Research and analysis

Welfare and duty of care in Armed Forces initial training 2024 to 2025

Updated 2 October 2025

Applies to England

Ministerial foreword

The first duty of the UK government is to keep the British people safe. That is why national security is the foundation of this government’s ‘Plan for Change’. The success of this plan depends on our people; they are fundamental to UK Defence and are at the heart of our mission to transform Defence as set out in this year’s Strategic Defence Review. The Ministry of Defence (MoD) is facing several recruiting and retention challenges, which means that it is vital that we continue to care and develop our people from initial entry and through their careers. The MoD must harness their talent by delivering high-quality initial training that is both effective in providing the skills the nation requires and supportive to individuals as they embark on their military careers. Ofsted’s ongoing support in providing independent assurance of our initial training care and welfare ensures that we continuously look to improve our support to trainees, while recognising all the valuable work that is being achieved on a daily basis to care for our people.

I am pleased to see that this report maintains the positive results received over several annual reports, with 9 of the 10 establishments inspected achieving a good or outstanding grade. Ofsted praised the ways in which staff across all the establishments that were inspected make the training, care and welfare of their trainees their highest priority. It is this commitment to creating such a positive culture that enables the Armed Forces to deliver world-class training that empowers our people to fulfil their potential.

However, Ofsted has been categorical that there is ongoing and significant work to do in certain areas, and we must deal with these issues coherently to ensure that we make real progress. Infrastructure and accommodation have again been highlighted as areas that must improve as they are having a detrimental impact on our trainees, and significant effort from commanders is required to mitigate these challenges. It is a priority for this government to improve the standard of accommodation for our people, and we will face these challenges head on.

As we seek to resolve the challenges of recruiting individuals into the Armed Forces, we must continue to ensure that we are focused on delivering a meaningful experience for our trainees, generating positive outcomes that will stand them in good stead during their careers and beyond. However, while the time that is taken to join the Armed Forces is decreasing, there is a need to ensure that, where individuals have gaps between training courses, we continue to provide the high level of care and meaningful employment to ensure that they remain motivated and committed to their chosen careers.

I extend my sincerest thanks to the Chief Inspector and his team for their continued professionalism and expertise in providing valuable and independent oversight of our initial Armed Forces training. We are committed to ensuring that our trainees are supported with the highest levels of care and welfare provision as they begin their careers in the Armed Forces, 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 17th annual report on the effectiveness of care and welfare arrangements for recruits, trainees and officer cadets (OCdts) in Armed Forces initial training. This is my second report as His Majesty’s Chief Inspector.

I remain impressed with the hard work and diligence shown by staff in all initial training establishments. My thanks to everyone at training establishments in each of the Services for their cooperation with our inspection work this year. My thanks also to the inspectors who carry out this important work. There is much to commend in the strengths that are identified in this annual report. However, there is still substantial scope for improvement, and I am disappointed to see similar recommendations from previous reports that need to be resolved by the MoD.

This year, inspectors visited 10 Regular training establishments. They also reviewed training in the Royal Air Force (RAF) Reserves at the request of the MoD, visiting 6 Reserve units and headquarters (HQ) staff involved with policy and training of reservists at RAF Halton in Buckinghamshire. In total, we visited 18 military establishments and units in 2024/25.

During this year, we judged one Regular establishment, the Infantry Training Centre at Catterick (ITC(C)) in Yorkshire, to be outstanding for overall effectiveness and for most key judgements. This is a praiseworthy outcome for the staff at ITC(C), who are providing exceptional training, care and welfare to phase 1 and phase 2 infantry trainees. Eight Regular establishments were graded good for overall effectiveness and for most key judgements.

In all establishments, recruits, trainees and officers under training received excellent or good training and very effective care and welfare arrangements. Because of this, the next generation of soldiers, sailors and aviators gained a very good foundation to help them become professional and skilled members of our Armed Forces. One establishment, the Defence Intelligence Training Group at Chicksands (DITG(C)), was judged as requires improvement.

For the fourth consecutive year, inspectors found that female and smaller recruits are issued with clothing or equipment that does not fit them correctly. This renders them at a disadvantage because they often do not appear as well turned out as their peers, or because ill-fitting equipment, such as webbing or rucksacks, prevents them from participating fully in training. In field training and, of course, in combat situations, such ill-fitting kit poses a very serious risk.

Across many of this year’s inspections, inspectors again highlighted the deterioration of the ageing infrastructure, the poor state of much accommodation, and the negative impact this has on the morale of trainees and staff.

Military and civilian staff work very hard to care for and train Armed Forces personnel, many of whom are young and living away from home for the first time. These staff are often doing so in buildings and facilities that are in a poor state of repair, and where there are staff shortages that force them to do the work of absent colleagues so that trainees are not disadvantaged. While I applaud all these staff, and the commanding officers who lead them, for achieving such high standards of quality and support in these situations, in too many establishments this is not an improving situation. As this and many previous reports have shown, these failings continue to have a negative impact on the experience and well-being of trainees and staff. They deserve better.

I urgently ask senior MoD personnel, and those in government who have the influence to make change, to react positively and swiftly to the recommendations we make, and continue to make, especially in relation to failing infrastructure. I urge them to provide young trainees just starting their careers in our Armed Forces, who pledge to serve the people of the United Kingdom, with decent accommodation and high-quality facilities that help them to become the professional fighting force of the future.

Background     

Ofsted inspects the training, care and welfare arrangements for recruits, trainees and officer cadets at phase 1 and phase 2 training establishments for Regular and Reserve personnel. This includes training for commissioned officers in phase 2. These groups of personnel are generically referred to as trainees throughout this report unless otherwise specified.

At the MoD’s request, in May and June of 2025, we carried out an ungraded review of RAF Reserve (known as the Royal Auxiliary Air Force (RAuxAF)) initial training. Inspectors visited 6 RAF units where RAuxAF personnel are trained and spoke with personnel at the RAF Reserve HQ. They made several recommendations for improvement of the oversight and assurance of training, care and welfare of RAF 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, these phases are 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 2024/25

This report draws on evidence from 10 inspections of initial training establishments for Regular service personnel.

Of the 10 Regular training establishments inspected during 2024/25:

• 2 provided phase 2 training for Army personnel and officers: the Royal Armoured Corps Training Regiment (RACTR) in Bovington Garrison in Dorset, and Royal Engineers Training in the Royal School of Military Engineering Regiment (3 RSME Regt) and Royal Engineer Warfare Wing (REWW) at Minley Barracks in Surrey

• 2 provided phase 1 training for Army personnel: the Army Training Centre (Pirbright) (ATC(P)) in Surrey and ITC(C) in North Yorkshire

• 2 provided phase 2 intelligence and languages training to trainees from all 3 services: the DITG(C) and the Defence Centre for Languages and Culture at Chicksands (DCLC(C)) in Bedfordshire

• 2 provided phase 2 training for Royal Navy officers and ratings: His Majesty’s Ship (HMS) Sultan in Hampshire and the Hydrography and Meteorology Training Unit (HMTU) at HMS Drake in Devonport

• 1 provided phase 2 training for Army and Royal Navy personnel: the Defence Explosive Ordnance Disposal, Munitions and Search (DEMS) Training Regiment at MoD Kineton, Warwickshire

• 1 provided phase 2 training for RAF personnel: the RAF Regiment Training Wing (RRTW) at RAF Honington, Bury St Edmunds

• 1 provided phase 2 electrical and mechanical engineering training for personnel from all 3 services: the Defence School of Electro-Mechanical Engineering (DSEME) at MoD Lyneham in Wiltshire

This was the first time that HMS Drake and MoD Kineton had been inspected.

In addition, we visited the following establishments where RAuxAF reservists are trained, and the Reserves headquarters staff of HQ Air Command at RAF Halton:

• RAF Brize Norton, Oxfordshire
• RAF Leeming, Yorkshire
• RAF Wittering, East Midlands
• RAF Leuchars, Scotland
• RAF Benson, Oxfordshire
• RAF Cosford, Shropshire

How we carried out our inspections

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

Each Regular training establishment received no more than 2 working days’ notice of inspection. 

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
• the personal and professional development of trainees
• the quality of facilities, infrastructure and resources
• the 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
• inadequate

Recommendations for improvement

• Rapidly improve the quality of infrastructure, especially where accommodation is poor and where essential welfare and training facilities are not good enough. Reduce the length of time taken for essential repairs to be completed.
• Reduce the numbers of trainees in holdover. Provide those for whom holdover is unavoidable with purposeful activities that prepare them well to return to training and help them to develop and maintain relevant military knowledge and skills.
• Provide those trainees who have specific learning difficulties with relevant and individually targeted support to help them make good progress in their training.
• Increase the number of trainees who pass their assessments first time, including for any functional skills English and mathematics qualifications.
• Provide properly fitting uniform and equipment for all trainees at the beginning of their training, especially women and those with a smaller frame.
• Carefully monitor and mitigate the impact of any unfilled posts on the well-being of training staff so that they can properly focus on supporting trainees to be successful.
• Provide candidates who have yet to join the military, and phase 1 recruits, with relevant information about their next steps so that they can make decisions about their future and prepare effectively for their training.

Summary of the review of RAF 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
• recruitment and development of training of staff
• 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

The review took place over 3 stages. Stage 1 was an initial visit to the RAF Reserves headquarters (HQ), stage 2 involved visits to a selection of units, squadrons, and stage 3 was a follow-up visit to the HQ. Inspectors spoke to senior officers, assurance staff, training staff, support staff and Reservists in phase 1 and phase 2. These visits took place between 30 April and 4 June 2025.

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

• Reservists enjoy their training very much and they feel supported and valued by their units. HQ officers and unit officers place a high priority on the care and welfare of Reservists.
• There are a lower number of Reservists than planned, and the recruitment process often takes too long. Recruitment has been at a lower-than-targeted rate for several years.
• Too often Reservists wait too long to start their phase 2 training at their chosen unit. As a result, they lose motivation, and sometimes the recently acquired military skills and knowledge from their phase 1 training fades.
• Since the introduction of training and audit assurance visits, senior officers at HQ have a better understanding of how compliant units are. However, they do not place the same level of focus on the quality of Reservists’ training as they do on compliance and audit.

Summary findings   

Quality of training and support

One establishment was judged outstanding for the exceptional quality of its training and support for trainees: ITC(C). Nine establishments were graded good for the quality of training and support.

As we have reported in previous years, senior officers and staff at all establishments make the training, care and welfare of their recruits and trainees a high priority. Welfare and training staff work very well together to provide the support, attention and care that trainees need to cope with the demands of military service, and to deal successfully with any personal challenges they may face. Experienced welfare staff, including those in the WRVS and chaplaincy, provide one-to-one sessions for any trainee needing help. They give trainees well-considered advice and guidance or signpost them to relevant specialist organisations and charities. At ITC(C), staff are highly knowledgeable about trainees and their individual welfare needs, especially those who are under the age of 18. Every recruit under the age of 18 has a named member of welfare staff to go to for any assistance they need while at ITC(C). At Minley Barracks, welfare staff teach trainees about managing finances, identifying potential scams and registering to vote. Staff at HMS Sultan inform trainees about the risks of gambling and drink-driving to help them stay safe.

Staff at all establishments closely monitor the progress and well-being of trainees who may be at risk of not completing their training, and they support them well. Staff at HMS Sultan give additional training sessions to trainees who may be falling behind in their studies or provide tailored support from a coach or mentor. At RAF Honington and ATC(P), staff keep meticulous records relating to the needs of trainees who are having difficulties. Staff share such information as required to ensure a strong web of support and involve external agencies and medical staff as soon as necessary. At DEMS, staff quickly implement interventions to provide appropriate help and support to trainees who need this.

Because of the good training that staff give them, trainees quickly learn complex and important military and specialist knowledge and skills. They are well prepared to move on to their next stage of training or first job roles. Army recruits at ATC(P) and ITC(C) learn vital combat skills, such as weapon handling and patrolling under live fire. They also gain confidence through teamwork and bond well with their peers and with staff. These skills are further developed in phase 2. During this phase, trainees learn the specialist knowledge and skills they need for their trade or branch, and how to be successful members of their ships, air squadrons and regiments. Royal Navy trainee surveyors learn the basics of oceanographical surveying in the classroom before practising on boats at sea. Army ammunition technicians (ATs) learn about the different types of missiles they will use and how to store and move these safely in different countries and in different conditions. Trainee engineers at Minley know how to lift bridge sections safely into place so that troops or heavy vehicles can transit. At MoD Lyneham, aircraft engineers from the Army and the RAF learn how to undertake routine maintenance and fault-finding on Gazelle, Lynx and Apache helicopters.

Trainees develop a good understanding of military intelligence and how this is used to support national security while they are at DITG(C). However, some trainers move on to new topics without checking that trainees have learned what they need to know securely. Trainees who are studying languages at Chicksands are often overwhelmed by the number and frequency of assessments they must undertake. Many find this particularly stressful, and some seek medical support to help them deal with this. At HMS Drake and HMS Sultan, trainers do not always ensure that trainees have sufficient time to deal with the large amounts of material they are required to learn. As a result, trainees do not always recall what they have been taught because they have not had the chance to assimilate this. At ATC(P), trainers do not consistently support recruits to make effective use of the training materials on the virtual Defence Learning Environment (DLE).

We found very good training facilities at all training establishments visited this year. Trainers use these well to teach trainees the skills and knowledge they need to pass their courses and to provide a sound basis for their first job roles. At ITC(C) and at DITG(C), recruits and trainees learn soldiering and intelligence skills in excellent outdoor facilities that mirror realistic battle environments, often in challenging conditions. At RACTR, trainees and officers under training use the lake for waterborne training on small boats, and for setting up water-filtering units to produce clean drinking water. Trainee drivers use excellent off-road facilities to practise driving various multi-wheeled and tracked vehicles. Staff at DEMS demonstrate the launch, propulsion, guidance and detonation mechanisms of handheld anti-tank weapons, with useful cut-away examples. At HMS Sultan, trainee engineers benefit from watching good-quality videos online that show them how to disassemble and reassemble diesel engines, so that they can revise what they have learned in practical sessions. At MoD Lyneham, trainee engineers benefit from excellent hangar and classroom facilities, where they work on a range of tanks, land vehicles and helicopters.

