Research and analysis

Welfare and duty of care in Armed Forces initial training 2025 to 2026

Updated 22 September 2026

Applies to England

Ministerial foreword

The primary duty of the UK government is the defence and safety of the British people. This government has laid down significant investment in UK Defence as it responds to an increasingly challenging global environment. At the heart of that response is our people, and as we develop their skills to meet the growing threats we face, we must also ensure that we care for their welfare from initial entry into the Armed Forces and on throughout their careers. Ofsted’s continued support in providing independent assurance of the care and welfare of Armed Forces initial training ensures that we maintain the highest standards in support of our trainees.

I am delighted to see such a positive report. The quality of results demonstrates the effort and dedication that goes into supporting our trainees’ care and welfare, with all 10 regular training establishments achieving a good or outstanding overall inspection grade. This highlights the commitment across the Services to creating a culture that values care and welfare appropriately. Most establishments improved their results from previous inspections, which shows that unit establishments strive for excellence through robust continuous improvement, enabling the Armed Forces to deliver world class training that helps deliver warfighting readiness and keep our nation secure.

However, Ofsted has also highlighted that there needs to be further work to improve in certain areas. In particular, infrastructure and accommodation have, again, been found wanting and it is vital that this issue is addressed coherently, with plans in place for how we will improve the Defence Training Estate. Whilst progress on infrastructure and accommodation is being made, the impact on trainees and on the staff can be significant, undermining the outcomes we strive to deliver for our people. It is a priority for this government to improve the standard of accommodation for our people and we will face these challenges head on.

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.

Calvin Bailey MBE

Minister for Veterans and People

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

This is Ofsted’s eighteenth annual report on the effectiveness of care and welfare arrangements for recruits, trainees and officer cadets in Armed Forces initial training. This is my third report as His Majesty’s Chief Inspector. I would like to recognise the hard work and commitment to providing high-quality care and welfare support for trainees from all the Ministry of Defence (MoD) staff and thank them for their cooperation with our inspection activities.

This year, inspectors visited 10 Regular training establishments. They also reviewed training in the University Royal Naval Units (URNUs) at the request of the MoD, visiting 6 university units and headquarters staff at Britannia Royal Naval College in Dartmouth as part of a single, graded inspection.

During this year, 4 establishments were judged as outstanding. The excellent training, care and welfare at Army Foundation College in Harrogate (AFC(H)), Defence Fire Training Unit (DFTU), Royal Marines School of Music and Royal Military School of Music (RMSoM and RMSM) and Commando Training Centre Royal Marines (CTCRM) showed the clear commitment of staff to preparing trainees to be skilled members of the Armed Forces. Six establishments were graded good for overall effectiveness and for most key judgements, including Defence Medical Academy (DMA), which had made suitable improvements since being graded as requires improvement at their previous inspection. One establishment, the URNU, was judged overall as requires improvement.

In all establishments, trainees and officers under training received outstanding or good training, care and welfare support and personal and professional development. Consequently, trainee soldiers, sailors and aviators gained the knowledge, skills, confidence and resilience to be well prepared for their careers in the Armed Forces.

While there is much to celebrate, for the fifth year in a row, inspectors still found instances where female and smaller trainees did not have suitable clothing or equipment that fitted them correctly. They were ‘making do’ with what was available. These trainees are keen to represent their services professionally and perform at their best, and it is frustrating for them to be limited by lack of suitable kit. It is disappointing that this longstanding problem has still not been remedied.

Similarly, poor infrastructure remains a problem across too many of the establishments inspected this year. Where recent refurbishments and repairs had taken place, this had had a positive impact on trainees, but ongoing issues frustrate trainees and disrupt their routines. While the MoD has developed plans to improve many of the training facilities, there remains work to do to provide consistently good accommodation and reliable facilities for trainees.

At a few establishments, trainees spent too long waiting to rejoin training or for courses to start. Those in holdover between training phases or on pauses during training courses were not given productive enough activities. Trainees had concerns about maintaining their newly learned skills during this time and this affected their morale.

Overall, commanding officers and teams deserve much credit for such successful inspection outcomes this year. Across establishments, there is a clear commitment to providing high-quality care and welfare support. I urge senior colleagues in the MoD and across government to enable the swift improvements in infrastructure that are needed to improve the experience of staff and trainees, and to ensure all trainees have access to appropriate kit. I also encourage commanding officers to ensure that full use is made of trainees’ time when they cannot take part in planned training so that they continue to make progress and can quickly return to training.

Sir Martyn Oliver

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

Background     

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

At the MoD’s request, there were no inspections of Reserve training this year.

Phase 1 training provides a general introduction to military life and gives new trainees essential military skills and knowledge, while phase 2 covers the specialist 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 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 trainees during initial training in the Armed Forces

Inspections and visits carried out during 2025/26

This report draws on evidence from 10 inspections of initial training establishments for Regular service personnel and 1 combined inspection of 6 University Royal Naval Units (URNUs) and their headquarters.

Of the 10 Regular training establishments inspected during 2025/26:

• 2 provided phase 2 training for Royal Navy personnel ratings and officers: the Maritime Warfare School at HMS Collingwood, and at Royal Navy Air Station (RNAS) in Yeovilton, Somerset

• 2 provided phase 2 training for RAF personnel and officers: Defence Fire Training Unit (DFTU) at the Fire Service College (FSC) in Moreton-in-Marsh in Gloucestershire and 3 schools across RAF Cosford

• 1 provided phase 1 training for RAF personnel: The Aviator Training Academy (AvTA) at RAF Halton

• 1 provided phase 1 training for the Royal Marines trainees and officers: Commando Training Centre Royal Marines (CTCRM) in Lympstone, Devon

• 1 provided phase 1 training for junior Army personnel: Army Foundation College in Harrogate (AFC(H))

• 1 provided phase 2 training for Marines and Army: Royal Marines School of Music and Royal Military School of Music (RMSoM and RMSM) in Portsmouth

• 1 provided phase 2 training for Army, RAF and Royal Navy personnel: Defence Medical Academy (DMA), which operates across 3 sites – the DMA at Whittington Barracks, Birmingham City University, and the Defence Medical Rehabilitation Centre, Stanford Hall

• 1 provided phase 2 training for Army, RAF and Royal Navy personnel and officers: Defence School of Logistics and Administration (DSLA), at Worthy Down in Hampshire, RAF Brize Norton, or Marchwood

In addition, we inspected the following URNUs, training officer cadets under the command of Britannia Royal Naval College:

• URNU Birmingham, HMS Forward
• URNU London, HMS President
• URNU Manchester, University Barracks
• URNU Solent, HMS King Alfred
• URNU Wales, HMS Cambria
• URNU Yorkshire, HMS Ceres

How we carried out our inspections

We used the MoD inspection handbook (2023) to carry out these inspections. This aligns closely with Ofsted’s education inspection framework (2019) but has been adapted for inspections of Armed Forces initial training. The framework for inspecting initial training for the Armed Forces, with reference to care and welfare, will be refreshed in September 2027 in line with the principles of Ofsted’s renewed education inspection framework.

