different courses.

Recommendations

• Further improve the foundation medics course curriculum so that trainees learn the knowledge they need in a logical way.
• Develop training staff at DMA so that they have the right skills to teach trainees effectively and to adapt their activities accordingly.
• Provide trainees with the knowledge and skills they need to attend their placements confidently. Share information about trainees’ knowledge with placement providers so that they have a reasonable expectation of what trainees know and can do, depending on where they are within the curriculum.
• Give trainees detailed and helpful feedback about their assessments so that they are clear about where and how they need to make improvements.
• Provide all trainees with acceptable accommodation, free from mould, with usable showers and in a good state of repair.
• Reduce the backlog of trainees waiting for routine dental checks.

11 Signals Regiment, DSCIS Blandford

11 Signal Regt is based in Blandford Camp, near Blandford Forum, Dorset. The regiment is under the command of the DSCIS, also located at Blandford Camp. DSCIS is part of the Defence College of Technical Training (DCTT) under the command of 22 Group, part of the RAF. The camp is a large garrison, housing several separate military units. 11 Signal Regt makes up around 2 thirds of the population of the camp.

11 Signal Regt is responsible for delivering communications information systems (CIS) training for the Army and elements of both the Royal Navy and RAF. It delivers initial trade training (ITT) for phase 2 trainees and subsequent trade training professional courses, as well as the Army Leadership Development Programme for Corporals and Sergeants, with a throughput of around 3,500 soldiers per year.

At the time of the inspection, there were 454 phase 2 trainees on ITT. Of those, 25 were under 18 years of age and 22 were female. There were 120 trainees on holdover.

Main findings

Since the previous inspection, senior officers have made sure that trainees continue to receive good-quality care, welfare, training and support. They are committed to their vision to provide soldiers to the field Army with the requisite skills to become effective signallers. The vast majority of trainees complete and pass their training. They understand how their training and trade will help them during and after their Army career.

Senior officers and staff have put in place extensive, well-resourced and well-managed welfare and support arrangements for trainees identified as being at risk or a cause for concern. Welfare staff work very closely with the chain of command at all levels. Welfare staff are well placed to identify and prioritise those trainees deemed at risk promptly and effectively. They ensure that each trainee is provided with physical, practical and/or emotional support. This is given either directly, through trainees’ immediate chain of command, or by specialist external agencies. Welfare staff maintain excellent detailed records of every intervention or action on behalf of an individual, irrespective of how minor.

Trainees know what welfare support options are available to them. Most trainees confidently turn to their immediate chain of command for support or guidance. They are also aware of the other welfare points of contact available to them, such as the padre and the Royal Voluntary Service. Trainees feel safe in and around the camp. They do not experience bullying or harassment. Most are confident to report concerns should they arise.

Civilian and military trainers know their subject matter well and have relevant sector experience and expertise. They use their teaching methods effectively, particularly when they teach practical activities. Trainers explain clearly how theory and practice link together. Consequently, trainees build on their understanding and skills well.

Most trainees, particularly those on the foundation one course, enjoy their training and recall their learning accurately. However, on the foundation 2 course, where elements of the content are complex, some trainees find it difficult to consolidate their learning in a short time. Trainers teach them enough information to pass their tests, but trainees sometimes struggle to remember what they have learned.

Mercury Troop staff give trainees recovering and rehabilitating from injury particularly good support. Trainees attend personalised rehabilitation sessions to manage their injury, and each trainee has a bespoke programme to return to full fitness. Fitness theory sessions help trainees understand problems with overtraining, the importance of nutrition and how to manage their fitness in the future. As a result, most trainees return to training quickly and pass their assessments.

Most trainees who are on holdover benefit from a structured programme of activity and support. This includes a range of military activities, adventurous training and visits to museums and military sites of interest. As a result, trainees continue to enhance their military skills and gain other useful skills, such as how to present confidently. Trainees who have been in holdover for longer periods of time are frustrated as they often repeat activities and do not see the benefit of this.

Trainees are polite and respectful. They understand the importance of military values. They model these behaviours in and around the camp. Trainees have a good understanding of how their role in the British Army is fundamental to upholding the values of British society. Trainees’ confidence and resilience have increased because of their training. Their fitness has improved over time. Staff give trainees useful information about nutrition and healthy living. The command team now spends more time talking to trainees and staff to give them more opportunities to raise concerns about their well-being.

Squadron staff arrange useful and informative evening talks for trainees. These cover a good range of topics such as drink driving, drug misuse, financial planning, the dangers associated with drink spiking, radicalisation and extremism. Consequently, trainees deepen their knowledge well in these areas.

Senior officers ensure that trainees have a good range of sports and hobby activities to enjoy. Trainees can access activities such as football, rugby, table tennis, tennis, go-karting and clay pigeon shooting alongside an amateur radio society and 3-D modelling club. These resources are well maintained and mostly good quality. As a result, trainees develop their sporting prowess well and some represent the Army in sports such as boxing and athletics.

Most of the resources used by staff to teach trainees are suitable and, in some cases, very good. For example, trainees learn about networking and cabling in an excellent practical facility in the cabling school. Staff teach trainees on very realistic equipment in a controlled environment, such as the purpose-built hangar with full and half-size telegraph poles, underground cable hatches, networking cabinets and individual work bays. Workshops are well equipped. Staff give trainees laptops to help support learning and to access learning materials.

Too many trainees live in accommodation that is not good enough. In a few cases, it is inadequate. For example, some blocks have mould growing, paint peeling or broken windows. Some toilet and shower areas are unpleasant. Recently, senior officers at DSCIS have secured funding to start an improvement programme. They have prioritised the worst accommodation for refurbishment and taken some blocks out of use. A small number of accommodation blocks have undergone work such as decoration and upgrades to the showers and toilets. As a result, trainees in these blocks enjoy better quality facilities. Senior officers have funding in place for a full refurbishment in 2026/27.

Trainees have access to hot water and heating almost all the time. Senior officers have put in place suitable arrangements to cope if and when there are problems with hot water and heating. They rectify these faults quickly.

Senior staff do not ensure that faults with accommodation are identified or rectified quickly enough. They do not track and monitor the reported faults robustly enough or challenge the contractor sufficiently when they do not fix faults in the agreed time. Senior officers plan to improve the reporting of faults but currently the process is not effective.

Trainees access well-resourced and staffed medical and dental facilities. The dental team offers all dental procedures. It sees those trainees who are in pain the same day and waiting times for general appointments are short. The medical centre is welcoming and well maintained. There are 7 consulting rooms, a fully stocked pharmacy and equipment to deal with emergencies. The team has access to private medical funding, which means it can refer trainees quickly for investigations, such as MRI scans.

Senior officers have good oversight of trainees’ progress. They use data well to challenge the training delivery team to identify any potential concerns. For example, staff were able to identify that Gurkha soldiers needed language support to help them pass their courses.