Almost all military and civilian trainers in the establishments we visited this year work extremely hard to train and support trainees and help them thrive. Trainers are usually highly experienced experts in their specialisations, with many years of military experience to share, often gained in combat situations. Trainees value immensely such expertise and knowledge. Most trainers obtain the necessary Defence training qualifications they need to deliver training before they start their training roles. Very often, trainers are role models who trainees wish to emulate in their careers. Most trainers plan and teach their sessions well, explaining complex and often highly technical topics in ways that trainees understand. Most trainers give trainees plenty of opportunities to practise and refine new skills, so that they master these in workshop settings before applying them in more realistic settings on military exercises or during assessments.

At RACTR, trainers teach trainees how to use the controls of armoured vehicles on a simulator before they move onto cross-country, off-road courses to hone their driving skills. Trainers at Minley Barracks frequently check trainees’ understanding of health and safety practices, such as the safe working loads of equipment. Trainers at DEMS have all previously been trainee ATs themselves, so are aware of how challenging the course can be and the impact this can have on the well-being of trainees. They frequently make beneficial adaptations to the course, making sure that trainee ATs get enough rest and can assimilate what they are learning. Staff at MoD Lyneham make excellent use of technology to demonstrate to trainees how to perform maintenance routines on engines. Most trainers are skilled at using assessment to identify what trainees have learned and what they still need help with. At RAF Honington, staff provide immediate feedback to trainee gunners (TGs) so that they can understand what they still need to grasp or improve. At DITG(C), however, trainers do not always use assessment in a way that helps language or intelligence trainees make progress in what they are learning.

Staff mostly provide suitable support for trainees with learning difficulties and, as a result, most of these trainees successfully complete their military training. Staff at HMS Sultan and DEMS quickly identify the trainees who need extra support for additional learning needs, and they ensure that they provide the help required. At Minley Barracks, staff make some useful adjustments to support training, but training staff do not understand fully how to support specific learning difficulties.

Yet again we found that staff in too many establishments failed to give trainees on holdover enough meaningful activities to keep them motivated or interested. ^{[footnote 1]} Trainees on holdover do not develop or maintain the military knowledge, skills or personal interests to keep them focused and forward-looking while they are waiting to join, or rejoin, a course. As a result, too many trainees become bored or forget aspects of what they have learned. Some lose their interest in remaining in military service altogether and choose to leave. At DITG(C), trainees are frustrated when their courses are postponed, which means they must wait longer to start their next phase of training. At MoD Lyneham, trainees who have been on holdover for long periods because of injury undertake mundane, and sometimes inappropriate, tasks. At DITG(C), Minley Barracks and HMS Sultan, staff do not provide trainees on holdover with enough structured and interesting activities. HMS Sultan staff have recently developed a new programme to rectify this, but it is not yet operating as planned. At ITC(C), staff have created an appropriate training programme for any recruit who is rehabilitating from illness or injury to continue to enhance their military knowledge and skills.

Where trainees need to recover and rehabilitate after injuries, they are treated and supported well by specialist staff. Physiotherapists and physical training instructors (PTIs) work closely together to provide structured and bespoke rehabilitation programmes for trainees that help them return to training as quickly as possible. This was particularly the case at RAF Honington, MoD Lyneham and HMS Sultan. At DEMS, trainees need to travel to receive the treatment and support they need, which disrupts their training.

Most trainees pass their courses because trainers have taught and supported them well, and because they are highly motivated themselves and work hard to succeed. Trainees apply what they have learned to very high standards, and most pass required tests or practical assessments at the first attempt. Training staff provide good coaching and mentoring for trainees who struggle with assessments, and a large proportion of these trainees succeed on subsequent attempts. Pass rates are high at ATC(P), HMS Drake, HMS Sultan, Minley Barracks, DITG(C) and MoD Lyneham. At ITC(C), recruits do not always pass fitness tests early in their courses because external staff responsible for their recruitment have not provided them with clear information to help them prepare and know what to expect. Some leave the Army because of this. At RACTR, a high proportion of trainees pass the course, but only a few pass their driving theory training at the first attempt, causing delays in their training because they cannot start driving armoured vehicles until they pass their car driving test. At RAF Honington, the proportion of TGs who pass has increased since the previous inspection, but still too few pass at their first attempt. TGs under the age of 18 and female TGs are less likely to pass the course than their older or male peers. At DEMS, less than half the ATs pass the course at the first attempt, often due to there being too much technical content to learn in the time that is available.

At ITC(C) and ATC(P), commanders have introduced a 4-week course prior to recruits starting their basic training, which focuses on improving trainees’ English and mathematics skills. This helps recruits to prepare well for their basic Army training, and many gain functional skills qualifications at this point, so do not need to study for them later in their training. At HMS Sultan, commanders took the opposite approach and moved functional skills towards the end of the course. While this had the advantage of reducing the numbers of trainees in holdover, it means that trainees do not learn the basic English and mathematics knowledge they need to study their engineering programmes. At Minley Barracks, trainees also study English and mathematics at the end of their courses and, because trainers do not link these lessons with what trainees have learned previously, not all trainees understand the importance of the subjects to their trade. At MoD Lyneham, trainee engineers learn complex mathematical skills and how to apply them as part of their course, for example in reducing vibrations in aircraft frames.

Personal and professional development

One establishment, ITC(C), was judged outstanding for trainees’ personal and professional development this year. Here, the development of young people starting their Army careers was very strong, and staff went the extra mile to help trainees make a successful transition from civilian to soldier, especially female trainees and those from overseas. All the other 9 establishments inspected were graded good for personal and professional development. In all establishments, as we found in previous years, staff help trainees to become highly professional soldiers, sailors and aviators.

As we have reported most years, trainees in all 3 Services are immensely proud to be members of the Armed Forces. They are also proud of themselves and of how they have developed into military personnel, and they enjoy learning the new knowledge and skills they need. Staff support and coach trainees to develop the mental and physical resilience they need to succeed in their initial training and subsequent military careers. Staff demonstrate the high standards and behaviours required of Service personnel very effectively, and reinforce the importance of these to trainees frequently, so trainees quickly learn to emulate them. Consequently, trainees quickly develop the attributes required of officers and non-commissioned sailors, soldiers and aviators and are ready to go into their first military jobs at the end of phase 2 training.

Staff at ITC(C) and ATC(P) help new recruits to settle quickly into their Service lives and military training. Many of these recruits are young, or come from overseas, and have never lived away from home or in another country. Staff get to know their recruits well early in their training and very quickly identify those who may need extra support to cope with the challenges of being away from home. Recruits at both establishments develop good teamworking skills and bond quickly with their peers, which also provides them with an additional support network. As a result of the good support staff give them, recruits gain confidence and become more independent.

In all establishments, senior staff and their teams have created positive and inclusive cultures in which trainees learn to work together for a common goal, and value the diversity that each Service displays. Trainees are highly respectful of their staff and, mostly, of each other. At ITC(C), where there is a large contingent of recruits and trainees from overseas, including Gurkhas, staff organise special events at which those from different cultures and countries can learn from one another. At HMS Sultan, well-attended lunchtime network sessions allow trainees from a wide range of backgrounds and with protected characteristics to meet and discuss topics of interest.

Staff at many establishments support female recruits and trainees well. At ITC(C), female recruits have a nominated member of staff allocated to them to frequently check on their welfare and well-being, support them during their training and ensure that they are being treated fairly by all. Senior staff have made changes to the accommodation arrangements that allow female recruits to be secure in their separate accommodation, but nearer to their male peers, thereby reducing the sense of isolation experienced by their predecessors. At HMS Sultan, PTIs have developed new fitness sessions specifically for women, which female trainees value. At RAF Honington, staff and male TGs give female TGs much support and encouragement, especially during intensely physical aspects of the course, such as carrying heavy loads on long marches. Female recruits at ATC(P) and ITC(C) are confident that any inappropriate behaviour from male peers or trainers will be dealt with swiftly by their command team.

Senior officers set clear and early expectations of behaviour and conduct for staff and trainees and actively promote a culture of safeguarding. They react swiftly to any allegations of bullying or harassment and provide appropriate support and guidance to those involved. They investigate complaints quickly and effectively. Because of this, most trainees respect and trust their chains of command and are confident to raise any concerns they may have. Trainees know how to keep themselves safe from the potential risks of radicalisation and extremism because staff brief them effectively on this. At ITC(C), staff diligently provide recruits with information about extremism and anti-military views, so that recruits understand that they can protect themselves by, for example, not wearing uniform in public and being careful about what they share on social media. Senior officers at ATC(P) complement such training with useful visual imagery around the base and liaise closely with local ‘Prevent’ duty liaison teams to help them understand and mitigate localised risks.

Most trainees maintain or improve their fitness because staff in most establishments give them physical training sessions or other opportunities for them to do so. PTIs at ATC(P) carefully explain how to lift heavy weights without injury. At RAF Honington, staff teach TGs how to carry heavy rucksacks over long distances and how to maintain a healthy diet. At HMS Drake, trainees are not given enough time to undertake physical training, or it is allocated towards the end of a busy training day when many trainees are tired or demotivated. TGs can experience long delays between phase 1 training and the start of their phase 2 TG course at RAF Honington, and some lose their fitness as they wait for this because RAF staff do not provide them with structured programmes that prepare them well enough.

Most recruits and trainees know what to expect in their next stage of training and understand the work they will do in their chosen trade or profession, because their training staff clearly inform them. Staff at ATC(P) take phase 1 recruits to their future phase 2 establishments so they can see for themselves where they will be going when they finish their phase 1 training. Recruits value these visits, although would like them to be earlier in their phase 1 course. Trainee naval hydrographers and meteorologists understand how their training prepares them for their careers at sea supporting the Royal Navy fleet.

Too many TGs, especially female TGs, feel that staff at phase 1 establishments have not prepared them well for the challenges of phase 2 training at RAF Honington. During their phase 1 RAF training, female recruits must achieve a fitness standard that is lower than that expected of their male peers. However, the fitness standard for TGs at phase 2 is much higher and is subject to gender-free assessment, so that all trainees must attain the same standard. This sudden increase in attainment levels for female TGs is too high for many, and they struggle to achieve it.

Quality of facilities, infrastructure and resources

Two establishments, Minley Barracks and HMS Drake, were graded outstanding for the very high standard of their accommodation and training facilities for trainees. Four establishments – ATC(P), ITC(C), RAF Honington and MoD Lyneham – were graded good for the quality of their facilities, infrastructure and resources this year. Four establishments required improvement: RACTR, DITG(C), MoD Kineton and HMS Sultan.

Again this year, we found failing infrastructure and poor maintenance in too many establishments, and this continued to have a negative impact on the experience and morale of trainees and staff. For example, across the establishments inspected, inspectors found drainage and plumbing problems in bathrooms that caused flooding, leaking roofs, poor internal decoration, broken leisure and laundry facilities and unhygienic kitchen areas. Commanders had to spend too much time trying to mitigate and deal with the problems caused by deteriorating infrastructure and/or a fix-on-failure approach to maintenance. They often lack the specialist experience or knowledge to manage the maintenance contracts and are not supported in this well enough by senior commanders in the MoD.

At RAF Honington, contracted maintenance staff are slow to repair reported defects in accommodation or leisure facilities. TGs are frustrated about broken lights, dryers and electrical sockets that maintenance staff have not fixed promptly. The quality of some of the accommodation blocks at MoD Lyneham and HMS Sultan has declined since their previous inspections and for many trainees is not good enough. At both these establishments, some blocks have damp and mould in the showers. At HMS Sultan, there were leaking urinals and showers where the water temperature fluctuated uncontrollably. The newly fitted kitchens in trainee accommodation at HMS Sultan are already filthy and unhygienic because neither contracted staff nor trainees clean or maintain them properly.

At RACTR and ATC(P), some toilets are unusable because contractors have not repaired them quickly enough. At MoD Kineton, the old, dated accommodation blocks have heating systems that cannot be adjusted so trainees’ rooms become too hot. These blocks are in a poor state of repair, with cracked walls, peeling paintwork and holes in the walls.

At DITG(C), where the numbers of personnel are expanding, the MoD has failed to make long-term investment in the infrastructure and its maintenance. The continuing faults and problems with infrastructure have a negative impact on the experience and morale of trainees and staff. Senior staff continually report problems with infrastructure to their own commanders and to the Defence Infrastructure Organisation (DIO). They have used available funds sensibly to renovate and refurbish accommodation blocks where feasible and have upgraded some kitchens, toilets and bathrooms. Staff have set up temporary solutions for power, heating and hot water in several areas of the base because the permanent systems have failed. This represents a significant drain on senior staff time. 

In contrast, at Minley and HMS Drake, trainees’ accommodation is in a good state of repair with well-maintained bathrooms and plenty of hot water. At ITC(C), trainees’ accommodation is clean and well-maintained, with ample, reliable hot water, although several accommodation blocks are outdated and need renovation. Officers under training at DITG(C) live in well-maintained single, en-suite rooms in the officers’ mess. Trainees in all establishments we visited could secure their accommodation and their personal belongings. Staff house female trainees in appropriate accommodation with enough privacy, usually close to their male peers. At MoD Lyneham, staff have additional security measures, such as closed-circuit television (CCTV) monitoring of access to female accommodation blocks. They frequently check that any trainees under the age of 18 are in the blocks when they should be.

Staff in all establishments provide trainees with suitable and comfortable places where they can relax and socialise with each other, have refreshments, and play games or watch films. These facilities are especially good at ITC(C), HMS Drake and HMS Sultan, where staff provide well-maintained areas and good recreational options such as televisions or cinema screens, and pool or snooker tables. They often hold informal coffee mornings for trainees and staff. Trainees at ITC(C), HMS Sultan, RAF Honington and RAF Lyneham have a good range of catering outlets where they can purchase snacks and hot drinks. At MoD Kineton, which is some distance from the nearest town, DEMS trainees have limited access to a social area because it is not always open when convenient to them.

Catering staff provide trainees with a range of reasonable-quality food options, and most provide nutritional information so that trainees can make informed decisions about what they eat. At ITC(C), recruits are complimentary about the food provided for them. At HMS Sultan, the long queues to pay for meals because of a lack of till points means that sometimes trainees’ food goes cold. Most trainees supplement their catered meal options, buying snacks at on-site or nearby food shops. Some trainees in phase 2 choose to cook their own food in their accommodation blocks. At Minley Barracks and HMS Drake, there are well-equipped kitchen areas, and at DITG(C) the kitchen areas have recently been refurbished.