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 number of trainees on site or attending courses.

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

• quality of training and support
• personal and professional development of trainees
• quality of facilities, infrastructure and resources
• effectiveness of leadership and management

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

Inspectors used Ofsted’s 4-point judgement scale of:

• outstanding
• good
• requires improvement
• inadequate

Recommendations for improvement

• Improve trainees’ accommodation by making sure defects are repaired swiftly. Make appropriate improvements to accommodation and infrastructure across establishments. Where there are already plans in place, carry these out as quickly as possible.

• Provide trainees in holdover or on unprogrammed time with the support they need to return to or join training as quickly as possible. Ensure trainees in holdover or on unprogrammed time are communicated with clearly and allocated meaningful activities and a broad range of development opportunities to maintain their skills.

• Provide correctly fitting kit for all trainees, particularly for female trainees and those with a smaller frame.

• Strengthen commanders’ use of data to understand clearly and precisely the progress and performance of trainees from different backgrounds and experience, and trainees from disadvantaged groups.

• Use the information captured about trainees in phase 1 training to inform their starting points in phase 2 training.

• Where there are multiple units, schools or services at a single site, analyse information and evaluate the overall quality of provision to identify key strengths and weaknesses.

• Provide trainees with routine access to high-quality food provision, particularly evening and weekend meals, and provide opportunities and the facilities for trainees to prepare food themselves.

• Ensure that trainees consistently have a sound understanding of how to keep themselves safe from the dangers of radicalisation and extremism so that they understand the specific dangers those with extremist views pose to their job roles.

Summary findings   

Quality of training and support

Four establishments were judged outstanding for the excellent quality of their training and support for trainees: CTCRM, DFTU, AFC(H) and RMSoM and RMSM. All other establishments inspected during 2025/26 were graded good for the quality of training and support.

Quality of care and welfare support

Welfare, pastoral care and trainees’ wellbeing remain high priorities across all establishments. The strong support in these areas is often underpinned by well-established support networks of staff who are clear about their roles and responsibilities. Trainees benefit from joined-up welfare systems in which chains of command, trainers and civilian staff work closely together to provide seamless support, particularly for younger trainees. These networks ensure that trainees know who to approach and how to access help, and feel confident that concerns will be acted on promptly.

Consistently across different establishments, we found that staff maintain close oversight of trainees’ welfare and progress, identify concerns early, and draw effectively on internal and external support networks to ensure trainees remain safe and are able to succeed throughout training. Staff responsible for the welfare of trainees follow clear procedures for escalating and monitoring risk. For example, they hold frequent meetings to review trainees’ progress and intervene with timely support. Staff are vigilant and keep parents and carers of trainees aged under 18 updated with trainees’ progress. At AFC(H), staff make trainees aware of the breadth of support available to them from section commanders, platoon staff, welfare teams, the padres, and medical services. At DSLA, the range of welfare facilities and activities available help trainees build supportive friendships. At DMA, staff carry out weekly welfare checks and keep in frequent contact with trainees who are suffering from poor mental health. At DFTU, staff check trainees are fit and well to take part in activities and give advice to trainees to help reduce anxiety when working in enclosed spaces.

Preparation for next stage of training or deployment

Staff prepare trainees well for their next stage of training or job roles. During phase 1 training at AFC(H), trainees learn navigation and combat manoeuvres that they apply across varied terrain. At RNAS Yeovilton, trainees learn to fly and maintain helicopters and control air traffic. In phase 2 training at DFTU, trainees learn how to use thermal imaging cameras and breathing apparatus. At HMS Collingwood, trainees apply their new knowledge about radar modulation and the electromagnetic spectrum when training on state-of-the-art bridge simulators so they know how these apply when aboard a ship.

Officers and trainers design and review the content of curriculums effectively to make sure trainees are prepared for their training and next steps. They recognise where trainees may need additional training before starting their course. For example, at RAF Halton, commanders have designed a 4-week pre-conditioning programme to improve prospective trainees’ fitness. Staff use insight from warfare to include activities that will prepare trainees to deal with situations they will face once deployed. For example, at DMA, leaders spend more time teaching trainees to treat head injuries due to an increase in this among frontline troops in Ukraine. The model of fixed mastery variable time training was very effective at RMSoM and RMSM in ensuring trainees could practise sufficiently to perform to the exacting military standards of musicianship.

Expertise of staff

In recent years, we have consistently reported on the high levels of expertise and experience that trainers have, and how effectively they share their knowledge with trainees. Trainees value highly that trainers have been through the training themselves and provide professional insight when they teach topics. They appreciate that trainers recognise trainees may need to apply their new knowledge under circumstances of intense pressure. At RMSoM and RMSM, instructors teach with clarity and precision and use their experience of musical performance to alleviate trainees’ performance anxieties. At AFC(H), trainers use their professional experience to provide clear, authoritative instruction. They communicate expectations with clarity and precision and place a strong emphasis on safety, particularly during weapon-handling and field-training exercises. Trainees at CTCRM gain valuable knowledge from experienced retired Royal Marines, who work alongside trainees as mentors throughout their initial training, providing highly valuable support and insight.

Quality of training and assessment

Trainers use a range of effective teaching techniques such as modelling how to complete a task and giving useful demonstrations using high-quality resources. At RAF Cosford, instructors use demonstrations to teach trainees how to attach hydraulic hoses to landing gear assembly. At DSLA, mariner trainees follow comprehensive step-by-step visual guides when learning complex knots, which they use to practise their skills and develop their precision. This structured approach ensures trainees develop competence in their specialist skills.

Trainees are given several opportunities to practise, get feedback on, and hone their new skills. During practical tasks at RNAS Yeovilton, trainers and supervisors give clear instructions and closely oversee trainees as they manoeuvre Merlin helicopters, maintaining a clear focus on communication, health and safety, and effective teamwork. At RAF Cosford, trainees use high-quality simulators to introduce and fix virtual faults before working on decommissioned fighter jets such as Hawks, Jaguars and Tornados. At DFTU, trainers give trainees support, encouragement and developmental feedback that helps them improve their skills to manoeuvre while blindfolded. At RMSoM and RMSM, trainees perform at weekly recitals. This is a safe space where they perform challenging pieces and can make mistakes and learn from them. During one-to-one training, staff provide trainees with immediate feedback. Across establishments, trainers use questioning skilfully to check trainees’ progress; for example, at DMA, trainers check that trainees make the right decisions on how to prevent and treat injuries related to extreme heat or cold. At AFC(H), trainers encourage junior soldiers to reflect on their learning and frequently use questioning, recall activities and repetition to reinforce key knowledge. Where any trainees struggle to reach the required standard or do not pass assessments, trainers provide the additional support and guidance they need to pass on their next attempt.