Recommendations

• Rapidly improve the living accommodation for those trainees in poor-quality facilities.
• Improve the process for trainees and staff responsible for accommodation to report faults. Make sure that the contractors fix faults swiftly.
• Provide trainees on holdover for long periods of time with a varied programme of activity to keep their interests and their skills up to date.
• Help trainees on the foundation 2 course better retain and consolidate their learning by improving trainers’ teaching and assessment skills.

HMNB Clyde

HMNB Clyde is the Royal Navy’s headquarters in Scotland and is home to the UK’s strategic nuclear deterrent. HMNB Clyde covers a large area and is situated in Faslane on Gare Loch. The submarine qualification course (SMQ) for both the Vanguard Class (V boat) and Astute Class (A boat) submarines is overseen and delivered by Fleet Operational Standards and Training (Submarines) (FOST(SM)), who also have a line of responsibility to Training Management Group based at Portsmouth. HMNB Clyde and FOST share the domestic arrangements, accommodation and aspects of welfare arrangements for trainees. A new building to accommodate the planned Royal Navy Submarine Training Centre (RNSTC) is being constructed on HMNB Clyde. When this is complete, Royal Navy Command plans to locate all submarine training there, including provision for trainees who will crew the new Dreadnought Class submarines.

After completing their phase 2 Royal Navy branch training at different training establishments, trainees who are going to serve on submarines take the 10-week SMQ, which is delivered at HMNB Clyde. At the time of the inspection, there were 31 trainees on the SMQ for A boats and 39 for V boats. In addition, there were 35 trainees who had recently completed the SMQ and were completing firefighting, and submarine escape, rescue, abandonment and survival (SMERAS) training before they join their first submarine. Three trainees were on holdover, waiting to start on the SMQ in February 2024. Three of the trainees were female and 1 trainee was under 18 years of age.

Main findings

Commanding officers (COs) have a clear vision for the provision of high-quality submariner training currently delivered at HMNB Clyde, and for future plans when the new RNSTC becomes operational. COs and chief instructors (CIs) plan and teach a clear and consistent curriculum for the training and good support of trainees preparing to serve in A and V boats. This prepares trainees well for careers as submariners.

Trainers plan training activities to build a strong foundation of knowledge and skills for trainees. They build on this through further and more in-depth training so that trainees gain a thorough understanding of submarine systems. Trainers use testing effectively to identify when trainees have mastered new knowledge and when they may be struggling. They also identify well any non-diagnosed or non-disclosed learning difficulties so they can support trainees effectively. Trainers are skilled at providing clear explanations and demonstrations when trainees learn and experience things for the first time, for example to help trainees grasp new concepts around man overboard recovery.

Specialist training resources and facilities are good and some, such as the SMERAS facility, are exceptional. Training in these environments supports trainees well to gain the knowledge and skills they will need when they become qualified submariners.

CIs and divisional officers (DOs) play a fundamental role in supporting trainees in all areas of preparation for life in the Royal Navy. They ensure that trainees receive the high levels of care and welfare needed for gaining maximum benefit from the challenging training programme. This level of challenge is vital if they are to become competent and safe submariners.

CIs ensure that trainers have the right experience, qualifications and attitudes to provide high-quality SMQ training. They ensure that trainers are selected based on their attributes as submariners and the recommendations they receive from senior staff on operational A and V boats. New trainers are prepared well for their role by CIs. They complete the care of trainee course on arrival and, if they do not already have it, the defence trainer course. Trainees benefit from continuity of training staff because a high proportion of trainers are Full-Time Reserve Service or, for the A boats, ex-Navy civilian contractors. In addition, recently actively serving trainers bring currency and vibrancy to trainees’ experiences while on the SMQ.

Trainees value the support they can access from the HMNB Clyde welfare team, including from chaplains. They value the welfare and support team, welcoming the fact that they are approachable. Trainees can seek support through duty staff, who are available 24 hours a day. Trainees are confident that if they have any concerns or are experiencing welfare issues, support staff will deal with these swiftly and effectively.

Trainees have good attitudes and are motivated to succeed. They are proud that, when they complete the SMQ, they will join the trained strength of the Royal Navy and be able to serve in submarines. They are confident that the SMQ qualification and the wider support they receive through staff at HMNB Clyde are preparing them well for the next steps in their careers.

A high proportion of trainees pass the SMQ, with most of these doing so at the first attempt. This is impressive, given the challenging academic content of the SMQ programme. Through the SMQ, trainees gain the substantial new knowledge, skills and behaviours that they need to prepare them for their time in service, and for the final phases of training, including SMERAS and firefighting training.

Trainees who are on holdover and waiting to start their SMQ course do not routinely benefit from sufficient purposeful activity. They are frustrated at the time they spend in holdover carrying out menial tasks. While they feel supported by staff and find staff to be both friendly and approachable, they do not experience an adequately well-structured routine to enable them to maintain their existing skills and prepare for the start of their SMQ course.

Relationships between staff and trainees and among trainees are positive and respectful. Through their training, male and female trainees from different backgrounds improve their understanding about respecting diversity in British society, and within the Royal Navy and submarine service. Male and female trainees feel that the training is inclusive, that they are treated fairly by training and support staff, and that mutual respect exists across the base.

Trainees feel safe. They receive clear information regarding expectations about their behaviour and conduct and how to protect themselves from harm when outside the base. They understand how to protect themselves from those who have radical and extremist views.

CIs and DOs work closely with their counterparts in trainees’ predecessor phase 2 branch training establishments. Through this, they establish promptly a wide range of information about trainees’ starting points prior to their joining HMNB Clyde. They learn about trainees’ English and mathematical skills, their support needs and additional learning support needs, information related to discipline and attitude, and any medical support needs. CIs and DOs use this information to ensure that trainees’ ongoing needs are met.

Trainees live in secure, safe, and well-maintained accommodation. Cabins are warm and trainees keep them clean. COs and staff ensure that the arrangements for the safeguarding and welfare of female trainees and those under 18 years of age are appropriate. Trainees have sufficient secure space to store personal belongings. Trainees have good access to Wi-Fi and there are effective arrangements for them to maintain contact with families and friends. Bathroom, kitchen facilities and communal areas in trainees’ accommodation blocks are generally clean and well maintained. Trainees use suitable washing and drying facilities for their uniforms and clothes. Kitchens in trainees’ accommodation allow only limited scope for trainees to do their own cooking.

There are good facilities and options available on HMNB Clyde through the ‘supermess’ to enable trainees to access a good range of food options, even out of hours. In addition to the Compass Point galley, which serves hot food, trainees have access to a well-stocked shop and a food retail outlet. Trainees can use the naval personnel bar, where they can also purchase and eat meals served until 21:00. Training, support and welfare, and physical training staff all contribute to ensuring that trainees understand how to live healthy lives, stay fit and eat a balanced diet.

Trainees have good access to the excellent HMNB Clyde medical and dental facilities, which are staffed by well-qualified naval and civilian medical professionals. A designated doctor meets with SMQ training and welfare staff to establish the medical support needs of trainees before they arrive at HMNB Clyde, and during their time in training, to ensure that any specific medical needs continue to be met.