Staff in some establishments do not provide female trainees with equipment or uniform that fits them correctly. Other trainees find it difficult to obtain replacement items. The small number of female trainees at RACTR struggle to undertake activities with webbing that is ill-fitting and comes undone. At DITG(C), Army trainees must sometimes wait for the right-size clothing to be in stock, while their RAF and Royal Naval peers must travel elsewhere to collect uniform items, which is highly disruptive to their training, especially if they do not have cars. At ITC(C), staff make sure that recruits of all sizes have properly fitting kit and uniform, and the on-site tailor quickly alters any clothing that needs adjustment.

Most trainees can use very good physical fitness and sports facilities where, with the help of their PTIs, they maintain their fitness well; most pass the minimum required standards of their Service. Almost all locations have excellent gymnasiums and fitness suites, sports pitches and indoor courts. However, the pool at RACTR is currently out of use, so trainees are unable to benefit from this facility, and the gymnasium roof at ATC(P) leaks so staff must programme other activities if it rains. Many trainees of all 3 Services play sport competitively, some at a high level. At MoD Lyneham, trainees participate in several different sports, such as rugby, squash and ice hockey. At HMS Sultan, trainees explore sports new to them, such as climbing, paddleboarding and martial arts. There are good rehabilitation facilities in most locations, especially at MoD Lyneham and RAF Honington, where well-qualified specialist staff help trainees who are injured get back to full physical fitness.

At most establishments we visited this year, trainees have access to good on-site medical and dental facilities that offer same-day treatment. At HMS Drake, the services are modern and provide routine and emergency appointments during the working day, and there are good facilities at RAF Honington and MoD Lyneham. At RACTR, the medical facilities have deteriorated since our previous inspection and are unpleasant to visit or work in. The dental facilities, however, have been recently refurbished and are pleasant to visit. At ITC(C), facilities are outdated and the medical centre roof leaks; a new community medical and dental centre is currently being built to replace these. At DITG(C), the facilities are of a high quality, but a lack of staff is affecting the provision of medical services, which were temporarily closed earlier in the year, and trainees had to use a nearby military base for medical support. At MoD Kineton, there are no on-site medical or dental facilities. Trainees who need medical or dental appointments must travel to a site 45 minutes away, which disrupts their training programme.

Effectiveness of leadership and management

Eight establishments were graded good for the effectiveness of leadership and management. ITC(C) was graded outstanding because of the very high standards of care, welfare and training that the command team and training team achieve through their excellent leadership and management. Inspectors also graded ITC(C) outstanding at its previous inspection. DITG(C) was graded as requires improvement because of challenges in staffing vacancies, cancelled courses and a lack of support to resolve problems with infrastructure failings.

Commanding officers in all establishments place a high priority on the care and welfare of trainees, and they ensure that their staff know and share their high standards and vision through effective supervisory care directives. Because of the focus on good care and welfare, and the high aspirations of their staff, most trainees thrive. Commanders monitor risks to trainees in training effectively through their commanders’ risk assessments, which direct staff on how to mitigate any potential risks.

Commanders convene frequent meetings between chain of command and specialist, expert welfare, training and medical staff, to monitor trainees about whom they have welfare concerns, or who may be at risk of not completing their training. Senior staff put appropriate measures in place to support trainees and, if necessary, their families, to help them face the challenges of military life. Staff at MoD Lyneham, HMS Sultan, HMS Drake and ITC(C) in particular have very good systems in place to monitor and support trainees, especially those under the age of 18 and those who display signs of poor mental health. Staff at ITC(C) give good help to recruits joining them from their phase 1 establishments, and those moving to other phase 2 units, to understand what to expect in their next stage of training.

Most command teams have a good knowledge of the strengths and weakness of the training, care and welfare at their establishments. They use a number of sources to identify and assess these, and plan effectively what actions to take to improve aspects that need to change. For example, staff at ITC(C) have identified that too many recruits leave their training early in the course, often because they are not informed well enough by external recruiting staff about what training involves, or because they are not fit enough to meet the physical demands of training. ITC(C) staff are working with contracted Army recruiters to improve the information given to recruits before they join. Most command teams collect useful feedback from trainees about their experiences. When this shows that improvements need to be made, staff at most establishments are swift to change what they can influence. Staff at HMS Drake have improved trainees’ accommodation to a high standard. At MoD Kineton, DEMS staff have identified the assessment points where trainees struggle to pass and they are in the process of altering the structure and length of the course, with fewer assessment bottlenecks, to make it more manageable for trainees.

In all establishments, we found that trainers are appropriately trained and qualified before they are permitted to teach trainees. Command teams manage trainers who arrive without the appropriate qualifications, and they support these personnel effectively to undertake the training as soon as possible. All trainers, whether military or civilian, are highly experienced in their specialisation. At DEMS, trainees benefit from working with trainers who have all been trained and deployed as ATs and so understand fully the pressures that trainees are under in training and will meet in their careers. These staff have completed a particularly comprehensive induction programme and undertake frequent development training. At RAF Honington, trainers who provide remedial training for trainees, including those in holdover, are specifically selected by commanders for their excellent ability to coach trainees.

In too many establishments this year, we found vacancies in posts that have direct contact with trainees. These staffing gaps affect trainees’ training programmes, and the workloads and well-being of existing staff. The pressures are further exacerbated when trainers arrive without completing their pre-joining training and qualifications because they have not been given time to gain these at previous establishments prior to their arrival. Consequently, their new commanders cannot use them for training immediately. Command teams are unable to resolve the situation without help from senior commanders in the MoD, who can put pressure on other units beyond initial training to give staff time to complete training qualifications before their posting to training establishments.

The challenges caused by vacancies and staff absences is particularly notable at DITG(C), HMS Drake and Minley Barracks. At DITG(C), command teams have cancelled courses or reduced the numbers of trainees on courses because of a lack of staff. This has increased the number of trainees on holdover at DITG(C) and been the cause of much frustration for trainees and staff. It has also increased the workload of staff who cover for absent colleagues and reduced their capacity for their own training and development. At HMS Drake, there are staff shortages in specialist subjects such as oceanography, which interrupts trainees’ experiences in training. There are also vacancies in the mental health support service team at HMS Drake. Additional Defence units moving into Minley Barracks have resulted in an increase of Service personnel arriving at the establishment. Dental, medical, training and welfare teams are stretched and are struggling with their workloads while they try to minimise any impact on trainees.

Again, this year, we found that commanders and their staff spend much time and effort trying to improve their establishment’s infrastructure or mitigate the impact of deteriorating or failing infrastructure on trainees’ experiences. Senior staff are often hampered by existing maintenance contracts that do not provide the flexibility needed to fix problematic infrastructure quickly enough or maintain the estate in lasting good order. They are also limited by available funding from the MoD.

At ATC(P), contractors take too long to clear blocked sinks or toilets, and training staff must work around a leaking gymnasium roof so that recruits can still have the PT sessions they need. Limited work has taken place at ITC(C) to demolish and replace outdated buildings and to fix leaking roofs, because the command team has not been provided with the funding needed to undertake this work. Staff at DITG(C) have implemented several temporary solutions to provide electricity, hot water and heating because they have not been given the resources they need to undertake permanent fixes. Staff at DEMS have very little influence on the condition of facilities and equipment at MoD Kineton because they are deemed to be a lodger unit. They are frustrated by this situation and the negative impact it has on ATs. At HMS Sultan, senior command teams have worked hard to replace and repair ageing and deteriorating accommodation blocks, but still too many blocks are unfit for purpose because of a lack of funding.

Unit reports (in date order)

The Royal Armoured Corps Training Regiment

The Royal Armoured Corps Training Regiment (RACTR) provides phase 2 initial trade training (ITT) to drivers of Challenger, Warrior, Ajax and Jackal armoured vehicles. The centre is located at Bovington Garrison in Dorset. The facilities include a range of armoured vehicles used for training, alongside simulation suites and radio training equipment. Trainees arrive at RACTR after completing phase 1 basic training at ITC(C), or at the Army Foundation College (Harrogate) (AFC(H)). Officers completing their ITT arrive from the Royal Military Academy, Sandhurst (although they were not included in this inspection).

Trainees must pass their driving theory and practical test in cars before learning to drive armoured vehicles. Once they have completed their ITT courses, they are posted to their operational regiments to continue their training.

At the time of the inspection, there were 243 trainees in training. Almost all were men; 4 were women.

Recommendations

• Prevent any further decline in the condition of infrastructure and improve the living and working environment of trainees.
• Increase the number of trainees who pass their driving theory tests at the first attempt.
• Give trainees with specific learning difficulties the additional support they need. Monitor the impact of this support to identify the progress that these trainees make because of it.

What is it like to be a trainee at this unit?

Trainees are proud to be in the British Army and at RACTR. They confidently explain the new skills they have acquired while in training, such as using the range of radio equipment commonly found in armoured vehicles, and the career choices they have made. They have developed a good understanding of Army values, which commanders and trainers role-model well. Trainees are respectful towards each other and their trainers. Trainees are treated fairly. They value the opportunity to learn about the different countries, cultures and heritages they encounter from the diverse range of backgrounds that their peers have.

Trainees value the knowledge and expertise of military and civilian trainers. Staff support them well to gain the knowledge they need to pass their assessments and be competent to move on to their first Army job. Most trainees pass their course because of the good training and support they receive from staff.

Trainees are supported well by specialist welfare staff, including those in the WRVS and the chaplaincy. Trainees, including the few who are under 18, are looked after well. Commanders make weekly phone calls to parents and guardians to update them on the trainees’ progress, or to raise any concerns they may have. There is a house on the establishment that can be booked by trainees for their family to stay in if they want them closer. This helps the families of trainees who do not live within easy travelling distance to visit the camp.

Trainees’ accommodation is adequate. There is enough hot water in accommodation blocks for showering, the heating works and trainees have ample lockable storage for their personal items.

What does the unit do well?

Trainers plan and teach sessions well. They provide trainees with multiple opportunities to practise their new knowledge. For example, trainees first learn about components of various armoured vehicles before moving into simulators to learn the basic controls and manoeuvres in different weather conditions. Trainees then move onto the driving phase, which includes cross-country and on-road driving. As a result, trainees become confident in driving a range of armoured vehicles on different and often difficult terrains.

Welfare arrangements for trainees are very good. Experienced and well-trained welfare staff, including those in the WRVS, provide a supportive and welcoming environment. They have effective partnerships with external agencies to signpost trainees if they need additional support, such as with their mental health. They provide financial support for trainees to travel home after significant family problems. They also secure extra leave for those who need it, for example for those suffering a bereavement.

Welfare staff offer trainees one-to-one support so that trainees can talk about concerns they may have. Staff provide relevant and appropriate guidance. Staff have ensured that trainees who are under 18 are supervised appropriately, including when they are in their accommodation. Trainees who are under 18 have specific identity cards to show their age. Staff check these cards frequently to prevent trainees from buying restricted products such as alcohol and smoking paraphernalia.

Staff use the information they receive about trainees from their phase 1 unit effectively. They use this information to brief staff so that, on arrival, trainees are known to platoon staff. Staff help trainees to settle in quickly. A member of RACTR staff is based permanently at ITC(C) as a point of contact for the recruits in basic training who will go to RACTR for their ITT. This useful initiative helps trainees know what to expect when they arrive at RACTR. Recruits from AFC(H) frequently visit RACTR so they understand what they will be doing as their ITT when they complete their basic training.

Trainees have access to good-quality gymnasium and sports facilities. These include astroturf pitches and a sports pavilion with badminton, squash, volleyball and basketball courts. Most of these facilities are in good working order. There are ongoing problems with the swimming pool that have not resolved quickly enough, which means trainees cannot use the pool.

Catering staff provide trainees with a range of food of reasonable quality and quantity to meet their dietary requirements. Staff provide nutritional information at the food counters so that trainees can make informed choices about what they eat.

What does the unit need to do better?

A high number of trainees pass their course. However, only a few trainees pass their driver theory training at the first attempt. This delays trainees through their ITT because they cannot start training in armoured vehicles until they pass their driving test.

Since the previous inspection, the medical facilities have deteriorated further. The building’s heating and hot water systems are not reliable, and clinical rooms are run down. However, while these facilities are not pleasant areas to visit or work in, staff make sure that they do not affect the quality of care provided to trainees and staff. Trainees benefit from access to good-quality dental facilities that were recently refurbished.

In a few trainee accommodation blocks, the decoration has deteriorated and, in some blocks, toilets are out of action. One of the training buildings has drainage problems that often result in flooding.

Trainees often experience a limited choice of evening meals, due to the time available between the end of their PT session and when the catering outlet closes.

The small number of female trainees do not all have suitably fitted kit, including trousers and rucksacks. They struggle particularly with ill-fitting webbing, which is too big and often comes undone during activities, hampering their training.

The Army Training Centre (Pirbright)

The Army Training Centre (Pirbright) (ATC(P)) is close to the towns of Aldershot and Guildford in Surrey.  ATC(P) provides phase 1 basic training for new Regular Army trainees joining the Army Air Corps, Royal Artillery, Royal Signals, Adjutant General Corps, Army Medical Services, Intelligence Corps, Royal Engineers, Royal Electrical and Mechanical Engineers and the Royal Logistic Corps. ATC(P) is part of the Soldier Academy, the organisation that designs and delivers all phase 1 basic training given to new trainees.

ATC(P) provides a 13-week common military syllabus (future soldiers) (CMS (FS)) to around 3,800 Regular Army trainees annually. It also provides Reserve training, which was not included in this inspection.

ATC(P) has 3 regiments. Two provide the CMS (FS) training: 1 and 2 Army Training Regiments (ATRs). The Headquarter Regiment (HQ Regt) provides support functions, including additional training to trainees who need it. Any trainees who become injured or who need to repeat training move to the HQ Regt until they are ready to rejoin either ATR 1 or ATR 2. Trainees who need to improve their skills to meet the standard to join the CMS (FS) course take part in a 4-week soldier development course first. On the soldier development course, trainees improve their English, mathematics or fitness before they start their 13-week CMS (FS) course.

At the time of the inspection, 537 trainees were in training; 247 of these were in 1 ATR and 176 were in 2 ATR. Of those, 51 were under 18 years of age and 117 were female. There were 114 trainees in the HQ Regt completing additional training.