There is inconsistency in how well units use information about trainees gathered from phase 1 training to inform phase 2 training. For example, in phase 2 training at RMSoM and RMSM, staff use information from phase 1 assessments and induction to identify and put in place the help that trainees need to succeed. However, at RAF Cosford, staff did not consider enough the information about trainees’ development during phase 1 training, or sufficiently account for trainees who have significant experience or knowledge when they arrive. This meant a few trainees had to wait for others to complete work and did not make progress as quickly as they could have.

Support for trainees who have additional needs

Inspectors found that, across establishments where trainees required additional support, learning support staff arranged for additional time, study sessions or resources to make progress. At RAF Cosford, staff assessed trainees’ needs, created individual learning plans with trainees and shared the plans with instructors so that trainees could get effective support.

Support for trainees in holdover and on unprogrammed time

There were inconsistencies in the quality of training for trainees either in holdover or unprogrammed time. In better examples, such as RAF Halton, AFC(H) and CTCRM, staff plan activities for trainees to continue to develop their military knowledge and fitness, preparing them well to return quickly to their training. At RAF Halton, those progressing to pharmacy training have useful placements in the medical centre. At RAF Cosford, officers align their intakes effectively with when phase 1 establishments finish their courses so that trainees are not kept in holdover unnecessarily. However, at DSLA and HMS Collingwood, courses do not start frequently enough, which means that, despite staff efforts to secure meaningful activities, trainees do not complete a broad enough range of these activities. At AFC(H), too many junior soldiers were waiting for medical clearance before progressing to their phase 2 training. At DSLA, a few trainees repeat the same lessons and activities and at HMS Collingwood the activities that trainees take part in often do not align with their career aspirations. At RNAS Yeovilton, while trainees’ experience in holdover is developmental, air crew trainees worry that their new skills in flying will fade over time.

Achievement and progression

Across establishments, trainees’ achievement and progression remain consistently high. At RAF Halton, well‑structured and effective physical training ensures that almost all trainees meet final fitness standards. At RMSoM and RMSM, AFC(H) and HMS Collingwood trainees continue to achieve high first‑time pass rates, reflecting high‑quality instruction and support. At the DMA, trainees, including those studying for degrees, achieve excellent outcomes, with many passing assessments on their first attempt. The DFTU prepares firefighters to an exceptionally high professional standard, enabling most graduates to pass their courses and deploy immediately into operational roles. DSLA has very high achievement rates, underpinned by comprehensive training and welfare provision. Across the services, RNAS Yeovilton trainees are well prepared for future careers, with consistently high course completion rates supporting effective progression. At CTCRM, the proportion of trainees passing the training has increased, and those who do not pass are supported to move into alternative roles in the Royal Navy.

Development of trainees’ English and mathematics

Inspectors reported positively in most instances about the quality of training to help trainees improve their mathematics and English and achieve functional skills qualifications. In mathematics at RAF Halton, trainees complete calculations to work out the impact of wind speed on a bullet’s trajectory. However, further work is needed to help trainees at HMS Collingwood achieve the functional skills qualification in mathematics.

Personal and professional development

Four establishments were judged outstanding for the exceptional quality of personal and professional development of trainees: CTCRM, DFTU, AFC(H), and RMSoM and RMSM. All other establishments inspected during 2025/26 were graded good for the personal and professional development of trainees. Some of the key aspects of the outstanding provision related to trainees’ growth in self-awareness, discipline, confidence and resilience.

Across all services and establishments, trainees continue to tell inspectors how proud they are to be in training and about the extensive opportunities that are available to them. Trainees consistently develop their character and confidence. Trainees are very proud to represent their service and adhere to military standards. At RMSoM and RMSM, trainees value the opportunity to perform at significant ceremonial events.

Developing the qualities and values to flourish in the Armed Forces

Inspectors heard from trainees at AFC(H) that they have a transformational experience. Many junior soldiers say they are almost unrecognisable from the young people they were when they first arrived. Throughout their training, trainees develop their military values. This helps them become more responsible members of society, both on the base and in the wider community. Trainees across establishments are respectful towards each other and to staff, both in and outside the chain of command. They maintain high levels of professionalism. Across establishments and services, senior officers and staff have created positive cultures where trainees support each other and feel cared for. At AFC(H), the strong sense of camaraderie in platoons helps new junior soldiers make friends quickly. At DFTU, trainees are taught to look after themselves and each other.

Positive and respectful culture

Staff promote positive cultures of tolerance and respect. At DFTU, trainees have a thorough understanding of equality, diversity and inclusion. They know the importance of not discriminating against or bullying people, and report that such behaviour would not be tolerated. The emphasis staff place on respect and inclusion helps trainees thrive in a positive environment where they feel safe and well supported. At RMSoM and RMSM, senior officers train staff to provide support tailored to meet the needs of female, lesbian, gay, bisexual and transgender trainees. At AFC(H), female trainees report that staff and their peers treat them fairly and respectfully.

Commanders and staff consistently demonstrate a zero-tolerance approach to bullying and harassment. At RAF Halton, staff teaching the phase 1 training course place a strong emphasis on what constitutes unacceptable sexual behaviours. Alongside classroom input, trainees participate in well-managed ‘courageous conversations’, overseen by welfare staff. These are designed to challenge preconceptions that trainees may have. At DSLA, senior officers set and reinforce high expectations with staff, ensuring standards of behaviour and discipline are consistently upheld through routines and fair treatment. At HMS Collingwood and RNAS Yeovilton, trainees have not experienced any incidents of bullying or harassment but are confident to report any incidents if they should experience or witness any inappropriate behaviour. They are confident staff would take their concerns seriously and deal with them promptly. At HMS Collingwood, officers deal with the very few instances of inappropriate language quickly.

Trainees feeling safe from harm, abuse and unfair treatment

Commanders make sure that trainees know how to stay safe. Trainees know not to wear their uniform off the base. They know about local places of concern and places to avoid to help keep them safe.

In all the establishments inspected, commanding officers have established a positive and supportive culture where bullying, harassment and discrimination are not tolerated. At AFC(H), commanders and staff support expectations of behaviour set by the commanding officer, including zero tolerance of bullying, harassment and discrimination.

Across all establishments, trainees feel well cared for and safe. Trainees across units say that they know how to report any concerns. They are confident to disclose any concerns to staff, including the welfare team and those in their chain of command. They know any concerns will be taken seriously and are assured staff would resolve them appropriately.