Trainees have the same access as all service personnel based at HMNB Clyde to a wide range of physical fitness resources and facilities in the sports centre. However, the state of the sports centre infrastructure is poor and limits the current use of the facilities. The roof leaks in several places. Lighting in one of the sports halls is not sufficient. There is currently no heating or hot water across all of the indoor sports facilities. The indoor swimming pool is out of use due to broken-down heating. External sports facilities such as the 3G sports pitch are not in use as they are in a poor state of repair.

COs, CIs and DOs conduct appropriate risk assessments of all aspects of training, welfare and support to ensure that trainees are safe. They ensure that appropriate mitigations are identified and implemented for trainees.

Because of the number of organisations involved in the training, care and welfare of trainee submariners, it is not always clear which chain of command has strategic responsibility for these aspects. As a result, some documentation, such as the supervisory care directive, is out of date. Consequently, senior commanders cannot fully assure themselves that these arrangements are appropriate. At an operational management level, and crucially for those with direct contact with trainees, arrangements for the welfare and care of trainees are effective. Staff responsible for support and welfare of trainees have detailed knowledge of the support that trainees require.

In their self-assessment of the provision, COs focus too much of their attention on evaluating the poorer aspects of the quality of the infrastructure rather than the overall quality of experience for trainees. For example, the self-assessment report makes limited reference to the world-class vocational training facilities, the good quality teaching and training that trainees experience, the quality of medical and dental resources and the generally decent quality mess and accommodation arrangements for trainees. COs do not consistently review or complete the actions they set for themselves through quality monitoring procedures.

Recommendations

• Clearly define lines of command and accountability to provide more effective strategic oversight of all aspects of phase 2 SMQ training, welfare and support.
• Produce a more detailed and accurate self-assessment of the provision of phase 2 training that recognises strengths in training, care and welfare and leads to actions that will sustain improvement where these are identified.
• Take urgent action to improve the facilities and infrastructure available to trainees, in particular the sports and fitness facilities, that are currently in a poor state of repair.
• Provide trainees on extended periods of holdover with a structured programme of activities that helps them to maintain their existing skills and prepares them for the SMQ training.

UOTC Group

The UOTC Group offers university and college students the opportunity to undertake elements of Army Reserve officer training, designed to fit around their degrees. The aim is to attract and nurture students within a military training context to both encourage them into a career in the Army and to develop their leadership skills for civilian careers.

Students receive basic Army officer training, including how to wear uniform correctly and how to lead others in stressful situations. Alongside military training, the UOTC Group aims to develop leadership and personal confidence. It does this through sports and adventurous activity training such as kayaking and rock climbing, in the UK and abroad.

There are 16 UOTCs and Officer Training Regiments (OTRs), which are 2 UOTCs amalgamated under one headquarters (HQ). These units are dispersed over 28 locations across the UK, stretching from Aberdeen to Exeter. UOTCs/OTRs all cover several higher educational institutions. All have a training location for students to attend, usually on a weekly basis.

The UOTCs/OTRs are managed nationally from the HQ at RMAS. This is collectively known as the UOTC Group.

There are currently over 1,500 students training in UOTCs/OTRs nationally.

Main findings

OCdts at UOTCs benefit from a well-sequenced training programme. OCdts learn about military values, first aid, navigation and map reading. They then progress to field-craft activities and weapons-handling, and take on leadership roles within their units. Commanders have introduced a level 5 leadership qualification for OCdts in the third year of training. This helps OCdts to develop their leadership skills and gives them a useful additional qualification when they finish their university studies.

Most trainers in the UOTCs are highly experienced, appropriately qualified and keen to share their knowledge and experience with OCdts. They use the Army’s ‘explain, demonstrate, implement, practice’ training methodology to good effect. Trainers’ qualifications in training vary across the units. In Oxford, almost all trainers are qualified; in Leeds and Sheffield, fewer are. There is not a structured professional development plan in place for trainers. Due to the time constraints of many reservists, Army commanders do not have a strong enough focus on developing trainers’ teaching and assessment skills.

Staff at every level have a strong culture of care and welfare at their UOTCs. They ensure that OCdts benefit from the same military support services as regular personnel. OCdts know how to contact their padre and welfare teams. This gives OCdts an extra layer of support in addition to the welfare support from universities. Unit welfare officers hold frequent and detailed welfare forums. They report the outcomes of these to HQ so that senior staff identify and action themes appropriately. OCdts have regular and frequent opportunities to raise any concerns they may have. They are confident to do so, and confident that senior staff will take their concerns seriously and act accordingly.

Through senior officers’ careful planning of training, OCdts quickly develop their confidence and emotional and physical resilience. During weekly briefs to their peers, OCdts demonstrate their confidence in presenting on current affairs or military topics. More experienced OCdts lead drill inspections or take on additional responsibilities. They develop strong leadership and team-working skills. OCdts recognise and value the military skills they gain. Newer cadets look up to more experienced cadets as role models. They quickly gain military skills and Army values, demonstrating how to wear their uniform to the correct standard, and use basic drill commands when visiting other units or during ceremonial duties, such as Remembrance Day. OCdts are rightly proud to wear their uniforms and represent the Army.

OCdts appreciate how trainers help them to gain leadership, team-working and communication skills. They develop their oracy skills through black-tie debating competitions or writing articles for the ‘Light Blue Volunteer’ annual report. Trainers help OCdts develop their battlefield and leadership skills. This helps them to put forward complex ideas in a simple and convincing manner. OCdts become articulate advocates of the Armed Forces and build the skills needed for success in wider life. They enjoy their experiences in the UOTC.

OCdts participate in an extensive range of sports and adventurous training activities beyond their normal training nights. They attend ski trips and instructor training, go on climbing expeditions in the Dolomites, and visit other regiments. OCdts take part in shooting camps, resulting in success at the Army Reserve Shooting Competition. They go on annual deployment exercises in Northumberland or kayaking in Scotland. OCdts develop an array of new knowledge and skills because of these additional activities, which motivates them to want to do more with their UOTCs.

Officers support OCdts to prepare for selection boards. They hold insight days where they carry out mock interviews and practice selection tasks. This helps OCdts to become more prepared for Army Officer Selection Boards.

Staff teach OCdts about the importance of staying fit and healthy. Physical training instructors are on hand to provide gym sessions and nutrition advice on training nights. OCdts at RMAS have nutritional advice clearly identified in the mess. In addition, they have access to unit health fairs as well as the Lone Solider app, which is only available to military personnel. Regular briefings on alcohol and drugs help OCdts remain healthy. Beyond this, they have access to advice on sexual health through health fairs and online resources.

Senior officers provide most units with high-quality resources that support OCdts’ learning. Resources and equipment are better at some UOTCs than at others. Most classrooms are suitably equipped with ICT facilities and interactive boards that support a range of teaching and training activity well. Resources for teaching, such as navigation maps, are of good quality. However, in a few UOTCs, such as at Birmingham, the poor access to Wi-Fi and mobile signal limits the use of more innovative teaching strategies. In Cambridge, senior officers are waiting for smart screens to arrive for classrooms.