Recommendations

• Investigate reports of missing items of clothing from the central laundry and improve the system so that trainees do not lose these items.
• Repair any defective toilet or shower facilities in accommodation blocks promptly so that they are hygienic and work properly.
• Evaluate how well trainees learn content taught through the virtual DLE.
• Give trainees further insight into life at their ITT units earlier in their basic training course so that they know what to expect when they leave ATC(P) and can be sure they have made the right choice of specialism.
• Further evaluate the impact of the soldier development course on the retention and achievement of trainees in basic training.
• Coordinate a pan-ATC(P) system to implement and monitor actions for improvement across all 3 regiments.

What is it like to be a trainee at this unit?

Trainees gain a deep appreciation of military standards and values throughout their training. They quickly learn safe positioning and weapon-handling skills, how to complete parade drills and how to look after their uniform and equipment. This ensures that they gain the skills they need as a soldier. Most trainees pass basic training and are well prepared to move on to their ITT in another unit.

Trainees value that staff both in and outside the chain of command know them well and take a considerate approach to helping them to make progress. Trainees articulate confidently how they can access comprehensive and high-quality welfare support from knowledgeable staff. Trainees, including females and those under the age of 18, feel well cared for and safe.

Trainees benefit from a strong culture of inclusion. Staff are trained well to support trainees from different backgrounds and run activities for trainees to share their practices from their home countries.

What does the establishment do well?

Welfare arrangements are highly effective. Staff quickly identify trainees who are at risk or vulnerable. They make comprehensive records of the conversations they have with, and about, these trainees and the actions they have taken to support and guide them to either complete their basic training or return to civilian life. Platoon staff keep the parents and carers of trainees who are under the age of 18 updated frequently about the progress of these trainees.

Trainers skilfully teach trainees how to put on, take off and decontaminate gas masks, filter cannisters and helmets. They teach them rifle-handling and shooting skills effectively. PT staff give clear demonstrations so that trainees know how to lift weights without injury. Senior officers adapt the course structure effectively, based on feedback from trainees. For example, trainees now have more time to practise moving casualties on a battlefield. Occasionally, though, trainees do not have enough time to practise their skills or to revise for assessments.

A high proportion of trainees pass their training on the first attempt. When trainees do not achieve on the first attempt, or become injured during their training, staff set a structured programme to help them to improve and succeed. There are early signs that trainees who take part in the additional 4-week soldier development course go on to complete the CMS (FS) course.

Support for trainees with additional needs is highly effective in helping them achieve as successfully as their peers. Senior officers have invested in staff training to give trainers the expertise to support these trainees with their studies.

Staff teach trainees well about the risks of radicalisation and provide relevant information about personal safety and security. Useful materials and guidance are displayed around the base to complement this training. Senior officers arrange updates for staff from the local ‘Prevent’ duty lead to help them understand local risks, such as from extreme environmentalists and the far right.

The gym equipment and spaces are of a high standard. There is a good range of facilities, including many different strength and conditioning facilities, a swimming pool, squash courts and a floodlit running track. A few facilities are showing signs of wear; for example, the gym roof has a leak. However, this does not have a negative impact on trainees, as staff plan activities to mitigate this. There are plans to replace several facilities buildings. A new welfare centre has recently been completed and is opening imminently.

Catering managers provide trainees with access to enough food of a suitable quality and variety. Trainees use the basic nutritional information displayed on the menu to make decisions about healthy choices in the cookhouse. Trainers teach them the importance of eating healthily and eating enough calories to meet the demands of PT. At weekends, trainees can order food deliveries or get snacks from the on-site shop.

Senior officers provide useful pre-employment training to staff. The 3-month long course for new trainers that takes place at ATC(P) includes how to care for the welfare of trainees, as well as teaching skills. All those who take on training roles do this course before teaching trainees. Trainers use their new skills to give clear explanations and evidence-based answers to trainees’ questions.

Senior officers provide suitable support for any trainees who choose to leave their training before completion to return to civilian life. For example, there is a platoon for trainees who wish to leave early, which staff monitor closely. Welfare staff meet with these trainees frequently. The platoon staff make suitable arrangements for trainees to travel home. They share useful information about the support available to trainees once they leave. Staff make swift arrangements for trainees who are aged under 18, such as contacting parents or carers and discharging them as soon as is practical.

What does the establishment need to do better?

Senior officers have not established an effective laundry system for recruits. Too many recruits do not receive their own uniform and clothing items back. Because they need replacement sizes that are not always kept in the store, female and smaller recruits often experience delays and must wear available kit that does not fit them properly.

The quality of recruits’ accommodation is adequate. They have access to hot showers, heating and drying and storage for their kit. Where problems arise with accommodation blocks, such as blocked sinks and toilets, contractors take too long to resolve them. In a few accommodation blocks, this has resulted in multiple toilets not working for several weeks. Recruits are frustrated about this loss of hygienic facilities and needing to use toilets in other accommodation areas.

Trainers do not consistently support recruits to make effective use of the training materials on the virtual DLE. For example, recruits study some topics by independent study without any additional context or explanation. Recruits study content and move on to new topics without staff checking what knowledge they have gained. As a result, neither senior officers nor the training staff are clear about what recruits have learned.

Most recruits know what to expect when they go to their ITT because they experienced useful one-day visits to their future unit. This is quite late in the CMS (FS) course, however, and recruits would like to know more about their ITT earlier to make sure they have made the right choice.

Senior officers have suitable arrangements in place to gain feedback from recruits. They review and improve the quality of the experience of recruits and quickly resolve issues in each regiment. However, they do not have a central plan that covers all 3 regiments, to make improvements across the establishment. As a result, the same challenges, such as the lack of staff to play the role of enemies on exercises, are not rectified permanently and persist over time.

The Infantry Training Centre (Catterick)

The Infantry Training Centre (Catterick) (ITC(C)) is part of the Army’s Soldier Academy (North) and trains all the Army’s infantry soldiers. ITC(C) also provides phase 1 training for Royal Armoured Corps (RAC) troops. Trainees joining the infantry follow the combat infantry course (CIC), which includes the CMS (FS). RAC trainees leave after phase 1 training and complete their initial trade training (ITT) with the RAC training regiment.

The 1st Infantry Training Battalion (1 ITB) delivers the CIC to trainees who are joining infantry or rifles regiments, or the RAC. The 2nd Infantry Training Battalion (2 ITB) delivers the CIC to trainees who are joining infantry guards’ regiments and the Parachute Regiment. In addition to the CIC, trainees joining the infantry guards’ regiments receive additional training in ceremonial drill. Trainees joining the Parachute Regiment receive additional PT so that they can complete the pre-parachute selection course. Trainees joining the infantry who are under 17 years and 6 months old complete their phase 1 training at AFC(H) and then progress to the phase 2 element of the CIC with 2 ITB at Catterick. Gurkha Company is part of 2 ITB and provides an extended CIC, which includes English language and cultural training, for Nepalese trainees joining the Brigade of Gurkhas.

At the time of the inspection, there were 447 trainees in phase 1 training and 740 in phase 2 training. Fourteen trainees were female.

Recommendations

• Provide potential trainees, particularly those who wait for extended periods of time between being selected for the Army and joining ITC(C), with clear information about the health and fitness standards they will be assessed on when they join. Give them a more realistic understanding about what initial training and life in the infantry is like, so that fewer leave their basic training early.
• Accelerate plans to replace ageing and deteriorating buildings so that they are suitable for training the Army’s infantry in the 21st century.

What is it like to be a trainee at this establishment?

Trainees quickly understand and demonstrate the very high military standards and ethos that staff expect of them. They are very proud of the new skills they gain. For example, they start to learn how to handle weapons safely in week 2 of their training. They enjoy the challenges that trainers set. These rapidly help trainees to build their confidence and self-esteem. The positive skills, attitudes and behaviours that trainees develop in phase 1 training set them up well to engage in the more challenging phase 2 infantry training.

Trainees are very respectful of their peers and training staff. They quickly learn that difference is positive and that it enriches their own perspective on life. They work very well together, respecting each other’s differences. They try food from each other’s cultures. They take part in specific events, such as a Fijian evening, to learn from each other. This gives them knowledge and insight into their peers’ backgrounds and lives. As a result, trainees value learning about the different cultures represented in the infantry.

Trainees are supported very effectively by specialist welfare and pastoral support staff, including those from the WRVS and the chaplaincy. Welfare staff are well qualified and experienced and act as very effective links between trainees’ military and personal lives. They are advocates for trainees and highly knowledgeable about the individual welfare risks to trainees, for example those who are care leavers and those who are under 18.

Trainees live in clean and warm accommodation that is generally fit for purpose. The heating is reliable, and there is plenty of hot water for them to wash and shower. Commanders and on-site contractors work hard to keep the accommodation well maintained. However, several accommodation blocks are outdated and need substantial renovation.

What does the establishment do well?

Commanders are highly ambitious for ITC(C) to support the Soldier Academy in providing a cadre of well-trained infantry soldiers to field army units. Commanders successfully model the centre’s core ethos and values. They provide high-quality professional development for trainees and training staff to support them to have successful onward careers.

Training staff are highly qualified and have extensive military experience. They share their knowledge and experiences with trainees very well during training activities. As a result, trainees develop a clear and realistic understanding about how and why to apply the knowledge and skills they are gaining when in challenging field combat conditions. Training activities are very well sequenced so that trainees can master basic techniques before applying these in more challenging situations. For example, trainees learn to patrol in daylight before moving on to patrol while under fire and during live firing at night.

Training takes place either on the base or using a range of excellent outdoor training facilities. In the hills around Catterick, trainees learn soldiering in difficult weather and temperature conditions that provide realistic fighting environments. For example, trainees learn how to plan and carry out attacks on defended woods and forests.

Commanders have established highly effective processes for identifying and managing risks to trainees’ welfare. They have established robust arrangements for the care of trainees who are under 18. All under-18-year-olds are allocated a named member of staff as their welfare link. Commanders and welfare staff ensure that trainees under 18 understand that they can leave the Army at any time should they wish. Commanders and welfare staff provide very effective support to ensure that trainees, particularly those who are at risk of becoming homeless, are safe if they leave training early.

The modular structure of the training and the frequency of new cohorts starting the training programme mean that trainees who must repeat a module have only a short time to wait before rejoining training. Since the previous inspection, commanders have established a company within the headquarters’ battalion where trainees who must repeat training, or are rehabilitating from injury or illness, complete appropriate training and routines so that they continue to uphold military standards.

Commanders and staff ensure that trainees, including foreign national trainees, who need to achieve English and mathematics functional skills qualifications do so quickly. These trainees complete a 4-week course prior to phase 1, which includes an introduction to Army life with a focus on English and mathematics. Trainees completing this course achieve the required qualifications without it interfering with the intensive phase 1 training.

Commanders manage the transition of trainees between phase 1 and 2 very well. For example, they take RAC trainees to their phase 2 training establishment at Bovington to help them to familiarise themselves with the base and the staff they will meet when they transfer. Commanders work very well with commanders at AFC(H) to support the transition to ITC(C) of trainees joining the infantry who complete phase 1 there. Commanders ensure that trainees fully understand what to expect when they progress to their regiments after phase 2 training. 

Female trainees are provided with very effective support to participate in training and achieve in line with their male peers. Female trainees have a named member of staff who checks regularly on their welfare and makes sure that they are safe and being treated fairly. Female trainees are very confident that if their male peers behave inappropriately staff will take swift action. Since the previous inspection, commanders have overseen modifications to several accommodation blocks so that female trainees can be accommodated near to the male trainees in their platoon. This very positive change has reduced female trainees’ feelings of isolation and means that they can easily meet with their male colleagues to work on administrative tasks and other learning activities outside of the training day.

Staff provide trainees, including those from other countries, with very helpful information about the risks posed to them from those who have extremist or anti-military views. As a result, trainees understand what they need to do to protect themselves from potential harm, such as not wearing uniform when off base and not publicising, through social media, that they are in the Army.

Trainees have access to a wide range of leisure, recreation and welfare facilities at both Vimy and Helles Barracks, where 1 ITB and 2 ITB respectively are based. Facilities include snooker and table tennis tables, games consoles, 3 cinemas, lounges, a sandwich bar, a café, IT suites and snack bars. Trainees are largely positive about the food and messing arrangements on site. Catering staff provide them with a variety of nutritious food. There are 2 shops on site, selling a range of snacks, drinks and military supplies. Trainees who are permitted to leave the base can walk easily into Catterick Garrison to go to a large supermarket.

The sports’ facilities on the base are well maintained and modern. They include 2 indoor and one outdoor gymnasium, an outdoor obstacle course, a steeplechase course, fitness suites, an outdoor sports pitch and squash courts. Commanders restrict phase 1 trainees’ use of fitness facilities outside of supervised training hours to safeguard them from injury.

Medical and dental facilities are of a high standard, and trainees are well cared for when they have health or dental problems. However, like many other facilities, they are located in outdated buildings that need to be replaced. A new community medical and dental facility is being built in the nearby garrison, but it will not be operational for some time.

Staff provide trainees with suitable uniform and equipment for their training. Trainees of all statures have uniform that fits them well. Where adjustments are needed, the on-site tailors adjust clothing promptly so that it fits trainees properly.

What does the establishment need to do better?

While several buildings and accommodation blocks have been built in the past 20 years, other buildings used for training and accommodating trainees are ageing, and in some cases failing. For example, the roof of the building that houses some classrooms and the medical centre leaks in several places. Staff at ITC(C) have worked diligently to make as many improvements as they can within the constraints of the funding available. However, many of the buildings the establishment uses were built between the 1940s and 1970s. Several buildings have been identified for demolition and replacement, but limited work has taken place.

Commanders have accurately identified through their self-assessment that too many trainees leave early in the course. They are taking a range of very appropriate actions, to the extent of their powers, to address this. However, commanders have limited influence on the recruitment process and on the amount of time that selected recruits wait until they are called to join up. A small number of new entrants fail initial medical and fitness tests on arrival and, despite being provided with support to improve their fitness, are often discharged early in the phase 1 course. Adding to the number of early leavers, a small proportion of trainees request to leave the Army during their training. Most claim that they did not have a sufficiently well-informed view of the rigours and expectations of the training and life in the infantry before they joined.

The Defence Intelligence Training Group (Chicksands)

The Defence School of Intelligence (DSI) and the Defence College of Languages and Culture (Chicksands) (DCLC(C)) are located at the Defence Intelligence Training Group at Chicksands (DITG(C)). The base is a tri-service facility in Bedfordshire and is part of the UK Strategic Command. Several thousand members of the Armed Forces, civil servants and other government partners train at the base each year.