Keeping trainees safe from the risks of radicalisation and extremism

At DMA, RMSoM and RMSM, DFTU, RAF Cosford and AFC(H), staff make sure trainees understand, and receive frequent updates about, the dangers of radicalisation and extremism. At RAF Halton, trainees receive briefings from members of the military police about local risks and how to keep themselves safe when they are off the base. In most instances, trainees understand the risks associated with extremism and radicalisation. At CTCRM, staff extend training on radicalisation and extremism to include cybersecurity threats. However, staff do not revisit these topics frequently enough during trainees’ time in training. As a result, trainees, in particular young officers, have an inconsistent understanding of the importance of these topics. At HMS Collingwood, although trainees are mostly able to recall what they were told at their phase 1 training about the dangers of extremism, they receive very limited further information about this topic at phase 2. Consequently, too many trainees do not have a good enough understanding of the local risks and are unable to explain how these dangers relate to their current job roles.

Developing trainees’ confidence, resilience and teamwork skills

Trainees take part in many and varied opportunities to develop their resilience, confidence, teamwork and independence. At AFC(H), trainees grow more confident to speak with senior officers and to present information to groups of their peers. A group of junior soldiers planned, organised and completed an ultra-marathon, carrying weighted packs, after being inspired by a staff member. The strength of character they develop early in their training gives them the motivation and determination to succeed. At RMSoM and RMSM, staff provide mental resilience training to help trainees deal with performance anxiety when playing at ceremonial events. Trainees gain a wide range of awards and prizes to recognise their achievements in training.

At AFC(H), RAF Halton and RNAS Yeovilton, trainees enhance their leadership and teamwork skills through adventurous training and take part in activities such as caving, mountain biking, high-ropes courses and abseiling. At RNAS Yeovilton, for example, pilot trainees complete ‘survive, evade, resist, escape’ training, building up to a ‘live off the land for a week’ assignment. At RAF Cosford, trainees can take part in a wide range of sports clubs and performing arts activities.

Preparation for next steps

Commanders and staff prepare trainees very well for their next stage of development, whether that is phase 2 training or taking on their first job role. At RAF Cosford, trainees attend job fairs and meet staff from their next posting well in advance so they know what to expect when they are posted. At DMA, staff consistently reinforce military expectations and standards and makes sure trainees meet the professional healthcare requirements for their roles. At DSLA, trainees develop the skills required to produce high-quality food products while following safe working practices.

Quality of facilities, infrastructure and resources

Two establishments (AFC(H) and DFTU) were judged outstanding for the excellent quality of facilities infrastructure and resources. The remaining 9 establishments were graded good, with RAF Halton and DMA improving from requires improvement at their previous inspection to good. Generally, the standard of facilities has improved, but there is more work to do to get them to the highest standard. Many establishments have recently started renovations or have plans for improvements.

Quality of accommodation and infrastructure

At RAF Cosford, staff need to continue with their plans to implement a detailed work programme scheduled over the next 12 years to consistently bring accommodation up to the required standard. At HMS Collingwood, staff need to continue with the necessary improvements. At RAF Halton, trainees live in accommodation that is fit for purpose, but leaders need to speed up the improvements being made to accommodation blocks to cater for the planned growth in the number of trainees. At RMSoM and RMSM, staff need to identify the full range and extent of problems with accommodation and then carry out the improvements because, in warmer weather, practice rooms, the concert hall and rest areas become unbearably hot. At CTCRM, several of the accommodation blocks housing trainees are starting to look tired and worn. At HMS Collingwood, some of the accommodation facilities are reaching the end of their serviceable life.

DFTU and AFC(H) provided high-quality accommodation for trainees, with ample storage space, heating and washing facilities that are clean and well-maintained, exceeding the expectations of the junior soldiers at AFC(H). At DFTU, there are productive links with the team at their service provider that own and operate the FSC at which DFTU is located. They use these links to make sure that trainees are provided with excellent accommodation.

Ongoing problems remain in a few establishments where the time taken for repairs to be carried out is too long. At RAF Halton and RMSoM and RMSM, when trainees and staff report defects, breakages and failures in aspects of trainees’ living accommodation, they often have to find and use alternative solutions, which is frustrating when they have demanding schedules. However, this was better at HMS Collingwood where an on-site ‘handyman’ swiftly carries out minor repairs around the accommodation blocks. This helps to improve trainees’ lived experience substantially.

Across most establishments, commanding officers know where improvements are needed. At RAF Halton, commanders recognise that, while they have refurbished many aspects of trainees’ accommodation, more work is urgently required to bring facilities in all blocks up to this high standard. At RMSoM and RMSM, officers from each individual school gather feedback from trainees and use this to inform improvements. However, infrastructure failings are not consistently recorded and recognised when they affect both schools. Consequently, they are not resolved as quickly as they could be.

In most instances, trainees have access to reliable heating, plentiful hot water and adequate laundry facilities. Facilities were mostly clean and well-maintained. Trainees have suitable secure storage for their uniforms and equipment.

Quality of social spaces

Across establishments, trainees have suitable social spaces where they can relax with their peers after often challenging days of training. At DMA, the communal kitchen and relaxation areas in trainees’ accommodation are well maintained and clean. Trainees have suitable space to relax and meet with peers. Most trainees take pride in their living spaces. At DFTU, trainees use extensive social facilities, both in the accommodation block and the common room in the main building, to relax and unwind after the rigours of training days. At HMS Collingwood, male and female trainees are accommodated separately, affording them the privacy they need. At RNAS Yeovilton, trainees have space to socialise together in other areas of the base that have recently been refurbished by the TV programme BBC Design Masters. The kitchens have a range of appliances for trainees to store and prepare their own food. At AFC(H), female trainees live in high-quality, separate and secure accommodation, where they feel safe but not isolated.

Quality and provision of food

Overall, access to food and catering is variable across establishments. It is better at AFC(H), DMA, DFTU, RAF Halton and RAF Cosford, where senior officers and catering staff ensure that trainees have access to a wide range of good-quality food. Trainees are given a well-balanced diet and sufficient daily amounts of food to ensure they have enough energy for all their activities. Food choices cover a range of dietary requirements. Staff support trainees to observe their religious beliefs, such as through changing mealtimes for those observing Ramadan. Most trainees report that meals are both tasty and affordable. Useful nutritional information is readily available. This enables trainees to make informed choices about what they eat.

For trainees who prefer to cater for themselves, there is a good range of facilities available. At RAF Cosford, trainees have access to a good range of food options and a few trainees have access to kitchen areas in their accommodation.

At RMSoM and RMSM, trainees have a limited choice of places to eat. Most trainees eat in the galley, where there are long queues and the quality of food is variable. Portion sizes and availability of meals vary according to the time of day and day of the week. Trainees do not have facilities to prepare and cook their own food. At CTCRM, catering staff provide trainees with a range of food; however, depending on when trainees arrive for meals, the choice can be limited. At HMS Collingwood, trainees who eat in the junior rates mess find that the quality and range of food in the evenings and at weekends is lower than during weekdays. The range of food trainees can prepare for themselves in the kitchens in their accommodation is limited.