Toilet and showering facilities are of a suitable standard; OCdts have access to clean facilities to use after their exercise or field activities. In a few UOTCs, including Oxford, some showers have tiles missing and toilets are working but need replacing. Staff at each unit do ‘self-help’ work, where they complete repairs to help maintain their buildings because of resource constraints.

OCdts have good access to well-equipped gyms and sports facilities at their UOTCs. The sports halls are large and light, and accommodate a range of indoor sports. Several facilities have been recently upgraded and/or refurbished. OCdts improve and maintain their fitness levels well.

OCdts have access to a good range of leisure and social facilities at their UOTCs. Many have a hot meal after training and take the opportunity to relax and socialise with their peers and staff. OCdts value this interaction.

Commanders at UOTC HQ and in the units have a clear vision to develop individuals to progress into the Army when they complete their degree, or to have a positive experience of the Army and act as advocates of the military. Commanders ensure that training prepares OCdts for life as an officer or soldier in the Army and beyond.

Commanders are very focused on the security, well-being, welfare and care of OCdts. Staff in all units have good protocols and processes to keep OCdts and staff physically safe, including online systems to inform about any changes in security status that may impact on safety. At Queens’ UOTC, staff closely monitor the changing security levels and inform their OCdts accordingly. Commanders ensure that all OCdts’ activities are safe and appropriately risk assessed.

Too many first year OCdts are still waiting for their full medical clearance because of delays in paperwork at GP surgeries. Unit staff do all they can do support these OCdts and keep them in training until they are medically cleared. Units accept these OCdts in training at risk. In a few cases, OCdts do not receive their medical notes from their GP in the allotted time and must leave the UOTC.

Commanders are managing stringent reductions in budget. Staff have worked creatively to minimise the impact of this on OCdts, for example by combining training weekends and limiting activities on some training evenings. Commanders recognise that such actions limit opportunities and experiences for OCdts, and impact negatively on staff morale.

Commanders, both at HQ and in the units, know the strengths and weaknesses of their provision. They seek OCdts’ feedback about their training, communication and military career interests. Commanders use this feedback to improve OCdts’ experiences. Senior officers at UOTC HQ have plans to consolidate the information from units’ self-assessments to provide a holistic oversight of the quality of welfare, duty of care and training across the UOTCs but this is not yet in place. Unit command teams check the quality of training and support for OCdts effectively. RMAS HQ staff have started quality assurance checks on teaching and assessment to improve consistency, but this is not yet fully implemented across the entirety of the UOTC.

Most units are carrying a number of staff vacancies because commanders struggle to attract reservists to fill the posts. Unit staff show high levels of good will and work hard to cover the tasks and workload created by these unfilled posts. For example, senior staff often cover training sessions or spend time doing tasks that take them away from management and development activities. Despite this situation, UOTC staff morale is high.

Recommendations

• Provide staff with the training they need to further develop their teaching and assessment skills.
• Swiftly complete any necessary repairs to buildings and facilities.
• Reduce the time taken to complete medical checks and clearance after recruitment.
• Minimise the impact of budget reductions and unfilled posts on the care, welfare and training of OCdts and staff workload.
• Coordinate and collate cross-UOTC quality improvement processes to secure sustainable improvements in care, welfare and training.

DSPG

DSPG is the training centre for the service police of the British Armed Forces. It provides phase 2 initial trade training for the Royal Navy Police (RNP), Royal Military Police (RMP) and Royal Air Force (RAF) Police, ensuring consistent standards across the services. The centre was established at Southwick Park, near Portsmouth, Hampshire, in 2005. The facilities at Southwick Park allow training in most aspects of policing, including specialist crime scene investigation. Hampshire Police, the Ministry of Defence Police and the University of Portsmouth also use facilities at Southwick Park. 

Trainees arrive at DSPG after completing phase 1 training at the Army Training Centre, RAF Halton, HMS Raleigh or Commando Training Centre Royal Marines. Once they have completed their policing course, trainees are promoted to lance corporal in the RMP, acting corporal in the RAF Police, or leading hand in the RNP and posted to operational units.

Officers under training for the RMP or the RAF Police complete their initial training at the Royal Military Academy Sandhurst or the RAF College, Cranwell before attending DSPG.

At the time of the inspection, there were 90 trainees, including a very small number of officers in training. Of those in training, one third were female.

Main findings

Trainers help trainees to rapidly gain the policing and investigative skills they need for their careers. Trainees are proud of the skills and knowledge they acquire and of the career choices they have made. 

Trainers teach sessions well and provide opportunities for trainees to put their new knowledge and skills into practice. For example, trainees learn about stop and search in the morning and then put it into practice in the afternoon. In week 9, they set up a mock police station, where trainees react to a variety of real-life activities in a pressured environment. This includes activities such as taking statements, conducting interviews and dealing with complaints. As a result, trainees become confident in dealing with a range of real-life situations.

Most trainees pass their course. First-time pass rates for RAF and Royal Navy trainees are high. The proportion of Army trainees who pass on their first attempt has declined slightly but remains high. Trainers support trainees who do not pass at the first attempt to ensure that they pass at their next attempt.

Welfare arrangements are excellent. Welfare and training staff ensure that trainees benefit from a well-integrated support network. This helps trainees to feel supported and safe. Trainees are confident that staff would take their concerns seriously.

Trainees have a high regard for staff in welfare and support roles, including the padre. Welfare staff, medical staff and those in the chain of command work together effectively to provide a close network that ensures trainees’ well-being and safety.

Trainees are looked after and cared for well by their platoon’s staff. Staff keep clear records of achievements and concerns and, where appropriate, pass them 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.

Trainees do not have enough places to eat while in training. Trainees only have the cookhouse. The small on-site shop closes early on Friday afternoon and does not open again until Monday morning. While the bar is available outside of training, it does not provide food. This limits the options available to trainees while on camp.

Staff do not ensure that there is a consistent approach to managing the 4-week initial curfew on trainees leaving the camp. There is too much variation between platoons on whether trainees are allowed off camp during their first 4 weeks of training. In addition, with limited options on camp for trainees to get food, this curfew is too prohibitive.

The very small number of trainees on holdover in Arnhem platoon follow a programme designed to get them back into training as quickly as possible. However, due to staff shortages, all trainees follow the same programme of activities regardless of their individual needs.

The fitness facilities are excellent. The well-maintained gymnasium and swimming pool is well run by helpful and approachable physical training (PT) staff. Trainees benefit from a progressive PT schedule of exercises that improve their strength and develop their stamina and resilience.

Senior staff have secured more financial investment, which has resulted in some improvements to the facilities. These include improvements to the heating and hot water supply in the accommodation blocks, and refurbished bathrooms in most of the accommodation. There have also been improvements to specialist facilities such as the simulated bar. This has been padded so that trainees can practise dealing with volatile alcohol-fuelled situations.

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. In a few accommodation blocks, the decoration has deteriorated. Mould is starting to reappear in bathrooms where it was not adequately removed.