DSI is the largest school in DITG and shares the site with the HQ of the DITG, the DCLC(C) and numerous other units. Support functions are provided by the Chicksands Support Unit. DITG has other sites that were not included in this inspection.

This inspection included all phase 2 training taking place at DSI and DCLC(C). At the time of this inspection, there were 226 trainees across 17 phase 2 courses.

The trainee holding section (THS) supports trainees who are not in training for any reason, such as medical, academic or course scheduling.

Recommendations

• Urgently review the workload of teams that train and support intelligence trainees to ensure that staff workloads are realistic and manageable.
• Evaluate the impact of unfilled staff positions on the resilience and health of the personnel at the base in continuing to provide training, equipment and infrastructure. Act promptly on the findings.
• Accelerate the improvements to trainees’ accommodation so that it is of a suitable standard, with sufficient storage, reliable heating and plentiful hot water.
• Improve trainers’ skills in assessment so that they know how to check learning and adjust future training.
• Review the impact on trainees’ well-being of the intensity and assessment strategy of the DCLC(C) language courses.
• Investigate cheaper sources of Wi-Fi for trainees in accommodation blocks.
• Improve the arrangements for Royal Navy and RAF trainees to get replacement uniforms and equipment.
• Reduce the delays for trainees in holdover caused by short notice course changes.

What is it like to be a trainee at this establishment?

Trainees at DITG(C), including officers under training, are trained and looked after very well by staff. Trainees value the care, support and guidance they receive from both training and welfare staff. Training staff get to know trainees very well in the early stages of their course. They help trainees to settle in quickly and adjust to life in a phase 2 training establishment.

Trainees have access to a good range of food of sufficient quality and quantity in both the junior ranks’ mess and the officers’ mess. They can also prepare and cook their own food in the newly refurbished kitchens in their accommodation blocks. The on-site shop stocks a basic range of provisions, and supermarkets are within easy travelling distance of the base.

Army trainees can order and collect replacement uniform and kit from the well-stocked equipment and clothing stores on site. Occasionally, less popular or common sizes of clothing must be ordered, and there can be a short delay. RAF and Royal Navy trainees cannot access uniform on site and must travel to the nearest RAF or Royal Navy base to collect their items. This interrupts their training and is very disruptive for those who do not have cars.

Trainees understand very well the expected standards of behaviour and conduct at DITG(C). Trainers’ briefings on behaviour and conduct in the very early days of trainees’ time at DITG(C) are very clear and helpful. The briefings and the reinforcement of the expected standards of behaviour and conduct during training help trainees to achieve the personal and professional standards expected of them in the Armed Forces.

Trainees have access to a wide range of welfare, pastoral and spiritual support. The padre and welfare officer use their previous military experience very effectively to give trainees the help, support or guidance they need or to signpost them to the most appropriate support or guidance, both military and civilian.

What does the establishment do well?

Senior officers and trainers have a clear and coherent vision to provide trainees and phase 2 officers with high-quality training in intelligence and languages to prepare them thoroughly for highly sensitive and specialist roles in their service. While adhering to the course content and training outcomes for each course, trainers can bring their experience and personality to the training they provide. This helps to bring learning to life.

Most training sessions are planned and taught well. Trainers use a mix of group work, questioning and research tasks to motivate trainees and help them understand and remember what they are taught. Trainers make good use of a range of learning environments, which include classrooms, computer suites and field training areas. Training in outside areas, often in challenging conditions and in all weathers, helps trainees build their skills and knowledge in a realistic battle environment, so that they become competent soldiers, sailors or aviators.

Trainees and officers can speak very confidently about what they have learned since joining their phase 2 course. Those nearing the end of their training talk about how much they have learned during their time at DITG(C) and how well prepared they are for their next steps. Trainees and officers under training recognise and value the expertise of their trainers in helping them to learn their new skills in intelligence.

Since the previous inspection, the proportion of trainees who pass the operator military intelligence class 3 course at their first attempt has increased. Across all courses, most trainees pass their course on the first attempt. Senior officers responsible for training have implemented appropriate early intervention strategies, such as thorough formative assessments and mentoring and coaching to help trainees prepare for final assessments.

Trainees who need extra help with their studies due to a learning difficulty or disability get very good support. Trainers quickly identify those who need extra help either through an initial progression briefing or during training. Trainers promptly refer trainees for support with the learning development officer. The learning development officer helps trainees to learn different strategies that help them with their training. 

Trainees use a wide range of PT facilities for both formal PT sessions and for training outside core working hours. While many of the facilities are in outdated buildings, much of the equipment is up to date and usually well maintained. The service for getting repairs completed can be slow, although the impact on the trainees’ use is limited.

Since the previous inspection, staff have made changes to the accommodation arrangements for female trainees. They are now housed much closer to their male peers in secure accommodation. Both male and female trainees understand and fully respect the rules about not entering accommodation blocks occupied by a different sex. Women under training feel very safe at DITG(C).

Accommodation for officers under training is of a suitable standard. They live in accommodation blocks with single en-suite rooms. The heating and hot water in the officers’ accommodation is more reliable than that in the junior rank trainees’ blocks.

Senior officers have a well-considered vision for the training and welfare of trainees at DITG(C). They have a clear focus on fostering a professional military ethos and providing thorough monitoring of the welfare and care of trainees. They set clear expectations, through their standard operating procedure, of how to support trainees who are under 18 years old if they are recruited on to the courses. All trainees under 18 years old have a weekly meeting with an assigned mentor. All trainers who teach those who are under 18 years of age have had an enhanced check through the Disclosure and Barring Service (DBS).

In most cases, senior officers collect useful feedback from trainees that they use to inform their self-assessment. Trainees’ feedback is gathered through mid-course and end-of-course surveys and interviews. This gives senior officers a helpful understanding of what it is like to be a trainee at DITG(C). When solutions are within their control, staff put improvements in place swiftly.

In most cases, training and support staff ensure that, regardless of the academic, medical or welfare reasons a trainee is in THS, they have an individual development plan. Each plan is managed by a permanent member of staff. Most trainees complete meaningful activities in THS, such as academic assignments, taking on additional duties or attending useful trips. Trainees in THS who have completed the academic part of their training act as mentors to newer trainees.

What does the establishment need to do better?

The infrastructure on the base is ageing and suffering from a long-term lack of investment and maintenance. Senior staff have worked diligently and with determination to make as many improvements as they can with the funds that they have available. They have an ongoing programme of renovation and refurbishment of accommodation blocks; however they continue to rely on temporary solutions for power, heating and hot water in several areas of the base. While senior officers at the base are in frequent communication with Defence Intelligence Strategic Command and DIO about infrastructure failings, continuing faults and deficiencies impact negatively on trainees’ quality of life at the base.

Recent improvements to upgrade kitchen, toilet and bathroom facilities have gone some way to improving the living conditions of trainees, but there is much work still left to do. Wi-Fi is available in accommodation blocks for trainees to use to access online learning resources and for personal use, but they have to pay for it themselves and they feel it is very expensive.

A few trainers, particularly those who teach large groups, are not skilled at checking what trainees have learned. Trainers occasionally move on to further teaching about the current topic or to teaching new topics without checking that trainees have learned the current topic securely.

The volume and frequency of progress testing and assessment for DCLC(C) language trainees can be overwhelming. At times, trainers have planned assessments in such a way that they add to the already intensive and potentially stressful training programme. Language trainees occasionally seek help from medical staff to try to manage the stress and anxiety that the intensive training programme can cause. For example, in several language courses, progress tests are scheduled immediately following planned breaks. Rather than take the days off from training, trainees choose to revise for their tests, so they do not get any respite from the intensity of training.

Medical and dental facilities are of a high quality. However, while the dental centre is fully staffed, the medical centre has several vacant administrative posts, which are affecting the provision of medical services. During December 2023 and January 2024, the medical centre was closed due to a lack of staff. Trainees were still able to get help for medical matters at Bassingbourn, but this involved training staff having to take time away from training to drive trainees there and back.

The number of unfilled staff posts at DITG(C) is affecting the resilience of the command team to provide for unplanned staff absences. As a result, courses are cancelled or trainee numbers reduced, both of which cause holdovers for trainees affected. The opening hours of the equipment and clothing stores have been reduced, so trainees cannot collect items they need when it fits best in their training programme. Staff shortages have also curtailed the time training staff have available to attend personal and professional development activities to become better trainers. Senior commanders at DITG(C) have been doing everything in their capacity to address these staffing challenges and acknowledge that a lack of personnel is a continuing problem. This was found in a recent audit that identified trainer and support staff burnout as a risk, due to the excessive levels of work currently being asked of personnel to cover posts that were not filled.

Trainees in holdover are rightly frustrated at the late-notice postponement of their return to training when courses are delayed, or numbers are restricted due to staff shortages. While trainees are aware and accepting of the reasons for their original removal from training and time in holdover, the unplanned and unforeseen delays cause them unnecessary worry. THS staff do not provide enough structured and purposeful activity for trainees spending longer than planned in holdover.

Royal Engineering Training (Minley Barracks)

ITT of Royal Engineers takes place at 3 RSME Regt and REWW, based at Gibraltar Barracks at Minley, Surrey. 3 RSME Regt provides initial combat engineering training over 12 weeks to soldiers who have completed their phase 1 basic training at either Winchester, Pirbright or AFC(H). Combat engineers are trained in building bridges, demolitions, and maintaining water supplies. REWW provides the troop commanders’ course to phase 2 officers who have completed their basic officer training at the Royal Military Academy Sandhurst.

At the time of the inspection, there were approximately 400 trainees under training at 3 RSME Regt and 20 officers in training at REWW. In addition, there were 80 trainees in Talavera Troop who were either waiting for driver training or were being rehabilitated following injury.

Recommendations

• Reduce the workload on overburdened staff so that they can continue to provide good training and support to trainees without the potential of burnout or illness.
• Help training staff understand better how to teach trainees with specific learning difficulties (SpLD) to ensure that they achieve in line with the rest of their troop.
• Provide a greater range of activities for those trainees in holdover so that those in Talavera Troop for a long time are purposefully engaged.
• Increase the number of trainees who pass functional skills mathematics.

What is it like to be a trainee at this unit?

Staff make sure that trainees and officers under training have a positive experience at Minley. Senior officers take good care of trainees and promote their welfare. This enables trainees to focus well on their learning and make good progress in developing the knowledge and skills they need to become effective combat engineers.

Trainees are supported very well by welfare staff, including those in the WRVS and the chaplaincy. Trainees are looked after well, especially those who are under the age of 18 and those in holdover in Talavera Troop. However, those who are recovering from injury are not purposefully engaged in enough interesting and meaningful activities, and as a result quickly lose motivation. Most trainees feel safe at Minley and are confident that staff would take seriously any concerns they may raise.

Trainees’ accommodation is of a good standard. There is plentiful hot water and heating, and sufficient storage for their personal items. Each accommodation block has a kitchen area where trainees can prepare their own food, as well as washing and drying facilities for their uniform and other belongings. A central laundry is also available if trainees choose to use this.

What does the unit do well?

Welfare arrangements for trainees are very good. Welfare staff provide a supportive and welcoming environment. This includes one-to-one support, when trainees can talk about any concerns they may have. Welfare staff provide trainees with useful ‘life skills’ sessions at the start of their course. These sessions help trainees to understand how to manage their finances, identify scams, avoid debt, and complete tasks such as registering on the electoral roll.

Staff supervise appropriately trainees who are aged under 18. Their 3 RSME Regt identity cards clearly show that they are under 18 years old. Staff ensure that they are not able to purchase restricted products such as alcohol or smoking materials. Staff maintain frequent contact with the parents or guardians of those trainees who are under 18, to keep them updated on their progress and welfare.

Trainers plan and teach lessons that help trainees and officers to develop their knowledge swiftly. At the start of their course, trainees in 3 RSME Regt learn the basics of lifting heavy equipment safely using pulleys and chains. They then practise these skills in readiness for lifting sections of bridges into place. Trainers use a good variety of assessment strategies to check trainees’ and officers’ knowledge and understanding, for example of important topics such as health and safety and the safe working load of equipment. Trainers identify gaps in trainees’ understanding effectively and support trainees to learn what they need to know.

Officers under training complete a wide range of practical and theoretical assessments that help them consolidate their knowledge. Trainers use a range of topical and real-life scenarios to check how officers would assess a potential bridge-building site, for example. Officers under training confidently brief their trainers on their assessments, effectively demonstrating their knowledge. This contributes to officers under training being able to consider a range of factors such as how the weather and ground conditions, for example resulting from heavy rainfall, might impact the site. Because of the good training that staff give them, a high proportion of 3 RSME Regt trainees and officers under training at REWW pass their courses first time around.

Trainees have access to very good training resources that help them to learn quickly the engineering skills they need. Trainees learn how to assemble small bridges for infantry troops to cross ravines. They then learn how to assemble increasingly large bridges so that heavy vehicles can cross rivers.

Trainees use excellent gymnasiums and sports facilities to maintain their fitness. This includes astroturf pitches, squash courts, a swimming pool, and a sauna. These facilities are in good working order.

Catering staff provide trainees with a range of good-quality food and decent portion sizes that meet their dietary requirements. Staff provide nutritional information at mealtimes so that trainees can make informed choices about what they eat.

What does the unit need to do better?

Trainees with SpLD receive the support they need from specialist staff once their needs have been declared. Those with dyslexia are provided with coloured overlays, which help them with their written work. However, training staff do not understand fully the needs of trainees with SpLD or how they can support trainees. This leads to staff not monitoring the progress of trainees with SpLD well enough to ensure that they achieve in line with the rest of their troop.

The number of trainees who pass their functional skills level 2 mathematics is too low. Trainees who need to pass English and mathematics examinations attend lessons with a dedicated functional skills tutor towards the end of their ITT training. Training staff and functional skills tutors do not integrate the teaching of English and mathematics with the ITT course, so trainees do not always understand how these subjects relate to their chosen trade.

Since the previous inspection, the number of units based at Minley has increased, and there has been a subsequent increase in numbers of personnel. Senior officers have struggled to maintain the numbers of staff in welfare, medical, dental and training teams they need to support the increased numbers of Armed Forces personnel. Because of the dedication and commitment of military and civilian staff, this is currently having minimal impact on the welfare of trainees or officers under training. However, existing staff have large workloads, and some are struggling with the long hours they need to work to provide a positive experience for trainees and officers under training.