Access to suitable kit

Leaders have still not made sure that suitable kit is always accessible for trainees at DMA, RAF Halton and AFC(H). This is particularly a problem for smaller trainees, female trainees and those who experience changes in their physique. At CTCRM, kit is available in smaller sizes, but trainees are not made to feel welcome enough if they need to return kit for a better size. Instead, they ‘make do’ with ill-fitting kit. At RAF Halton, not all trainees are provided with a standard-issue water bottle for field exercises. As a result, they use plastic bottles, which are not durable enough for field conditions.

Quality of facilities and resources

We consistently found that trainees had suitable access to a range of high-quality fitness facilities. At AFC(H), these include the assault courses, sports pitches, fitness suite, sports hall and an impressive indoor swimming pool. Junior soldiers use these resources often during their well-planned physical training (PT) and evening sports sessions. At CTCRM, helpful and approachable PT staff maintain the gymnasium and swimming pool well. At DMA, trainees have access to a wide range of sports facilities and a fully equipped gym where qualified staff help them maintain their physical fitness. At DSLA, trainees enjoy using the extensive sports provision, which includes a gymnasium, sports hall, climbing wall and boxing ring, as well as squash courts. At HMS Collingwood, trainees use a wide range of modern and well-maintained fitness, physical training and sports facilities that they can access outside of working hours, which is essential for those who work shifts or have irregular work patterns.

Access to medical and dental facilities

Across the different establishments inspected, trainees have very good access to medical and dental facilities, as well as effective support to help recover from injury. At CTCRM, trainees have access to medical and dental facilities that are beyond what we usually see in military establishments. At RAF Halton, dental facilities have recently been refurbished to a high standard. At DMA and DSLA, same-day urgent appointments are available, helping trainees maintain good health and minimising the disruption to training. At RMSoM and RMSM, trainees’ access to medical and dental services is very good. However, they can wait up to 6 months for a follow-up appointment for mental health problems after a treatment plan has been put in place. Staff mitigate this very well and trainees continue to make good progress.

At the URNUs, the time taken for both staff and officer cadets to complete medical assessments still varies substantially and frequently takes too long. Too many officer cadets wait for extended periods before they can take part fully in physical training and adventurous activities. These delays can disrupt training and reduce participation and motivation.

Effectiveness of leadership and management

Four establishments were judged outstanding for the effectiveness of leadership and management. Six were graded as good. Leadership and management of the URNUs was judged as requires improvement.

Commanding officer expectations

Commanders across all establishments have a clear vision for providing high-quality care and welfare support to trainees. They set high expectations for staff to safeguard trainees through supervisory care directives. Across establishments, senior officers consider very carefully the risks trainees may face, such as self-harm, homesickness, peer pressure and online safety, and take the right steps to mitigate these. They make sure that their policies and procedures are comprehensive and that they are appropriate for under-18-year-olds.

Staff structures to care for trainees

Commanding officers make sure suitable staff, systems and processes are in place to provide high-quality care for trainees. They make sure staff act quickly to resolve concerns about a range of matters that may arise. At RAF Halton, staff at the AvTA team, the service discipline and the personnel support team work closely together to manage and escalate welfare and discipline risks. Senior officers take appropriate action to make improvements. For example, at DMA, senior officers have rectified the areas for improvement since the previous inspection. A culture of improvement and a strong focus on quality, consistency and trainee welfare pervades the establishment. At HMS Collingwood, there is an ongoing, open and honest dialogue with staff at all levels about what can be done to further enhance the lives of those who live and work there.

Staff expertise and training

Across establishments, staff in training and welfare teams are suitably trained. For example, at DMA, leaders provide training for staff to improve their teaching skills and assessment techniques. They share best practice effectively between other tri-service establishments.

In most establishments, there were sufficient staff in place to provide high-quality training and support. Where there were staff vacancies, there were suitable mitigations in place to cover these gapped posts. However, at RNAS Yeovilton at the time of the inspection, there was no military PT instructor available to lead timetabled PT sessions. While trainees were still provided with time and suggestions for physical activities they could complete, they were not benefitting from the expertise of a qualified military PT instructor. At RAF Cosford, senior officers used staff effectively to cover any gapped posts, prioritising the duty of care for trainees.

Effectiveness of oversight and evaluation to make improvements

Across nearly all establishments, leaders gather useful information from trainees and from quality assurance activities to gain a broad understanding of the strengths and areas for improvement relating to care, welfare and training. At AFC(H), commanders use a range of quality assurance activities (which include effective support and challenge from the independent advisory panel, and frequent feedback from focus groups and trainees’ survey results) to inform their self-assessment. At RAF Halton, commanders use detailed analysis of trainees’ survey results to inform their self-assessment and improvement planning.

However, there are instances where senior officers do not consistently use information effectively. At CTCRM, staff in command wing do not collect information on trainees’ experience as frequently as at commando training wing. Consequently, they are missing another source of information to assure themselves of the high standards they expect to achieve. At RMSoM and RMSM, issues affecting each school are recorded separately. The impact of issues across both schools is not fully recognised. Consequently, they are not resolved as quickly as they should be.

At the URNU HQ, senior commanders did not have consistently accurate oversight of quality assurance. They could not reliably monitor information about cadets to identify trends and patterns and units did not record welfare concerns and resulting actions consistently well. Trainers did not consistently have access to training and development to undertake their roles. In a few instances, staff would work across multiple roles or units to cover gapped posts.

Across a notable proportion of establishments, leaders could use data more effectively to monitor the performance of different groups of trainees. At DSLA, senior officers are yet to make full use of the data they gather on trainees’ experiences to inform improvements. While they analyse and act on the outcomes of end-of-course interviews, they do not explore fully the recruit trainee survey data to inform changes.

At DMA and RNAS Yeovilton, although leaders and trainers monitor the progress of individual trainees and provide extra help when a trainees falls behind, they do not currently analyse the achievement rates for different groups of trainees, such as those of a specific age, gender, learning need or ethnicity, to identify whether any groups perform less well than their peers.

Leaders use data more effectively at AFC(H), where commanders analyse the achievement rates of specific groups of trainees, such as those of the same ethnicity and gender, or with a specific learning difficulty. But this analysis does not take into account a broad enough range of factors that influence first-time pass rates.

At CTCRM, staff have developed sophisticated data analysis dashboards that provide officers with a single authoritative overview of trainees’ progress. This allows them to put interventions in place swiftly and identify trends. The innovative sleep and wellbeing monitoring system allows trainees to record their sleep patterns. This helps the training team to identify early any potential problems, such as continued lack of sleep, and put measures in place to mitigate these.