Too many staff are in temporarily promoted roles or trying to cover unfilled posts because senior staff have struggled to fill vacancies. As a result, staff are overworked trying to cover tasks ordinarily undertaken by others. For example, vacancies in the medical centre often result in trainees having to be taken to HMS Collingwood to access routine medical and dental treatment. This results in trainees missing training. Already overstretched staff have to help trainees to catch up on work they missed because they had to go to Collingwood for appointments. Most platoons currently have staffing vacancies. This makes it harder for trainees to access services and for senior leaders to make improvements.

Trainees do not have access to the information technology facilities they need to complete their training. The curriculum has recently changed to align it with the College of Policing’s requirements, and trainees are now expected to complete activities online. These changes include the mandatory completion of online forms, written assignments and formative assessments. Not all trainees have their own devices, and those who do not are severely limited in when and where they can access computers.

Catering staff provide trainees with a range of food of reasonable quality and quantity. They provide nutritional information so that trainees can make an informed choice about what they eat.

Recommendations

• Prevent any further decline in the condition of infrastructure and improve the trainees’ living and working environment.
• Provide all trainees with access to relevant information technology facilities so that they can complete the online aspects of their course.
• Reduce the burden on already overworked staff so that they can fulfil their roles fully.
• Provide a consistent approach to granting trainees leave from camp during their first 4 weeks, and consider whether this policy is necessary.

AFC(H)

AFC(H) is the only phase 1 training establishment in the British Army for recruits under the age of 18. These recruits follow a course of military skills, fitness training, personal development and education that aims to provide them with the knowledge and skills they need to be successful in their career in the Army. AFC(H) is part of the British Army Soldier Academy.

AFC(H) provides 2 courses. The long 40-week course is for recruits who will be joining the infantry, Royal Armoured Corps, Household Cavalry, Royal Artillery and some Royal Logistic Corps roles. The short 20-week course is for those who will be joining trades within the Army that require longer initial trade (phase 2) training. These are Royal Electrical and Mechanical Engineers, Royal Engineers, Royal Signals, Adjutant General’s Corps, Royal Army Medical Corps, Army Air Corps and some Royal Logistic Corps roles.

Recruits in the British Army are not deployed on operations that would expose them to hostilities until they are at least 18 years old. They can request a discharge as of right (DAOR) up to their 18th birthday. They are not usually subject to a notice period should they choose to leave the Army after they have signed up, because the CO has the authority to waive this.

At the time of the inspection, there were 984 recruits in training. 704 were on the long course and 280 were on the short course. Sixty-five were female.

Main findings

Since the previous inspection, senior officers have maintained the very high standard of training and support that recruits receive during their time at AFC(H). They continue to place a very high priority on the care and welfare of recruits. They understand very well the specific issues that recruits face. They take their responsibility of ensuring the safety of recruits in their care very seriously. They ensure that the majority of staff demonstrate the same focus on the care and welfare of recruits. Senior officers place a very high priority on the safeguarding of recruits and have highly appropriate safeguarding policies and procedures in place.

Senior officers and staff ensure that recruits learn and live in an environment that promotes inclusivity. They are determined that bullying and discrimination should not be tolerated. They set very clear boundaries between staff and recruits. On the very rare occasions that these boundaries are breached, or allegations are made about inappropriate staff behaviour, senior officers react immediately to investigate. They refer any allegations to the Defence Serious Crimes Unit. Senior officers take decisive action to ensure the safety of recruits.

Senior officers and trainers have very high expectations regarding the training and support that recruits receive. Trainers make sure it is of the highest quality so that recruits will be well prepared for a successful career in the Army. They use the additional time that recruits have for their initial training (compared to adults who join the Army) very effectively. This gives recruits plenty of time to develop and consolidate their knowledge and skills. The training activities are very well planned and taught, and recruits benefit greatly from these as well as from the amount of time they get to develop their fieldcraft, physical fitness and academic performance.

Recruits recall well the skills and knowledge they have gained while at AFC(H) because staff have trained them well and provided time for them to apply what they have learned. For example, recruits have honed their practical field skills, such as the correct handling of weapons, to a good standard. Recruits talk enthusiastically about the need for trust, teamwork and clear communication in practical team activities such as on the high ropes course. Recruits recognise the benefits to them of small group sizes in functional skills lessons that provide them with more access to their teacher than they experienced in school.

Senior officers carefully plan additional elements of training beyond those required by the common military syllabus to help recruits consolidate the skills that they need to be successful. Senior officers have made further changes to the amount of support recruits receive, as well as the sequencing of the course. As a result, an increased proportion of recruits successfully graduate from the long course. For example, senior officers plan motivational aspects of the curriculum, such as overseas adventurous training, throughout recruits’ time on the course, which helps to sustain their interest and commitment. The proportion of recruits who complete and graduate from the short course has remained consistently high.

Senior officers, trainers and welfare staff ensure that recruits are properly screened at the start of their training to identify any barriers to learning or learning support needs. They use this information to provide appropriate support and intervention strategies early in recruits’ time at AFC(H) to help them to succeed. They share information between professionals effectively so that they provide the most appropriate support to meet the range of needs of individual recruits. The permanent special educational needs coordinator works highly effectively with military trainers, and with the Pearson TQ education staff who provide functional skills and classroom-based training for uniformed public services, to ensure that recruits receive the support they need to participate successfully in all aspects of their military and academic training.

Senior officers ensure that recruits have access to a wide range of suitable welfare support. Recruits are well aware of the support that is available to them and how to access this when they need to. Platoon senior officers actively help recruits deal with personal and training-related issues they are experiencing. Recruits also appreciate greatly the care they receive from the padre and welfare staff. Female recruits have frequent access to female officers and trainers as mentors and role models.

Recruits are proud to be in the military and recognise the wide opportunities available to them in the Army. They enjoy the challenge and rigour of learning new military and life skills. Recruits relish going on exercise and learning weapon-handling skills. They are also glad to learn how to iron their clothes and perform other domestic duties such as cleaning and organising their personal equipment and living space.

Recruits are well informed by staff about the different types of foods that are healthy to eat and of the importance of eating the right types of foods dependent on the circumstances, such as before exercise. Staff encourage recruits to avoid eating late at night so that they can get sufficient sleep.

Military staff volunteer for roles within the command structure so that recruits can access specific aspects of personal support they need. For example, each company has a LGBTQ+ champion. Senior officers ensure that recruits receive good advice about their health and well-being. They cover important topics such as sexual health, relationships and consent. The advice is provided in age-appropriate ways.

Recruits who need it receive excellent rehabilitation support and training. Physiotherapists and the exercise rehabilitation trainers work effectively to support recruits who have injuries. For example, those with lower limb injuries, such as knee dislocations, receive highly appropriate strength and conditioning training alongside a package of military standard refresher and update training that is purposeful. This helps injured recruits to maintain good military standards.

Senior officers and trainers ensure recruits understand how to report any concerns they have about their safety and well-being. Recruits know that non-commissioned officers on duty within their accommodation will take their concerns seriously. Training and support staff provide clear guidance to recruits about how to behave appropriately and make it explicit that poor behaviour will not be tolerated. Officers and trainers make it clear very early in the course that the college does not expect recruits to develop intimate relationships with one another. Female recruits rarely experience instances of sexual harassment or bullying. If they do, they know how to report it and know that staff will deal with it swiftly.