Trainees who are in holdover for longer periods, mostly because of injury, do not have enough to do because staff do not provide them with a wide range of activities. As a result, some trainees become demotivated and bored.

HMS Drake

HMS Drake is located at HMNB Devonport, which is the largest naval base in Western Europe. It covers 650 acres and has 4 miles of waterfront. It is home to several Royal Navy ships. There are 53 lodger units located at HMNB Devonport, one of which is HMS Drake. Around 13,000 people work at HMNB Devonport.

This inspection covered the phase 2 training at the hydrography and meteorology training unit at HMS Drake. At the time of the inspection, there were 7 trainees on the aeronautical meteorological forecaster course and 4 on the able seaman’s hydrographic course. One trainee was under the age of 18.

There are other phase 2 training courses that take place at HMS Drake but, at the time of this inspection, these courses were not running.

Recommendations

• Allow trainees sufficient time in their working day for PT.
• Teach topics on each course in a logical order so that trainees have the foundation knowledge they need to understand more complex topics.
• Review the impact of unfilled staff posts on the quality of training and mental health support that trainees need.
• Review the range of topics covered in revision sessions to make sure they have been taught well previously.

What is it like to be a trainee at this unit?

Trainees at HMS Drake are trained and looked after very effectively. They make good progress in their training, as they are taught by very knowledgeable trainers who are skilled at teaching. As they study in small groups, they create a positive and supportive network between themselves and staff. This helps them to grow in confidence during their courses.  

Trainees receive a suitable amount of information to help them plan their careers and next steps. They know how their training fits into their overall career plan and what their next phase of training is.  

Trainees have many opportunities to keep in touch with their families. They know about all the various support mechanisms that are available to them.  

Trainees’ accommodation is of a good standard and is comfortable, warm and well maintained. Trainees live in twin rooms with shared shower and toilet facilities. Officers in training live in single en-suite rooms. All those under training at HMS Drake have access to plentiful hot water, adequate heating and secure storage of their belongings. They frequently use a good range of facilities to socialise, watch television and films, play games and relax. They get sufficient, good-quality food from the messes, or they can prepare their own food in the well-equipped kitchens in their accommodation blocks.

Trainees are positive about the safe and professional environment in which they live and work. Trainees know who they would report any inappropriate behaviour to and have confidence in the staff to deal with this promptly and appropriately. There are currently no recorded incidents of bullying, harassment or unacceptable behaviour. The very rare instances of poor discipline or behaviour in phase 2 trainees are accurately and promptly recorded. These usually result in minor administrative actions and require no subsequent actions or interventions.

What does the unit do well?

Senior staff work effectively to provide high-quality training, care and support for phase 2 trainees at HMS Drake. They understand very well the challenges of managing phase 2 provision on such a large naval base. They set high standards for the behaviour and conduct of trainees, which trainees meet. 

Senior staff manage risk very effectively. They identify promptly any trainees at risk due to academic performance or personal challenges. They use the wide range of welfare, pastoral and academic support provision available at HMNB Devonport to help the very few trainees who are at risk. 

Senior staff have worked very effectively to provide high-quality, up-to-date and realistic learning environments and training facilities. These include boats, gymnasiums and fitness suites, classrooms and computer suites.

Trainees have access to 2 Royal Navy boats that they frequently use to practise the skills they have learned in classrooms. The boats are equipped with up-to-date electronic and physical survey equipment like those they use in the classroom. Additionally, trainees learn to crew vessels.

Most trainees pass their courses and are ready to move on to the next stage of their training. The very few trainees who complete further training because of poor performance in assessments are given relevant and worthwhile activities while they wait to join the next available course to complete their training.

The medical and dental facilities at the base are suitable and modern. Trainees have access to medical and dental facilities through routine and emergency appointments during the working day. Outside working hours, trainees are directed to NHS 111 services. The on-site dispensary staff provide medication for trainees promptly once it has been prescribed, so there is minimal disruption to trainees’ routines.

The chaplaincy team provide trainees with a range of spiritual and pastoral guidance. Trainees are made aware of these services during the arrival briefing. For those wishing to speak to spiritual advisors of different faiths, the chaplaincy team arranges for this to take place.

The Haven, a pastoral support centre that is open for 24 hours a day, 7 days a week, provides trainees and permanent staff with somewhere to relax in a semi-informal environment. They can participate in activities and regular events, such as cooking and movie nights, or play the wide range of board or computer games that are available.  

Senior staff use self-assessment processes effectively to evaluate the quality of welfare, care and training at HMS Drake. They have improved the quality of trainees’ accommodation.

Trainees under the age of 18 are supervised considerately by staff. Staff know who they are, particularly when in the bar. Staff implement rigorous procedures for them to check in every day so that the guardroom staff know that they are on the base. This helps to keep them safe while in training. Staff have suitable processes in place to communicate with their parents. Trainees under the age of 18 understand and respect the procedures that are in place for their safety and well-being.

What does the unit need to do better?

Although trainees understand how to keep themselves well and healthy, they often do not have enough time to undertake their PT. Due to the demands of their courses, their PT time is often allocated towards the end of a day. Trainees find it challenging to approach it with as much motivation as they would like to or to fit in any extra PT they might want to.

In a very few instances, trainers do not organise topics as well as they could to balance the workload of trainees. This means that, at certain points in their studies, trainees can feel overwhelmed and worry that there is too much new information for them to take on. Trainers and senior staff have provided enough time in each training programme for revision. However, in a few instances where the original training has not been effective, trainees struggle to recall the intended learning. In these instances, revision activities do not help trainees to learn the topics they cannot recall or remember.

In a few instances, staffing shortages in specialist subject areas, such as oceanography, interrupt the continuity of trainees’ experiences. Senior officers recognised this problem and have made suitable plans to resolve this for the next cohort.

While trainees can use mental health support services at the base following a referral from the medical centre, there are too many unfilled staff posts in this service. This situation could, potentially, worsen when the current service merges with that of a nearby base.

The Defence Explosive Ordnance Disposal, Munitions and Search Training Regiment at MoD Kineton

The Defence Explosive Ordnance Disposal (EOD), Munitions and Search (DEMS) Training Regiment provides training from 2 locations: St George’s Barracks in Bicester, Oxfordshire and Marlborough Barracks in Kineton, Warwickshire. The regiment is solely responsible, within Defence, for training Army and Royal Navy personnel in the search, disposal, storage and safety techniques required to keep people safe from explosives. The regiment is made up of 4 different squadrons that are responsible for different areas. Munitions and improvised explosive device disposal squadrons are based in Kineton.

Munitions Squadron (DEMS) covers all areas of storing and transporting ammunition and explosives. It is also responsible for training all Army ammunition technicians and ammunition technical officers who are the Army’s principal explosive engineers. This is the only squadron that provides ITT personnel.

At MoD Kineton, trainees at DEMS are placed in classes of up to 20 for their 19-week ITT as ammunition technician class 2 (AT2) trainees. At the time of the inspection, there were 8 trainees in phase 2 training. There were no female trainees and no trainees under the age of 18.

Recommendations

• Provide additional time and language support for the very small number of trainees for whom English is their second language, to help them assimilate their training more effectively.
• Implement proposed course changes quickly to make the volume of content in the land service ammunition (LSA) phase more accessible to trainees and to improve the number of trainees who stay in training and pass their course.
• Provide swifter and easier access to medical and dental treatment to minimise the impact of disruptions to training caused by travel to appointments at Gamecock Barracks, Bramcote.
• Improve the quality of accommodation, recreation and sports facilities at Kineton to improve trainees’ experiences.

What is it like to be a trainee at this unit?

Trainees at DEMS Kineton receive high-quality welfare support, care and training. Trainers know them and look after them very well. Training and welfare staff meet with all trainees before they move to Kineton to ensure a smooth transition. Once on site, trainees receive welcome packs. They also have briefings on welfare support and care, and on training expectations. They meet the welfare team to talk about their personal lives and to indicate whether they have any worries or concerns. Trainees know how to access support for their welfare needs. However, due to staff absences, they have not had routine access to the padre.

Trainees are positive about their training experience at DEMS Kineton. They understand the highly challenging technical and academic demands of the course. Trainees value and appreciate how their trainers want them to do well and ‘go the extra mile’ to provide them with the support that they need to succeed. Trainers are all former course graduates with DEMS experience in the field army. They understand the highly technical aspects of the programme and help trainees to revise and prepare for assessments in the evenings. Trainees are grateful for this support and value the expertise of their trainers.

Trainees swiftly bond as a group. Trainers help them to develop their character in line with military standards and values in readiness for their careers as ammunition technicians. They highlight trainees’ need to be confident in their abilities and to have effective communication skills. This is because trainees will need confidently to brief senior officers, many ranks above them, once they arrive at their next posting or deployment. Trainees swiftly develop their competence, confidence and resilience because of their training. Trainers make sure that trainees have a calm and respectful training environment that promotes learning.

Trainees have access to a good range of menu options in the well-maintained canteen. Nutritional information is displayed on all menu options so that trainees can make informed choices about healthy eating. Portion sizes are suitable for the level of exertion that training activities require. Vegetarian, vegan and special dietary requirement options are available.

Trainees have access to a suitably equipped ‘soldier space’, where they can relax, socialise, play games and video games, watch television and access the internet. However, it is only available to them during the day and the early evening, which limits their opportunity to use it at times that are convenient for them.

What does the unit do well?

Senior officers and trainers provide trainees with the specialist knowledge and skills that they need to handle ammunition safely. They ensure a stringent recruitment process that includes a 3-day aptitude course to pre-screen trainees’ potential suitability for their chosen pathway as ammunition technicians. Senior officers and trainers prepare their DEMS graduates well for deployment into the field army.

Trainers have structured the course well so that trainees’ knowledge and skills build incrementally. Trainees start with training on the safe and effective storage and movement of dangerous munitions in the UK and Europe. They then learn about LSA (land-based weapons including grenades, mortars, projectiles, mines and rockets), a particularly challenging topic because of the volume and complexity of work. Trainees quickly understand the importance of safety and safe working practices. They know that making mistakes could potentially result in loss of life.

Trainers, as former trainees, have a comprehensive understanding of how technically challenging and academically demanding the course is. They are aware that trainees could suffer with anxiety and stress. Trainers value and welcome feedback from trainees and adjust the training accordingly. They have changed the timing of PT sessions to make sure that trainees get suitable breaks from academic tasks and do not suffer from energy dips during training.

Trainers and support staff quickly identify trainees who have additional learning needs. They use information from previous training establishments as well as the early work completed by trainees to identify any with special educational needs or other potential barriers to learning. Trainers adapt training, provide coloured paper and allow additional time in theoretical exams for trainees. However, for the small number of trainees for whom English is their second language, trainers provide very limited additional support.

Senior officers make sure that training takes place in good-quality specialist training rooms and facilities. They provide specialist visual aids, dual-screen computer facilities and well-equipped classrooms. Trainers use full-scale examples of a wide range of munitions and ordnances, from single bullets through to artillery shells, tank shells, and fuses for shells. They have access, for demonstration purposes, to handheld anti-tank weapons with cut-away examples to demonstrate to trainees the launch, propulsion, guidance and detonation mechanisms. As they move through the course, trainees are introduced to the range of missiles they need to be familiar with such as those used by the Army on Apache attack helicopters.

Trainers are suitably experienced and qualified subject matter experts. All have completed comprehensive ammunition technician training and have had a minimum of 2 promotions prior to deployment as trainers. Trainers benefit from robust induction that includes completion of their Defence training qualification. They complete training on the ‘Prevent’ duty, care of trainees, heat- and cold-injury prevention, welfare and care, risk assessment and safeguarding before they start training trainees. Trainers receive routine observations from their mentors to enhance their skills for sign-off as practitioners. They get developmental observations to inform additional training and improvement. Most recently, they had training on applying artificial intelligence (AI) in the military context, using digitally recorded assessment activities and providing feedback to improve trainees’ performance. These ensure that trainees receive the benefits of very good welfare support, care and training.

Training and welfare staff know their trainees well and swiftly provide the wraparound care and support that trainees need. When necessary, staff instigate case conferences to agree interventions that provide trainees with relevant and appropriate care and/or support. The unit welfare officer routinely liaises with feeder training establishments to gather relevant information about trainees arriving for training and provides appropriate additional care and support for those identified as being of concern or at risk.

Senior officers and trainers use self-assessment processes effectively to gain a clear oversight of the strengths and weaknesses relating to the care and welfare, and the quality of training and support, that trainees receive. They use training outputs, the results of trainee and trainer surveys and evaluations, and observations of training to identify strengths and weaknesses. Senior officers make sure that areas for improvement identified in the self-assessment report are then monitored effectively through an action plan to bring about improvements.

Senior officers and training staff collect trainees’ feedback through a range of surveys completed at key points during and at the end of training. They use the information gained to identify trends and issues effectively. Trainee feedback on the training experience at MoD Kineton is largely positive; their feedback on the accommodation and access to medical and dental facilities is less so.

What does the unit need to do better?

Senior officers and trainers rightly recognise that too few trainees pass their training, with a high number failing during the LSA phase. They have identified that failure is often due to the high volume of technical information that trainees need to learn. Since the shortening of the AT2 course last year, the first-time pass rate has fallen to around 40%. Historically the pass rate was much higher. When trainees fail, they are given an opportunity to re-sit, often within 48 hours, to minimise impact on new learning. When trainees are still not successful, assessment boards made up of officers and trainers make well-informed decisions about whether trainees are able to restart the course when it is next run. DEMS staff have requested permission from Army senior officers to split the LSA phase into 2 more manageable parts to raise the pass rates to previous levels. They have also requested a slight lengthening of the course to help trainees assimilate their training.

Since the Army took the strategic decision to close the on-site medical centre at MoD Kineton, trainees who require medical or dental appointments or care now access these at Gamecock Barracks at Bramcote, a 45-minute drive from MoD Kineton. Staff at DEMS liaise closely with medical staff to arrange any routine medical or dental appointments that trainees require. Any injured trainees must be assessed and their progress in rehabilitation monitored by staff at Bramcote. The need to travel to and from the medical centre at Bramcote impacts and disrupts training for trainees and trainers who provide the transport.

Trainees have sufficient personal space in safe and secure accommodation in old accommodation blocks that date from the 1940s. The heating works but cannot be adjusted, and bedrooms can become too hot. There are separate, lock-controlled accommodation areas for the very few female trainees who train at Kineton. The state of internal decoration is generally poor, with many examples of fitted furniture having been removed and the resultant holes in walls, gaps in skirting boards and decoration behind not made good. The accommodation areas and corridors have not been repainted for a considerable period, and there are many examples of cracked walls and peeling paintwork that have not been repaired. As a result, trainees’ accommodation is not appealing.