At RAF Cosford, senior officers gather information to make improvements. For example they identified the root causes of lower first-time pass rates and improved the sequencing of the curriculum.

Across establishments and services, senior officers accurately assess the quality of care and welfare that trainees receive. They formulate useful quality improvement plans and take appropriate action to make improvements. At DMA and RNAS Yeovilton, senior officers analyse information about why any trainees do not pass assessments and make changes to help them achieve at their next attempt.

However, at DMA, leaders’ quality improvement plans are too long, with overlapping and often confusing details. Leaders recognise that this is an area for development and have started to rationalise their plans, so they are more focused on identifying and prioritising key improvements.

At HMS Collingwood, senior officers have broadened their quality improvement plan to monitor matters raised by trainees. However, they do not identify any outcome measures. This limits their ability to evaluate whether the actions taken have resolved the concerns that trainees raise.

Unit reports (in date order)

Royal Marines School of Music and Royal Military School of Music

Royal Marines School of Music (RMSoM) is a lodger unit within the boundaries of HMS Nelson and HM Naval Base, Portsmouth. RMSoM shares a location with the Royal Military School of Music (RMSM).

RMSoM provides phase 2 and 3 music training. Only phase 2 musicians were within the scope of this inspection. All trainees arrive at phase 2 able to perform a musical instrument to a minimum standard. At the time of the inspection there were 49 phase 2 musicians, of whom 18 were female and one was aged under 18. RMSoM uses a training model known as fixed mastery variable time (FMVT). This is a training package lasting approximately 2 years that allows the school to vary the length of the course, depending on the individual’s ability.

RMSM trains phase 2 and 3 Army musicians. Only phase 2 musicians were within the scope of this inspection. At the time of the inspection, RMSM had 18 phase 2 trainees in training, of whom 7 were female and one was aged under 18. All trainees arrive at initial trade training able to perform a musical instrument to a minimum standard. RMSM also follows a FMVT training model. The training lasts from 4 months up to 2 years.

Recommendations

• Provide trainees with consistently high-quality meals or access to appropriate cooking facilities.
• Identify the improvements needed in infrastructure, facilities and resources so there is a clear overview of the actions that are needed to improve the experience of trainees at both schools and then carry out these improvements.

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

Trainees have access to an extensive support network of military and civilian staff, who manage their welfare and pastoral needs very well. Staff provide an excellent quality of welfare and care. Trainees make substantial progress due to high-quality peer and mentor support from house teams, house captains, a wing captain at RMSoM and senior trainees at RMSM. Officers and training staff at every level know their trainees extremely well. Trainees in both schools know what is expected of them. They uphold military values in all their activities, providing inspiration to colleagues and the general public. Trainees are proud of what they have learned and can now do. They develop musicality and learn to play new instruments. A highlight for many is to be able to march and play their instrument. They value the opportunity to represent their service at significant ceremonial events.

Trainees become exceptionally skilled musicians. Through the FMVT model, staff teach trainees at a pace that meets their individual needs. They give trainees the support and time to meet the very high standards and demands. For example, at RMSoM, trainees learn up to three different instruments. At both schools, staff provide bespoke welfare and training so that trainees consistently reach and achieve the exacting military, musicianship and personal standards demanded for the service.

Trainees feel safe and know how to stay safe. They know how to keep themselves safe in and around the establishment and online. Accommodation for trainees is secure and of a good standard. Access to welfare services, the chaplaincy and recreational facilities and sports teams/facilities enhance the welfare and duty of care on offer for trainees.

What does the establishment do well?

Staff at all levels prioritise the welfare of trainees. During monthly carers forums, a wide range of relevant staff maintain an accurate oversight of any issues and concerns about trainees. They intervene where needed to provide trainees with highly effective and timely support. Senior officers monitor the progress of trainees and keep parents and/or carers of trainees under the age of 18 up to date with any concerns while they are in training.

Staff audition potential trainees thoroughly to get the right trainees into training. They use information from phase 1 assessments and induction to identify and put in place the help that trainees need to succeed. Staff make sure that trainees learn the right instrument(s) for their abilities and that the training lasts as long as they need. Trainees with different levels of experience and competence get the right welfare and training package and achieve very highly.

Instructors, trainers and professors are revered for their skills and capabilities. They teach with clarity and precision, providing bespoke training and invaluable professional context. Staff use their experience of musical performance to alleviate trainees’ performance anxieties. Buglers nearing the end of their training talk about how much they have learned and their readiness for their next steps. Trainees perform at weekly recitals. This is a safe space where they perform challenging pieces and can make and learn from any mistakes. During one-to-one training, staff provide trainees with immediate feedback. They teach trainees to self-reflect and identify their own strengths and areas for improvement, as well as constructively critique others. Trainees make sustained progress throughout their training and are very well prepared for their final assessments. Pass rates have been and remain very high.

Trainees benefit from personal development opportunities, such as experienced bandsmen delivering masterclasses. Staff provide mental resilience training to help trainees deal with performance anxiety when playing on big occasions. Many trainees put their training into practice at concerts and ceremonial events. Trainees in both schools gain a wide range of awards and prizes to recognise their achievements in training.

Trainees recognise the importance of their health and fitness. They benefit from excellent sports facilities, both on camp and on the neighbouring camp. They take part in a range of activities, including adventure training and sports. Catering staff provide trainees with nutritional information, which helps them to make informed choices about healthy meals.

Trainees’ access to medical and dental services is very good. However, they can wait up to 6 months for a follow-up appointment for mental health after a treatment plan has been put together. Staff mitigate this very well and trainees continue to make good progress.  

Senior officers make sure staff working with trainees, including military and civilian staff, have appropriate training and checks in place to keep trainees safe. They train staff to better support female and LGBTQ+ trainees. They are rigorous in their oversight of the safety of all trainees, including those aged under 18. They make sure trainees understand and receive frequent updates on the dangers of radicalisation and extremism and their personal security. They know about local places of concern and places to avoid to help keep them safe.  

What does the establishment need to do better?

Trainees have a limited choice of places to eat. Many trainees eat in the galley, where there are lengthy queues and the quality of food is variable. Portion sizes and availability of meals vary according to the time of day and day of the week. Trainees do not have facilities to prepare and cook their own food.

Trainees report that in warmer weather, practice rooms, the concert hall and rest areas become unbearably hot. A few trainees said that paint in their practice cells was coming off the walls due to damp. When fixtures and fittings are reported for repair in trainees’ accommodation, it takes too long for these to be resolved.

Officers from each individual school gather feedback from trainees and use this to inform improvements. However, infrastructure issues are not consistently recorded and recognised when they affect both schools. Consequently, they are not resolved as quickly as possible.