Recruits are well informed about their career options at the early stage in their military career. Staff ensure that recruits receive necessary information about their phase 2 training during their first few weeks at AFC(H). Senior officers and trainers now provide recruits with better opportunities to change their chosen trade or regiment on completion of their phase 1 training if they wish to. This reduces the likelihood that recruits will request to leave the Army because they are unable to change their career plans.

Recruits have plenty of opportunities to extend their interests outside of military training. Recruits can engage in adventurous training such as kayaking, hill walking and rock climbing, and participate in overseas trips such as to France and Germany. Recruits are encouraged to develop their confidence and resilience through a range of well-designed activities.

Recruits are taught well to appreciate the dangers associated with radicalised and extremist individuals and groups. Recruits understand how to keep themselves safe outside of the college and know not to wear their uniform outside the barracks. They understand how to protect themselves from being targeted online and how important it is not to share information about being in the military online or on social media.

Recruits’ accommodation is of a very high standard. Senior officers and civilian managers ensure that recruits’ accommodation and infrastructure in general is maintained well. Recruits have access to ample secure storage for equipment and personal belongings. There are good facilities for drying wet kit. The bathroom, hot water and heating systems are well maintained and provide a highly reliable service so that recruits can have hot showers and properly heated accommodation.

Messing arrangements are very well managed. Catering staff work closely to ensure that menus meet Army expectations and that recruits eat a well-balanced diet, appropriate to their nutrition needs. Recruits have access to a wide range of food choices, although not all are entirely satisfied with the food.

Recruits have excellent access to very high-quality medical and dental facilities, which are staffed by well-qualified Army and civilian medical professionals. Recruits, some of whom may never have previously visited a dentist, receive up to 9 hours of treatment to make them dentally fit.

Specialist military training and learning resources used in training activities are of a high standard. Recruits use excellent outdoor and indoor physical fitness and training resources. These include dedicated outside field exercise areas and specialist equipment such as high ropes and an assault course. High-quality indoor physical training facilities include a gym and fitness suite, a large sports hall and an indoor swimming pool.

Recruits participate in a well-planned physical fitness programme to develop their physical fitness and resilience and teach them how to stay fit through diet and exercise. Physical training instructors implement a fitness programme to help recruits to meet the fitness standards required by the Army and, as they progress towards the end of the course, by their specific trade, such as the infantry. Where individual recruits struggle to meet the required standards, staff provide them with specific and targeted support and bespoke exercise plans.

Senior officers and staff ensure that female recruits have access to an appropriate range of sanitary products and supplies – including when they are on field exercise. A small proportion of recruits, most of whom are female, do not receive military clothing such as trousers, or equipment such as rucksacks, suitable for their size.

Senior officers consider thoroughly the welfare and care of recruits. There are a wide range of highly appropriate risks identified in the commanding officer’s risk assessment. These have been prioritised sensibly to highlight the importance and potential of risks. Mitigation actions are appropriate and measured. Senior officers and staff ensure that all relevant support services are sufficiently involved in agreeing actions and providing support for recruits. Senior officers take the health and safety of recruits very seriously. All physical activities, such as adventurous training, are carefully risk assessed.

Senior officers are committed to continuously improving the experience of recruits. They use a wide range of quality assurance activities in place to do this. For example, the external independent advisory panel is very effective in holding senior officers to account and supporting them to make improvements. Senior officers’ overall self-assessment of the training, support and welfare identifies strengths and weaknesses but does not fully evaluate all quality assurance activities, or the impact of actions.

Recommendations

• Provide recruits with items of uniform and equipment that fit properly.
• Evaluate all findings from quality assurance activities so that senior staff are clear about the impact of strengths identified and about the few areas that require action.

DATR

Royal Army Veterinary Corps Initial Trade Training (ITT) is carried out by the DATR at Remount Barracks just outside Melton Mowbray. The annual initial recruit intake numbers are approximately 36 regular recruits per year. A small cohort of ITT instructors are part of the headquarters squadron and are responsible to the officer commanding training and plans. ITT teaches phase 2 trainees how to handle and maintain a military working dog patrol in all conditions.

At the time of the inspection there were 9 trainees on their phase 2 ITT course and 4 in holdover.

Main findings

Trainee dog-handlers at DATR experience outstanding care and welfare provision. Staff work diligently and assiduously to make sure they are accommodated, fed, trained and cared for to an exceptionally high standard.

The commanding officer has very high expectations and aspirations for the standard of care, welfare and training that trainees receive. These are expressed clearly in documents such as the supervisory care directive. His team at DATR share these expectations and work very hard to achieve and exceed them.

Trainees at DATR live in clean, warm and well-maintained accommodation. Rooms have ensuite bathrooms and plenty of storage space. Maintenance matters are dealt with quickly by the contractor’s staff. The accommodation block is secured by combination locks. The codes for these are changed after each group of trainees. Each bedroom in the block has a lockable door. While there are no under-18s in training at this time, and there have not been for several years, facilities in the accommodation blocks would be appropriate if under-18s were to be on the course.

Facilities for trainees to use to relax and socialise are limited, as the base is relatively small. Trainees have access to a comfortable common room in their accommodation block and use of the gymnasium on site. The kitchen in the accommodation block only has facilities for trainees to reheat food and not to cook their own meals. The base is very close to the town of Melton Mowbray, which trainees can visit to get shopping and eat in restaurants. The mess on site provides 3 meals a day. These meet the requirements of the contract and the nutritional guidance from the Ministry of Defence, although trainees’ perceptions of the quality vary.

Trainees have very positive attitudes to their training and their future military careers as dog-handlers. They value the opportunity they have been given, in the knowledge that places on this course are limited and are highly sought after by potential applicants. Because of the expert training and coaching they get, trainees very rapidly develop excellent dog-handling skills. They apply these in a wide range of training settings both on the base and at various training locations, which include overnight camps. They learn to look after their own welfare and well-being, as well as that of their dog, when on overnight training exercises.

Trainees have access to welfare services on site that include the unit welfare officer and the WRVS. A padre visits the base very frequently and often visits trainees and other staff while they are going about their working day. Welfare staff work very effectively to provide the support that trainees need for their welfare and well-being, as well as providing a range of social activities such as quiz nights. While there are no medical or dental facilities on site, trainees are able to get medical and dental care from the facilities at Kendrew Barracks, some 40 minutes’ drive from DATR. Staff provide transport for trainees to attend routine and emergency appointments.

While training staff have yet to produce a self-assessment report for the previous training year, they meticulously analyse the performance and progress of the trainees on each 7-week course and amend the training programme accordingly.

Training and welfare staff put in considerable effort to get to know trainees well in the early stages of their training. This helps them to identify any small changes in trainees’ behaviour or conduct that may indicate they need some help or support. For example, staff help trainees to plan their budgets, including those who run out of money shortly after they have been paid.