DEMS Training Regiment command staff (as a lodger unit at Kineton) have very little influence over the repair, maintenance and management of all aspects of facilities and resources that they access and use for trainees. They are frustrated by a lack of response from those who are responsible for these aspects. For example, for PT, there is insufficient specialist equipment available for a full course of 20 trainees to access and use at the same time. Much of the equipment is old, and not enough routine maintenance takes place to ensure that the equipment that is available remains fully serviceable.

HMS Sultan

HMS Sultan is a large defence training establishment that trains marine and aeronautical engineering officers and ratings to serve in the Royal Navy. It is located on the Gosport peninsula in Hampshire.

HMS Sultan has several separate schools and units, 2 of which are phase 2 training schools. The Royal Naval Air Engineering and Survival Equipment School (RNAESS) focuses on training air engineering officers and technicians and survival equipment ratings for operational deployment or further training. The Marine Engineering Training Group (METG) offers training in various marine engineering specialisations, including general service, submarines and craft skills.

At the time of inspection, HMS Sultan had: 456 trainees in phase 2 training; 307 trainees or officers under training in METG, of whom 33 were female; 149 phase 2 trainees and phase 2 officers in RNAESS, of whom 17 were female; and 49 trainees in Siskin division, who had arrived at HMS Sultan but were waiting to start a course. There were 63 trainees under the age of 18. Trainees follow courses ranging from 15 to 34 weeks in duration, depending on their specialisation and whether they are submariners. Officers under training follow engineering and management courses ranging from 35 to 99 weeks long, again depending on their specialisation.

Recommendations

• Reverse the decline in standards of accommodation and provide trainees with access to clean, hygienic and properly working shower and toilet facilities.
• Swiftly raise hygiene standards in accommodation areas and teach trainees to keep areas clean.
• Provide trainees on holdover with meaningful activities throughout their time so that they continue to develop military knowledge and skills.
• Consistently implement the policy for DBS checks on all staff who work in regulated activity with trainees aged under 18.

What is it like to be a trainee at this unit?

Staff provide trainees with high-quality welfare support. They make trainees feel welcome, safe and supported. Staff know trainees well and meet with them frequently, which helps them feel valued. Trainees know they can quickly access a broad range of effective support from staff with any personal issues they may have, including from divisional officers, line managers and the chaplaincy. Trainees value their trainers’ supportive approach.

Trainees develop a good understanding of military values, which they see modelled by staff and seniors throughout their training. Trainees respect the chain of command and understand the expected behaviours that they will need to exhibit as professional military personnel. Trainees value that, when there are any incidents of unprofessional behaviour, senior officers deal with them quickly.

Trainees swiftly gain new knowledge, skills and behaviours from their course. For example, marine engineering trainees learn to confidently diagnose electrical faults, carry out maintenance tasks on diesel engines, and repair fire pumps. Officers under training learn to conduct vibration testing on ships to help identify and prevent problems such as corrosion, fatigue failure and structural damage. Trainees understand the need to ensure the safety and reliability of both the vessel and its equipment. Staff revisit topics to help trainees fully understand and remember complex subjects and prepare for examinations.

Trainees feel well prepared for their next steps. For example, air engineering trainees use a flight deck simulator to understand and appreciate how to marshal aircraft before going to their next stage of training. They know what location they are going to next, and staff share their own experiences, so trainees know what to expect. Marine engineering officer trainees have a clear understanding of their next steps into permanent officer roles.

Trainees can access various food outlets on and around the base. The quality and variety of cooked food provided in the messes is generally good. Catering staff display nutritional information so that trainees can make healthy food choices. However, in the junior rates’ galley, there are not enough staff at till points at busy lunch times. Because of this, trainees wait in long queues to pay for their meals, and their food is often cold as a result. There are several local fast-food services nearby, and trainees can also walk to nearby supermarkets to purchase food.

The chaplaincy area, which includes a relaxation space called the Haven, is a well-known and well-used facility where trainees and staff can convivially enjoy a coffee, bacon sandwich or game of pool, or spend time in quiet contemplation. Trainees have access to a purposeful, well-maintained multi-faith room for people of all faiths and denominations to pray.

What does the establishment do well?

Senior officers and welfare staff place a high priority on trainees’ welfare and well-being. They are effective at identifying and helping trainees who need support. Senior officers review any concerns at the school level and escalate to welfare experts when appropriate. The welfare team meets frequently to discuss trainees’ well-being and progress and to provide high-quality support, such as for family bereavement or disciplinary reasons. Senior officers keep parents and/or carers of trainees under the age of 18 up to date with any concerns while the trainees are in training.

Trainees, including those aged under 18, learn about a wide range of topics related to well-being and welfare as part of their mandatory training. For example, they learn about the risks of gambling, excessive alcohol consumption and drink-driving. Trainees complete training relevant to the ‘Prevent’ duty and know how to protect themselves when off site and when using online social media. 

Senior officers closely monitor trainees’ performance in their studies. They put in place effective support if they have any concern about a trainee’s progress, through additional training or specific support from a coach or mentor.

Because staff have designed the courses well, air and marine engineering trainees learn subject content in a logical sequence. For example, they first learn about measurements of electricity, including ohms, volts and amps, before moving on to power and distribution, when they apply their learning to working on a ship. They then use this knowledge to learn about using tools and equipment to diagnose and repair faults, ready for their future maintenance roles. Staff follow theory sessions with well-structured practical training to reinforce trainees’ learning and help them to apply what they have learned. Trainers provide trainees with many opportunities to practise their skills before taking their assessments. In most cases, the overall proportion of trainees who pass their course is very high, with most passing on their first attempt.

Senior officers are reviewing the content of the phase 2 marine engineering officer training to ensure that it is up to date and reflects the type of equipment used currently. They have put in place appropriate interim steps to ensure that officer trainees consolidate their knowledge before completing their assessments. As a result, most phase 2 officer trainees now pass their module assessments first time.

Suitably qualified and experienced trainers make effective use of a range of teaching techniques to make sure that trainees remember what they are taught. For example, air engineering trainers test trainees’ understanding of basic transmitter systems. As a result, trainees can confidently explain how to use transmission systems in helicopters.

Trainees use high-quality resources on the DLE to support what they learn in lessons. For example, they have access to comprehensive video presentations on topics such as how to disassemble and reassemble a Perkin engine and use an emulator that replicates the control systems and operations of gas turbines. These resources allow trainees to experience realistic scenarios.

The HMS Sultan Women and Allies Network (SWAN) provides good opportunities for female trainees, and trainees from a range of backgrounds, to meet and collaborate with trainees and staff from across the establishment. Monthly lunch sessions are well attended and provide a secure environment for discussion. SWAN provides a supportive environment for all women, and their male senior officers, who want to empower each other. Women also benefit from being able to engage in all-women sports, and from new fitness assessment sessions for women, organised by a female PTI. However, in too many instances, uniforms for female trainees do not fit properly.

Senior officers quickly identify trainees who have any additional learning needs such as dyslexia. Trainees complete a needs assessment, and staff use this information well to design a support plan. Staff ensure that trainees get appropriate help, such as one-to-one support, training materials adjusted to help with dyslexia, or additional time in exams.

Trainees have access to excellent resources to help them stay fit and healthy. Gymnasium staff are well trained and provide valuable rehabilitation advice and training. Trainees can use equipment to explore activities such as climbing, sea swimming, martial arts and paddleboarding. Trainees have access to 2 gymnasiums that are available 24 hours a day, 7 days a week, and sports courts and football pitches. There are many opportunities for team sports on weekends and evenings. The gymnasium equipment is of high quality and well maintained. However, commanders are aware that the main gymnasium hall requires a new floor, which is scheduled for replacement in the summer. 

Senior officers promote a culture of safeguarding for trainees. They have put in place suitable staff, structures and policies to help keep trainees safe. For example, trainees know about wider risks associated to them in their job roles and in the local area.

What does the establishment need to do better?

Since the previous inspection, the overall quality of the accommodation has declined. Many of the accommodation blocks for trainees were built in 1929 and are no longer fit for purpose. Despite the efforts of senior leaders to replace and repair parts of the accommodation, there was damp and mould in too many showers and bathrooms. There were leaks in the urinals and inconsistent shower temperatures.

Senior officers do not make sure that maintenance contractors consistently resolve problems quickly enough. For example, several electric sockets and door handles in accommodation blocks were damaged or missing. Some of these breakages had been reported to contractors but were not yet resolved. 

Many of the recently installed kitchens were poorly maintained and worn due to the numbers of trainees using them. The facilities were dirty and unhygienic because staff and trainees do not clean them well enough. 

Senior officers do not do enough to provide trainees in Siskin division with meaningful activities so that they continue to develop their military and engineering knowledge. Since the previous inspection, senior officers have moved trainees’ study towards functional skills qualifications in English and mathematics to the end of the course. This has reduced the number of trainees in holdover. Staff have recently developed a structured programme for trainees in holdover (including Siskin), but this is not yet working as planned. A small number of trainees are in holdover for several months and become bored and demotivated, a poor situation exacerbated by living in below-standard accommodation.

Senior officers currently have suitable DBS checks in place for staff who are training or supporting trainees aged under 18. However, officers at RNAESS and METG interpret, and are applying, the policy differently. As a result, the command team at HMS Sultan cannot be fully assured that all new staff who need to do so have completed these checks.

RAF Honington

RAF Honington is based in Bury Saint Edmunds, Suffolk. RAF Honington provides initial training for Royal Air Force Regiment gunners and junior officers, and specialist professional training for the RAF Regiment and RAF Police.

The RAF Regiment Training Wing (RRTW) provides phase 2 training for gunners and junior RAF Regiment officers. The trainee gunner course teaches infantry-related skills to prepare trainees to defend air bases and provide ground-based force protection for the RAF.

TGs take a minimum of 22 weeks to complete their phase 2 training before joining their assigned RAF Regiment squadron. At the time of inspection, there were 73 TGs, with 5 aged under 18. Five women were in training, and 31 trainees were on holdover. There were no junior regiment officers under phase 2 training at the time of the inspection.

Recommendations

• Increase the number of TGs who pass their course the first time and focus on improving overall pass rates for women and TGs aged under 18.
• Prepare potential TGs better for the physical demands of phase 2 training to help reduce the possibility of potential injuries and the time spent in holdover because of those injuries.
• Fix the defects reported by TGs in accommodation blocks and recreational facilities more quickly to improve their living conditions.
• Explore cheaper sources of Wi-Fi or better mobile phone connectivity in accommodation blocks for TGs so that it is easier for them to stay in contact with friends and family.

What is it like to be a trainee at this unit?

TGs at RAF Honington benefit from a thorough welfare service dedicated to supporting them throughout their phase 2 training. Welfare staff capture and record important information about TGs’ concerns and escalate incidents to secondary welfare agencies, such as the police, as appropriate. They make sure TGs exhibiting any signs of distress are signposted to medical professionals.

TGs feel well supported and are confident to ask for help or guidance through the welfare team or the padre. Staff have discussions with TGs frequently to check on their well-being and welfare. Staff monitor the well-being of younger TGs through regular night-time safety checks and by overseeing home visits and social time arrangements. Staff have good links with external charities and use these to provide additional specialist support, such as help to manage online gambling.

Medical and physical training teams intervene promptly when TGs are injured in training. They aid their recovery and ensure that they return to training. The welfare team provides appropriate care to TGs facing complex family circumstances, facilitating their return to training once these have been resolved.

Trainers provide TGs with immediate, high-quality feedback on their performance. This enables them to understand their strengths and areas for improvement. Trainers frequently reassess TGs to help them stay on track and avoid falling behind. When needed, trainers offer additional guidance, such as one-to-one support, fostering a more effective learning experience and increasing the likelihood of TGs achieving better outcomes in their training course.

TGs thrive in a positive and respectful environment, where they feel safe and confident raising any concerns. Female TGs and those under 18 feel empowered to seek help and guidance since they understand the importance of mutual support and teamwork. Female TGs value the encouragement from peers and training staff, especially during challenging aspects of the course like marching over long distances while carrying a heavy load.

Staff teach TGs the importance of diet and nutrition to staying healthy. In practice, TGs find this challenging to do. They say that the food available to them is below their expectations, with limited choices and substandard preparation. However, TGs have access to multiple food outlets on and around the base, including local fast-food services and a nearby shop. On site, there is a shop that sells food, drinks, standard stock products and hot food. It is open during the week, but closed at the weekends. Additionally, there is a well-stocked coffee shop and a licensed facility for TGs over 18 to purchase alcohol.

What does the unit do well?

Trainers and welfare staff understand the importance of guiding TGs to appropriate welfare and support services. New trainers receive helpful information and induction on senior officers’ expectations for the welfare and care of TGs, which enable them to signpost TGs to relevant support services confidently. Welfare staff have ongoing professional development in areas such as suicide awareness, men’s mental health and active listening. This enhances their capacity to recognise and support TGs’ needs.

Senior officers frequently review individual TGs’ progress through monthly welfare meetings, in which they discuss necessary interventions and support. Comprehensive medical and physical training interventions are in place to help those who sustain injuries to regain the required strength and return to training promptly.

Senior officers plan and schedule training well in advance to ensure the availability of high-quality training environments. RRTW staff book ranges and other training environments well in advance, because many are used by other units. This means TGs do not have to undertake navigation training in sub-optimal areas. For example, they do not go where there are easily identifiable features like roads, or to areas where they cannot use smoke camouflage. Additionally, TGs use high-quality live firing ranges, such as the machine gun range at Thetford, where staff teach them advanced weapons-handling techniques.

TGs use excellent PT facilities, including well-maintained gyms and rehabilitation facilities, to develop and maintain their fitness appropriately. Medical and dental services are of good quality, and there is timely access to appointments for TGs so that they can maintain good overall health, which is crucial for their PT and daily activities.

Trainers use their expertise well to plan and teach TGs effectively. Trainers provide clear explanations and demonstrations during practical training, helping TGs to grasp skills effectively. For example, when trainers demonstrate how to undertake vehicle checks, they skilfully illustrate the risks of not following safety protocols. Practical activities are well designed to develop TGs’ skills incrementally, with challenging live exercises to test their abilities. This thorough training method boosts TGs’ confidence and prepares them well for future deployments.