Commando Training Centre Royal Marines

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

Potential candidates must pass a rigorous selection assessment, after which they complete 36 weeks of initial training at CTCRM. Trainees are aged between 16 and 33. Trainees who pass their course are awarded their coveted green beret as trained commandos. Trainees joining the Royal Marines Band also complete 10 weeks of phase 1 initial training at CTW before progressing to phase 2 training at the RM School of Music in Portsmouth. 

Around 50 trainees join CTW every 2 weeks and spend 2 weeks completing the recruit orientation phase (ROP) before completing a final exercise and fitness assessment, then moving on to individual skills and team training. Each training troop comprises an officer, a sergeant and a team of corporals who are responsible for most of the training. Approximately 60 potential officers start their training in September and complete a 15-month programme.

Hunter Company provides remedial training for trainees who need help to reach the required standard or need time to recover from injury. Just under three quarters of trainees will spend time in Hunter Company, understandably, due to the demanding nature of the course to become highly skilled commandos. Any trainee needing to achieve qualifications in English or mathematics is provided with effective support by Team Fisher.

During the week of the inspection, there were 961 RM trainees, 89 officers and 26 RM Band trainees on site, including 15 females. A very small number of trainees were under the age of 18.

Recommendations

• Ensure that staff provide an environment where trainees feel comfortable to ask for and get properly fitting uniforms and equipment.
• Ensure that individuals in training, regardless of stage, have a consistently good understanding of how to keep themselves safe from the dangers of radicalisation and extremism.

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

Trainees rapidly gain in confidence and achieve the very high level of physical and mental strength needed to become Royal Marine commandos or officers. Trainees are incredibly proud to be at CTCRM. They find the training challenging but value that they are developing a very high level of skills and knowledge. The number of trainees passing the training has increased, and those who do not pass are supported to move into alternative roles within the Royal Navy. Trainees have a high regard for staff in welfare roles, as well as all the staff who support them during their time in training. Trainees are looked after and cared for exceptionally well by staff. Trainees feel very well supported and feel safe. Trainees are confident that staff would take seriously any concerns raised. 

Trainees live in accommodation blocks that have reliable heating and hot water supplies. They have sufficient storage facilities for their equipment and access to adequate laundry facilities. Several of the accommodation blocks housing trainees are starting to look tired and worn.

What does the establishment do well?

Officers and staff are ambitious and have high expectations for trainees. All those involved in training and supporting trainees understand these expectations and consistently demonstrate them. Staff support trainees not only to reach these high standards but also to maintain them. Trainees are respectful towards staff and are proud to be commando trainees.

Trainers are highly skilled and knowledgeable, with recent operational experience. They teach well-planned lessons and provide ample opportunities for trainees to put new knowledge and skills into practice. Trainees learn topics such as basic combat first aid, and how to camouflage themselves effectively and stalk targets without being seen. Where trainees struggle with tasks, staff quickly put interventions in place to help them reach the required standard. This ensures that trainees make very good progress and are not re-trooped.

Trainees have access to cutting-edge simulation facilities. This allows the entire troop to practise working as a team and develop their section attack skills in a safe environment. Trainee officers use the facilities to develop their leadership skills. This allows them to practise working in more complex environments, such as infiltration to shoreline access points. These facilities help trainees quickly develop their skills and safely make mistakes under the guidance of the training team.

If trainees fail an assessment or are injured, they experience an exceptionally well-planned programme of support in Hunter Company. This could involve trainees receiving additional time to master a particular skill or a comprehensive programme of rehabilitation to help them quickly return to training after injury. 

During their time in Hunter Company, trainees continue to develop their military knowledge and understanding very well. This helps them to rejoin their training at the most appropriate point. Trainees who spend time in Hunter Company feel they are better prepared than their peers who do not.

Welfare arrangements are excellent. Welfare and training staff ensure that trainees benefit from a well-integrated support network. Support staff, and those in the chain of command, work together effectively to provide a close network that ensures trainees’ wellbeing and safety. 

Uniquely, trainees gain valuable knowledge from experienced retired Royal Marines, who work alongside trainees as mentors throughout their initial training. They are highly respected members of the support network that trainees have access to. Trainees frequently call on these mentors to explain concepts or provide instant answers to questions and problems. Their insight is a critical factor in the success of trainees.

Staff keep detailed records of achievements and concerns, and where appropriate, they pass them to the welfare team. Senior officers have a comprehensive overview of trainees’ progress, welfare or conduct and provide swift and beneficial support to those who need it.

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

Catering staff provide trainees with a range of food, which is of reasonable quality and sufficient quantity. They provide nutritional information so that trainees can make informed choices about what they eat. However, depending on when trainees arrive for meals, the choice can be limited.

Trainees have access to medical and dental facilities that are beyond what we usually see in military establishments. The 4-bay resuscitation unit allows any recruits who become critically unwell to receive immediate treatment. This includes specialist facilities to treat the effects of heat. The onsite x-ray facilities enable medical staff to provide the necessary treatment of injuries, and the in-patient facilities, including isolation rooms, provide a calm place for injured trainees to recover.

Staff have developed sophisticated data analysis dashboards that provide officers with a single authoritative overview of trainees’ progress. This allows them to put in place interventions swiftly and identify trends. The innovative sleep and wellbeing monitoring system allows trainees to record their sleep patterns. This helps the training team to identify early any potential problems, such as continued insufficient amounts of sleep, and put measures in place to mitigate these.

What does the establishment need to do better?

Staff in CTW frequently collect information from trainees, which they analyse to help make further improvements. However, this is not the same for staff in CW, who do not collect information on trainees’ experience as frequently. Consequently, they are missing another source of information to assure themselves of the high standards they expect to achieve.

Staff provide trainees with information on how to keep themselves safe from the risks of radicalisation and extremism when on leave. They have extended this to include cybersecurity threats. However, staff do not revisit these topics frequently enough during their time in training. As a result, trainees and, in particular, young officers, have an inconsistent understanding of the importance of these topics.

Officers are acutely aware of problems with the kit that is provided to trainees. They provide smaller sizes where standard sizes are unsuitable. However, trainees are not made to feel welcome enough if they need to return kit for a better size. Instead, they ‘make do’ with ill-fitting kit.

Defence School of Logistics and Administration

The Defence School of Logistics and Administration (DSLA) is a tri-service training establishment formed in May 2021. It is part of the Defence College of Support (DCSp), which is under an Army chain of command. Its functions, including the Catering Training Wing (CTW), Logistics Specialist Training Wing (LSTW), Supply Training Wing (STW) and Personnel Administration Training Wing (PATW), contribute to the DSLA, which brings together the Royal Navy (RN), Army and Royal Air Force (RAF) to train personnel across the three services.