Trainees get very good coaching, mentoring and feedback to enable them to develop their dog-handling skills. In a practical crowd control activity, they worked under the guidance of trainers who give very clear briefings before the activity, supportive guidance during the activity and then very precise feedback after the activity. Trainees are able to finesse their skills because of the very precise feedback that trainers give them.

The first time and overall pass rates for the trainee dog-handling course have been high for several years. On the few occasions that a trainee does not pass the course they are able to complete further training and almost all pass at their second attempt.

Trainees feel safe at DATR. They know how to behave appropriately with each other, with their staff and with working dogs. Trainees are respectful of each other. Female trainees speak highly of their male colleagues, stating that there is no unwanted or inappropriate behaviour at DATR. Trainees are confident that staff would deal with any incidents of bullying, harassment, or other inappropriate conduct firmly and promptly.

During the course trainees consolidate the military skills they learned during their phase 1 training. This prepares them very effectively for the next stage of their training and their Army careers.

Staff have devised a small range of learning and development activities at DATR for trainees on holdover. This includes trainees who arrive at the base after the start of their intended course because they have been delayed in completing their phase 1 training or who are injured and are unable to complete physical dog-handling activities. Trainees value this approach, which enables them to keep in contact with their training groups and remain immersed in the life of the base, including being near the dogs that they are working with.

Recommendations

• Urgently complete the self-assessment report for the 2-year period ending September 2024.
• Develop further meaningful and worthwhile activities for the trainees in holdover to complete while they are waiting to start or return to training.

BRNC

BRNC is the Royal Navy’s officer training establishment, located in Dartmouth, Devon. BRNC provides all initial training for Royal Navy officers. It also trains phase 2 warfare officers. Some command, leadership and management courses for trained officers and ratings take place here. The Royal Navy contracts with Team Fisher to deliver aspects of training using civilian lecturers.

The primary activity at BRNC is Initial Naval Training (Officer) phase 1 training. There are 3 intakes each year of up to 150 officer cadets (OCdts) per course. OCdts complete an initial 14-week militarisation training period, followed by a 15-week ‘marinisation’ period that helps them understand life at sea. Marinisation training involves a sea-time element on board an operational warship. The initial element of phase 2 training for warfare officers also takes place at BRNC, on behalf of the Maritime Warfare School. OCdts join phase 2 after completing 4 months of training at sea in an operational warship.

At the time of the inspection, there were 261 OCdts in phase 1 training. 135 had very recently commenced the militarisation stage of this course and 126 were at the marinisation stage. Fifty-one newly commissioned officers were in phase 2 warfare officer training. 

Main findings

Senior officers have a clear vision and mission for BRNC to provide well-trained new officers to the Royal Navy. They work effectively with civilian staff from Team Fisher to jointly plan the training of military, maritime, warfare and technical skills that OCdts need to pass out of BRNC and progress with their training and careers. Senior officers have high expectations of OCdts.

Senior officers have a good understanding of the strengths and areas for improvement of the training provided at BRNC. They are also clear about the significant work that remains to be done to improve the quality of infrastructure, facilities and resources. Their self-assessment, and resulting quality improvement plan, are detailed and focus well on the welfare of OCdts and on senior officers’ duty of care.

Since the previous inspection, commanders have used additional funding that Navy Command allocated specifically for repairs and improvements to OCdts’ accommodation to good effect. They have overseen repairs to broken and rotten windows and made necessary improvements to the most severely neglected aspects of living accommodation and bathroom facilities. While this money has been well spent on improving OCdts’ living accommodation, much remains to be done.

Navy Command also provided BRNC with funding to support improvements to the general infrastructure and facilities of the college. Commanders and civilian contractors have overseen well-executed improvements to the general estate, providing many improvements to areas of the college used by OCdts, for example the communal areas, the wardroom, and junior and senior gunrooms. This investment has provided marked improvements to the experiences of OCdts and staff.

The pavilion – the social space for new phase 1 militarisation OCdts in their first term – is derelict and dangerous and remains out of bounds. It will take at least 2 years to refurbish. Senior staff have a plan in place for this, using money donated by the Sir Donald Gosling foundation. In the interim period, a marquee has been established on a hard standing area. Heating, electric power, a toilet block and a bar have been installed to support the use of the marquee. This provides an acceptable, temporary, alternative social and recreational area for phase 1 OCdts in the militarisation stage of training, until the pavilion can be rebuilt.

The dangerous quayside infrastructure that was in place at the previous inspection has been removed. Senior staff have provided temporary pontoons in the harbour area to supplement those on the safe quayside so that OCdts can undertake all required aspects of marinisation training in Dartmouth’s harbour area.

Commanders responsible for infrastructure have a realistic view of the improvements that they have been able to bring about so far. They are clear about the further extensive work that will be required over many years until accommodation, facilities and resources can be brought to a consistently high standard. Commanders are working with Navy Command to develop and implement a long-term ‘future accommodation project’. This is scheduled to take up to 10 years to complete.

Royal Navy and Team Fisher training staff are highly knowledgeable and experienced. Divisional training officers (DTOs) receive appropriate training for their role and have good opportunities for further training while at BRNC. DTOs use their expertise well to teach OCdts. They give helpful feedback and guidance, both verbally and through mid-period appraisals, which gives OCdts clear information about what they have done well and what they need to do to improve.

Staff responsible for OCdts’ welfare and support are highly knowledgeable and experienced. They recognise the main risks to OCdts’ welfare and provide high quality support to them. For example, if OCdts do not have safe environments to stay during periods of leave, they can stay at BRNC. Duty staff regularly check on their welfare. OCdts know they can approach to their DTO, class leaders and chaplaincy staff if they need support. Chaplaincy staff are available for OCdts at all times. OCdts value the support they receive.

Senior officers have designed the curriculum well to build OCdts’ knowledge and skills effectively over time. At the start of the phase 1 training, OCdts receive a thorough introduction to military values, discipline, orders, routines and safe weapon-handling. During the marinisation phase, OCdts complete initial sea training and then build on and broaden this knowledge during further time at sea on an operational vessel. The vast majority of phase 1 OCdts complete their course and move onto the next phase of their training. Almost all phase 2 OCdts complete warfare officer training and progress onto careers in the Fleet.

During a maritime leadership (MARL) exercise, phase 1 OCdts develop good military boat-handling skills such as picking up a mooring and mooring alongside a pontoon. The 8 15-metre officer training boats (OTBs) are an excellent resource for this training. OTBs replicate closely the navigational equipment and control systems of naval boats and ships. As a result of the MARL training, OCdts gain in confidence as they develop the knowledge and skills that they need to prepare them for their future careers at sea.

Senior officers regularly review the impact of the curriculum and use their findings to make useful improvements to the curriculum content. For example, to help reduce the number of musculoskeletal injuries, they have re-written the physical training syllabus to include more training with gradually increasing loads in rucksacks.

Senior officers have provided new style rucksacks which are better suited to female OCdts. Female OCdts appreciate the frequent sports-bra fittings that are available for them.