Trainers skilfully adapt the training course for TGs who are injured, ensuring that they maintain their military skills. Training staff possess the flexibility and capacity to tailor their methods for those who are injured or in remedial training, or who have been backclassed. They implement a rolling programme to ensure that TGs can keep their military skills current and, where feasible, pursue training to complement their phase 2 instruction. For example, TGs with lower limb injuries continue to learn the fundamentals of navigation through virtual training, avoiding further injury while maintaining their essential skill development. This approach ensures that even TGs who are injured remain proficient and prepared for their military roles.

Most trainers have completed the necessary defence training course (DTC) before they arrive at RRTW. Those who need to complete their training are supported through shadowing and co-teaching until the next DTC cohort starts. Senior officers recruit trainers based on their teaching attributes and select them for their specific skills. For example, those teaching recruits in remedial training or holdover are chosen for their ability to guide and coach recruits.

Senior officers and trainers have a good understanding of their strengths and weaknesses relating to the welfare and care of TGs. Senior officers have a new approach to providing a self-assessment report and quality improvement plan that are easier to use and understand. This helps all staff to work collaboratively towards continuous and sustained improvement. It also fosters a culture of ongoing development and ensures that the training programme remains effective and responsive to the needs of TGs.

Senior officers collect useful feedback from TGs to better understand their experiences. They gain TGs’ feedback mid-course and at the end of the course, using a range of surveys. Senior officers use this information well to inform their self-assessment and take appropriate action to deal with most concerns that TGs raise.  

What does the unit need to do better?

Senior officers and trainers have high aspirations for TGs to perform well. Although the proportion of TGs who pass their course at the first attempt has improved since the last inspection, it remains low at just over a third. The proportion of TGs who eventually pass has improved to 72%, but there is a marked difference in successful completion of the course based on the age and gender of TGs. Those under 18 are much more likely to be backclassed, with around half eventually passing the course. Female TGs face even more challenges, facing a higher likelihood of being backclassed multiple times and a smaller chance of passing the course.

Too many TGs, especially female TGs, feel underprepared for the physical demands of phase 2 gunner training at RAF Honington. Several factors contribute to this. Collectively they affect the numbers of TGs who are not successful in completing the course, and who may even leave the RAF. During phase 1 training, female recruits have a lower fitness standard to achieve than their male peers. However, in phase 2, the standard is the same for everyone and is therefore much higher than that required of the female recruits in phase 1. This sudden change in standards and level of preparation is often too extreme for female TGs, leading to many of them struggling or failing in phase 2. Additionally, because of a lack of numbers to form viable cohorts of TGs in RRTW, some TGs experience lengthy delays in starting their TG training and lose fitness as they wait. 

There are 2 adequate accommodation blocks for phase 2 TGs, though the facilities are old and need maintenance. However, in most cases, the bedrooms are dry, warm, comfortable and clean. TGs have access to good-quality recreational facilities, including pool tables and table tennis.

Maintenance staff do not react quickly enough to reported defects in accommodation or leisure facilities. TGs have reported numerous defects, including broken tumble dryers, malfunctioning lights and sockets, and broken pool cues. These are not fixed promptly, nor is equipment maintained regularly. These ongoing maintenance concerns result in increased stress and frustration for TGs, disrupting their daily routines and distracting them from their training.

TGs can access free Wi-Fi in communal areas but must pay a high fee for Wi-Fi access in their accommodation blocks, where the phone coverage is poor. TGs have no option but to pay this high cost to stay connected with their friends and family or to use Wi-Fi for their training and personal development.

Defence School of Electro-Mechanical Engineering at MoD Lyneham

The Defence School of Electro-Mechanical Engineering (DSEME) is part of the Defence College of Technical Training (DCTT). DSEME is located at MoD Lyneham in Wiltshire and provides technical training to Royal Marines, Army soldiers and officers, and RAF aviators. There are 3 DSEME schools: 8 Training Battalion Royal Electrical and Mechanical Engineers (REME) (8 Trg Bn REME), Number 4 School of Technical Training (No4 SofTT) and the REME Arms School (REME AS). The School of Army Aeronautical Engineering (SAAE) is part of the Defence School of Aeronautical Engineering (DSAE). However, the responsibility for welfare and duty of care of SAAE trainees belongs to DSEME. They all provide electrical, mechanical and specialist trade personnel, technical leaders and engineering managers to the Armed Forces.

At the time of inspection there were 926 trainees across 8 Trg Bn and SAAE, 8 trainee officers in REME AS, and 25 trainees in No4 SofTT.

Recommendations

• Quickly implement the planned refurbishment of accommodation blocks so that all trainees benefit from good-quality living accommodation free from mould and damp.
• Urgently review and improve the experience for trainees on long-term holdover so that they benefit from well-planned and meaningful programmes of activities and support.
• Provide female trainees with correctly fitted uniforms and equipment to reduce their risk of injury.
• Provide appropriate help and support to trainees who find elements of their learning difficult to retain and recall, so that they make the progress they are capable of.

What is it like to be a trainee at this unit?

Trainees and officers under training enjoy a positive experience at DSEME. Senior officers, trainers and welfare staff pay close attention to trainees’ care and welfare. Staff provide effective teaching, training and assessment, which help trainees to develop highly relevant skills to prepare them for their military careers. Trainees enjoy their learning and appreciate the experience and expertise of their trainers.

Trainees gain essential technical knowledge and skills quickly because of the good teaching and training that staff give them. For example, trainees on the armoury course dismantle and reassemble sniper rifles confidently. They are adept at explaining the purpose of each part to their peers. RAF trainee engineers develop a good understanding of how to find complex faults when working on vehicle engines. Army trainee officers apply their knowledge and understanding of project management principles well. They use their mathematical and analytical skills effectively to plan the deployment and use of resources in realistic scenarios, such as how many land vehicles they need and how and where to deploy staff for specific guard duties.

Trainees understand the dangers and risks associated with being in the military and from those who may try to target and influence them negatively. Senior officers and staff ensure that trainees understand how to keep safe online, and when they are out socially.

The support that staff at MoD Lyneham provide to trainees for their health and well-being is good, and trainees know how to access it. Many appreciate the opportunity to visit the welfare centre, which is a safe and comfortable place in which to talk. Others benefit from the effective support and resources available from the chaplaincy, such as tea and a chat, and the opportunity to discuss ethical issues through the film club.

Most trainees have access to a wide range of sports activities, clubs and excellent fitness facilities. These include football, running, ice hockey, rugby, tennis and squash. Many trainees play sport competitively and attend national competitions. PTIs plan highly effective and individualised programmes for trainees so that they maintain their levels of fitness. Trainers give extra fitness and stamina sessions to trainees who need additional support. As a result, most trainees pass their relevant military fitness tests before they leave DSEME.

Most trainees are motivated and positive about their learning. They are keen to succeed and move to the next stage in their military careers. They demonstrate the expected military values and behaviours. They are respectful to each other, their trainers and the chain of command. They work studiously and collaboratively in their learning and training sessions. Most trainees pass their courses on their first attempt.

Most trainees who are on short holdovers complete a range of useful and helpful activities, such as online training and fitness training. However, too many trainees who are on holdover for long periods, for example due to injury, are frustrated by the lack of planned and meaningful options available to them.

What does the establishment do well?

Senior officers at DSEME and across the schools have a clear vision and mission to provide effective technical training to create highly skilled electronic and mechanical engineers to support the nation’s Armed Forces. Trainers and staff share this vision and have high expectations of their trainees.

Senior officers and welfare staff place an extremely high priority on trainees’ welfare and well-being. They have highly effective processes and procedures in place to identify any trainees who may be at risk of not completing their training, or who may have welfare concerns. Trainees who have been identified are thoroughly and frequently managed, monitored and reviewed by senior officers and welfare staff. They identify trainees’ needs quickly and put in place a range of effective actions and measures to support them. Any trainee who has self-harmed or is at risk of doing so, or who is showing signs of suicide ideation, is quickly provided with the medical and mental health support they need. Trainees from the Commonwealth receive good support to help them with visa applications and accommodation arrangements for their families.

Senior officers and staff provide trainees with a culture and environment that promote inclusivity. They do not tolerate bullying and discrimination and set clear boundaries between staff and trainees. When trainees and/or staff raise concerns about sexual harassment or inappropriate behaviour, senior officers act quickly and appropriately to deal with these. Senior officers investigate complaints effectively and thoroughly. As a result, trainees are safe and are confident in raising concerns when they arise.

Senior officers and staff plan most courses sensibly to help trainees build their skills and knowledge over time. Aircraft engineer trainees first learn about science, mathematics and mechanical principles. They then learn how to use tools such as tension meters and torque wrenches to help them complete maintenance tasks such as reducing vibration on Gazelle and Lynx helicopters. Tasks become increasingly challenging and complex as courses progress. This helps prepare trainees well for practical assessment and their future roles.

Trainers are experienced and knowledgeable. They use their skills well to make training relevant and interesting. They use a range of well-considered activities, such as group work, realistic scenarios and practical fault-finding to help trainees consolidate and recall their learning. Trainees on vehicle mechanic courses complete valuable research tasks. For example, they research the suitability of materials such as silicon nitride. They then describe its use for welding, its high temperature tolerance and ability to retain its strength after being heated.

Trainers make good use of a range of assessment strategies to check trainees’ understanding. They use effective questioning and practical assessment to check trainees’ competence. For example, aeronautical instructors plan activities such as replacing small, damaged panels on aircraft. Trainees cut and shape new panels and use rivet guns to remove and replace the old panels successfully. This demonstrates their competence in using tools and their accuracy and skills in maintenance tasks.

Senior officers ensure that trainees receive the academic support they need. Learning support staff work effectively with phase 1 training establishments to understand trainees’ needs when they arrive at DSEME. They provide trainees with laptops to access the well-developed online resources, such as text to speech. Trainers provide trainees with helpful additional one-to-one sessions. They make sure that the appropriate examination arrangements are in place for trainees who are entitled to extra time. Trainees with additional learning needs reach the same level of achievement as their peers.

Trainees benefit from excellent practical resources to practise and apply their learning. Much of the equipment they use is highly technical and reflects what they will use in their future job roles. For example, trainees work on a range of distinct types of helicopters, tanks and land vehicles. When trainees work on individual engines, they benefit from the use of overhead cameras so they and their trainers can see clearly what they are doing.

Trainees have access to a good range of facilities to support them in their daily lives. These include enough laundry and washing facilities, a range of catering outlets, and pleasant social areas such as the bar and the welfare centre.

The medical centre is suitably equipped. Staff prioritise urgent care and care for trainees who will be deployed, to manage staff resources effectively. Staff in the high-quality dental centre have the capacity to cope with referrals and function as a surgical centre for 2 other units. Trainees can make appointments and receive treatment quickly.

Senior officers accommodate and support trainees who are under 18 and female trainees appropriately. They have appropriate safeguarding policies and procedures in place, including safe recruitment checks. Female accommodation floors are covered by CCTV. Staff make frequent checks on trainees under the age of 18 to make sure they are in their accommodation at an appropriate time.

Senior officers and DSEME staff have sufficient oversight of the strengths and areas for improvement of the schools and the establishment as a whole. They use a range of activities and information, such as assurance visits to training and trainees’ feedback, to evaluate the training, care and welfare. This informs their improvement plans. DSEME staff frequently monitor the progress of actions with senior officers of the schools.

What does the establishment need to do better?

Since the previous inspection, the overall quality of the accommodation has declined in a few blocks. These blocks have damp and mould, particularly in the showers and bathrooms. Senior officers have put in place effective alternatives, using good-quality temporary facilities, and have secured funding for significant refurbishment. However, for a significant minority of trainees, the accommodation and shower facilities are not good enough.

Senior officers and staff do not ensure that all trainees on holdover benefit from a well-planned and structured programme of meaningful activities and support. As a result, too many trainees who have been on holdover for lengthy periods complete mundane and inappropriate tasks.

Senior officers and staff do not provide all female trainees with uniform and equipment that fits them correctly. For example, the rucksacks that females use are often too big. As a result, some female trainees are potentially at more risk of injury than trainees who have properly fitting equipment.

On occasion, in mechanical engineering courses, trainees find the volume and pace of their learning overwhelming. This is because the content is complex and often taught in a limited amount of time. As a result, some trainees find it difficult to retain and recall their learning.

Ofsted’s terms of reference

Ofsted will:

• carry out an annually agreed programme of activity, which may include inspections, surveys, reports and training, and which satisfies the requirements of the 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 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 the inspection programme
• provide a lead MoD inspector to liaise with TSLD to manage the relationship in order 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:

• 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 continuing professional development activity in order to support the lifelong learning agenda and skills development in the MoD

Inspection dates

Establishment/unit	Dates of inspection
RACTR	25 to 26 September 2024
ATC(P)	8 to 10 October 2024
ITC(C)	30 October to 1 November 2024
DITG(C)	13 to 14 November 2024
Minley	27 to 28 November 2024
HMS Drake	4 to 5 December 2024
DEMS – MoD Kineton	12 to 13 February 2025
HMS Sultan	18 to 20 February 2025
RAF Honington	4 to 5 March 2025
MoD Lyneham	18 to 20 March 2025

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	Key judgements from inspections this year [1]	Previous inspection outcomes (inspection date)  – If inspected post-September 2020 under current handbook [2]	Previous inspection outcomes (inspection date) – If inspected pre-September 2020 under previous handbook [3]
RACTR	2,2,2,3,2	2,2,2,2,2 (October 2020)
ATC(P)	2,2,2,2,2	2,2,2,2,2 (May 2022)
ITC(C)	1,1,1,2,1	2,1,2,2,1 (March 2022)
DITG(C)	3,2,2,3,3		2,2,2 (January 2020)
Minley	2,2,2,1,2	2,2,2,2,2 (December 2021)
HMS Drake	2,2,2,1,2	First inspection
MoD Kineton – DEMS	2,2,2,3,2	First inspection
HMS Sultan	2,2,2,3,2	First inspection
RAF Honington	2,2,2,2,2	2,2,2,2,2 (April 2021)
MoD Lyneham – DSEME	2,2,2,2,2		2,2,2 (October 2018)

<sup>[1] Key judgements from inspections this year: 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

[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 (previous handbook): A. Outcomes for recruits and trainers, B. Quality of welfare and duty of care, C. Effectiveness of leadership and management</sup>

1. Trainees 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 those for ATs. ↩