Physical training instructors plan and teach a curriculum of progressive physical fitness development to enable OCdts to develop their fitness in a challenging but controlled and safe way. This supports OCdts to attain the physical fitness standards required. Gymnasium and sports facilities and the arrangements for OCdts to use these are good.

OCdts, particularly those who are recently commissioned officers in phase 2 warfare officer training, recognise the progress they have made since they started training, notably in their confidence and ability to apply theory to practice. OCdts are proud to be in the Royal Navy. They know what the military and Royal Navy expectations are of them. A few OCdts do not feel confident that they have been taught all the military skills they need to know and will be assessed on, such as command and control.

If OCdts do not meet the required standards in assessments, they are assigned to Pellew Division, where they receive effective support to improve. OCdts who are rehabilitating from injury also join Pellew Division. OCdts undergo well-planned, carefully structured and progressive physical rehabilitation. Each trainee’s progress is assessed on an individual basis so that they can re-enter training at the most appropriate point for their needs and circumstances. OCdts are positive about their experience while in Pellew Division, particularly about the non-rehabilitation activities that contribute to their military skills and understanding, such as external speakers, external visits, and opportunities to practice boat-handling skills. Pellew Division staff are highly committed to ensuring that OCdts benefit from their time there.

DTOs and welfare staff ensure that OCdts are made aware of topics that prepare them for life in the Royal Navy and how this relates more broadly to life in modern Britain. Relationships between staff and OCdts, and OCdts’ peer-to-peer relationships, are respectful and positive. OCdts feel safe and incidents of bullying and harassment are rare. OCdts have a good awareness of the complaints system and how to use it to report any concerns. Senior officers deal swiftly and appropriately with any concerns raised by OCdts.

Messing arrangements are well managed. The ESS manager ensures that catering staff cook and serve the newly published MoD menus. These provide suitably nutritious meals for OCdts. Most OCdts are generally happy with the range and quality of food available.

Medical facilities and the service available for OCdts are good. OCdts have access to a well-staffed and equipped medical facility where they can arrange appointments with GPs, be triaged to out-of-hours cover and receive treatment if they are injured during training. A dentist from another naval establishment visits once a week and OCdts can access emergency cover through a regional arrangement if required.

Senior officers have made improvements to the learning environment and resources that OCdts use for specialist aspects of training. For example, BRNC has 2 new high-quality full mission bridge simulators where phase 2 OCdts practice and develop their skills through a range of realistic navigational and warfare scenarios.

Because of the many roles that DTOs perform at BRNC, they are not always available to support their OCdts fully. Very occasionally, DTOs must conduct other Royal Navy or military duties away from BRNC. Should this occur, managers put temporary cover in place so that OCdts are not overly disadvantaged. A small number of the DTOs do not see that their posting to the role is supporting their career development.

DTOs and Team Fisher trainers have access to a recently improved range of professional development to support them to develop their teaching skills. Senior officers and Team Fisher leaders have identified that there is still work to ensure that all of the training is of a constantly high standard. A few OCdts also express concerns that the quality of training that they experience varies between different DTOs and trainers. As a result, a few lessons are less effective, and OCdts do not always know exactly what they should be learning or the standards they should be attaining.

DTOs and trainers do not receive enough information about how to best support OCdts with specific learning difficulties (SpLD) in all aspects of their learning. Staff have plans in place to identify any additional needs for OCdts earlier in the programme to provide more effective support, but these have not been fully implemented to be able to judge the impact on OCdts.

Senior officers and DTOs have good oversight of OCdts, the progress they make and any issues which may impede their training. Senior officers have started to analyse data about OCdts’ progress and achievements more effectively. While they now analyse and compare the achievement of male and female OCdts, they do not have the information to analyse the progress and achievement of all groups, such as OCdts with SpLD.

Recommendations

• Prioritise the renovation and refurbishment of OCdts’ accommodation and the facilities that they use. Urgently progress the plans to bring about the many improvements to facilities and infrastructure that are still required across the estate of BRNC.
• Provide DTOs with enough time to support OCdts fully.
• Identify any specific learning difficulties that OCdts may have early in their training, so that appropriate support can be provided in a timely manner. Monitor how well these OCdts perform in training.
• Consistently provide OCdts with high-quality training across all aspects of the course, including giving them multiple opportunities to develop their military skills.

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 agreed 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 will inform the MoD’s Directorate of Training, Skills, Learning and Development (TSLD) of any major concerns
• take account of safeguarding in line with the current framework, 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 the delivery of workshops and internal training to raise awareness of the inspection framework and role of the nominee
• deliver nominee conferences for representatives of units within the scope of inspection programme
• provide a lead MoD inspector to liaise with TSLD to manage the relationship to deliver agreed obligations
• review the inspection framework annually in consultation with TSLD, confirming major changes by formal amendment and publication
• carry out any additional joint project 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

Training establishment/unit	Dates of inspection
HMS Raleigh	18 to 19 October 2023
RAF Shawbury	7 to 8 November 2023
AES, RAF Digby	15 to 16 November 2023
CTCRM	22 to 23 November 2023
DMA	6 to 7 December 2023
11 Signals Regt, DSCIS Blandford	17 to 18 January 2024
HMNB Clyde	17 to 18 January 2024
UOTC Group	13 to 14 February and 21 to 22 February 2024
DSPG	6 to 7 March 2024
AFC(H)	20 to 21 March 2024
DATR	8 to 9 May 2024
BRNC	15 to 16 May 2024

Establishments’ inspection history

Inspections before September 2020 were carried out under a different handbook and framework. The key judgements and the criteria for grades used in the current handbook have changed from the previous handbook. Grades are therefore not directly comparable across years.

Scales for grades:

1 = Outstanding, 2 = Good, 3 = Requires improvement, 4 = Inadequate

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]
HMS Raleigh	2	2,2,2,2		1,2,2 (February 2019)
RAF Shawbury	2	2,2,2,2	First inspection
AES, RAF Digby	1	1,1,2,1	First inspection
CTCRM	2	2,2,2,2		2,1,2 (October 2019)
DMA	3	3,2,3,2	3,3,2,3,3 (January 2022)
11 Signals Regt, DSCIS Blandford	2	2,2,3,2		2,2,2 (December 2018)
HMNB Clyde	2	2,2,2,2		1,1,1 (October 2019)
UOTC	2	2,1,2,2	First inspection
DSPG	2	2,2,3,2		1,2,1 (September 2019)
AFC(H)	1	1,1,1,1	1,1,1,1,1 (May 2021)
DATR	1	1,1,1,1	First inspection
BRNC	2	2,2,3,2	4,2,2,4,3 (March 2023)

<sup>[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 trainers, B. Quality of welfare and duty of care, C. Effectiveness of leadership and management</sup>

1. Ofsted, ‘Handbook for inspecting initial training for the Armed Forces, with reference to care and welfare’, September 2021, revised September 2023. ↩

2. Ofsted, ‘Education inspection framework’, April 2024. ↩

3. 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 that has restricted numbers or runs infrequently, such as flying. ↩