Training takes place at Worthy Down in Hampshire for logistics, supply, administration and catering trainees from all three services. RAF and Army movements trainees train at RAF Brize Norton, where they have access to operational aircraft. Army mariners and port operations trainees train at Marchwood, where they have access to an operational port. Phase 2 officers from the Royal Logistic Corps (RLC) and Adjutant General’s Corps (AGC), and RN and RAF logistics branches, train at Worthy Down.

At the time of the inspection, there were around 343 trainees and officers in training at Worthy Down, 8 at Marchwood and 32 at RAF Brize Norton. This inspection covered training at all 3 phase 2 training sites.

Recommendations

• Complete the installation of a permanent cooling system in the training kitchens, so that trainee chefs can complete their practical cooking sessions in a suitable environment and without interruption.
• Analyse the data from recruit trainee surveys about trainees’ experiences to help inform decisions about what changes and improvements are needed.
• Reduce the number of trainees in holdover who must wait a long time between their courses and improve the communication with them during this time.

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

Trainees benefit from strong welfare and care support. Staff ensure that trainees feel safe and well looked after. Trainees are confident that any inappropriate conduct would be dealt with promptly, and they know how to raise any concerns. Male and female trainees live and work together respectfully, appreciating each other’s differences and strengths. There is a culture of inclusion and mutual support. Trainees are positive about their training and are motivated to learn. They demonstrate the standards and values expected of them. They recognise that these apply not only during work, but also while on the base and in the wider community.

Trainees are taught to look after themselves and each other. They demonstrate a strong understanding of equality, diversity and inclusion. They know the importance of not discriminating or bullying and report that such behaviour would not be tolerated. The emphasis staff place on respect and inclusion helps trainees thrive in a positive environment where they feel safe and well supported.

Trainees benefit from realistic work environments that mirror operational demands. For example, people operations officer trainees complete simulated assessments that accurately reflect field administration tasks. This helps them to prioritise and manage their time effectively. Catering trainees learn in realistic galleys and dining rooms. They develop the skills required to produce high-quality food products while following safe working practices. These experiences build trainees’ confidence and prepare them for their next phase of learning and deployment.

What does the unit do well?

The standard of welfare facilities and activities for trainees is high, which contributes significantly to their wellbeing and sense of belonging. The welfare centre offers recreational amenities such as table tennis, darts and wellbeing rooms for quiet reflection. Social activities, including game nights and themed events, help trainees to build friendships and foster a sense of community, particularly trainees from the Commonwealth. These opportunities strengthen social cohesion and reduce isolation, enabling trainees to thrive both personally and professionally.

Senior officers and trainers have robust safeguarding arrangements. They set and reinforce clear expectations with staff, ensuring behaviour and discipline are consistently upheld through routines and fair treatment. Where appropriate, trainers maintain regular contact with parents. This structured approach ensures young trainees feel safe, supported and able to concentrate on their learning.

Most trainers plan and teach interesting lessons. They are knowledgeable and have substantial relevant experience. They use this to give useful demonstrations and create video resources that help trainees to consolidate their learning. For example, mariner trainees benefit from comprehensive step-by-step visual guides when learning complex knots, which they use to practise their skills and develop their precision. This structured approach ensures trainees develop competence in their specialist skills.

Trainees with additional learning needs receive effective support. Trainers make good use of trainee individual support plans and adapt their teaching appropriately. For example, trainees with dyslexia receive laptops with specialist software and adapted course materials. These adjustments enable trainees to learn and progress successfully.

Trainees achieve well and achievement rates are very high. A high proportion pass at the first attempt, reflecting the effectiveness of training, welfare and support arrangements.

Facilities and resources are of high quality and enhance trainees’ experience. Accommodation is secure, clean and appropriately maintained. Trainees enjoy using the extensive sports provision, which includes a gym, sports hall, squash courts, climbing wall and boxing ring. Medical and dental services are easily accessible, often with same-day appointments, ensuring trainees maintain good health and minimise disruption to training. Chaplaincy support is wide-ranging, with access to padres, an imam and other faith leaders. These facilities and services enhance trainees’ wellbeing and resilience.

Senior officers accurately assess the quality of the welfare and care that trainees receive. They have taken appropriate action since the previous inspection to improve facilities and physical development opportunities for trainees. For example, there is now a temporary cooling solution to ensure that the training kitchens do not overheat to potentially dangerous levels. Senior officers have funds in place to implement a permanent solution very soon.

What does the unit need to do better?

Since the last inspection, DSLA has improved the cooling systems in the training kitchens. However, until now this has been a temporary solution, and they are yet to complete the installation of a permanent and sustainable cooling system to ensure trainees learn in a consistently appropriate environment.

Senior officers are yet to make full use of the data they gather on trainees’ experiences to inform improvements. While they analyse and act on the outcomes of end-of-course interviews, recruit trainee survey data is not fully explored to inform changes.

The number of trainees in holdover is too high, particularly for Army trainees. Too many wait for 3 months or longer before their courses begin. During this time, a few trainees often repeat the same lessons and activities, which they find frustrating. The lack of variety and clarity about course start dates impacts on trainees’ morale and this time can feel unproductive.

Defence Medical Academy

The Defence Medical Academy (DMA) provides military medical training to all 3 armed services. It operates across 3 sites: the DMA, Whittington Barracks; Birmingham City University (BCU); and the Defence Medical Rehabilitation Centre, Stanford Hall. Phase 2 trainees only attend the DMA and BCU. The DMA also places trainees into primary and secondary healthcare establishments, as well as at some other higher education institutions, to develop their occupational competence.

At the time of the inspection, there were 519 trainees in phase 2 training: 248 at DMA, 240 at BCU, and 31 in holdover. The length of courses ranges from 2 days to 4 years. Courses are taught at Whittington Barracks and BCU, or a combination of both.

The largest proportion of trainees at DMA study the foundation medics course. The next largest cohort are those studying nurse training at the Department of Allied Healthcare and Nursing Education. Very small numbers study the healthcare assistant and the environmental and occupational health course.

Most trainees at BCU study a degree in adult nursing. Smaller cohorts study radiography, operating department practice and mental health.

Of these trainees, 243 were female and 26 were under the age of 18. Trainees are accommodated at Whittington Barracks and Hamstead in Birmingham.

Recommendations

• Ensure that staff consistently provide trainees with properly fitting uniforms and equipment.
• Analyse course information thoroughly so that leaders can accurately evaluate the performance of different groups of trainees.
• Continue to streamline quality improvement plans and actions so staff at all levels can easily focus on the key priorities for improvement.

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

Trainees feel well looked after by staff. They receive clear information about how to access support, either through the chain of command or from members of the welfare team. Staff work together to provide effective welfare and support to trainees, and identify any potential concerns early so that trainees’ welfare does not deteriorate. Trainees behave well and represent their service with pride. They have to adhere not only to military standards, but also to professional healthcare requirements. Staff frequently reiterate the standards that are required from trainees. Consequently, they understand what is expected of them, maintain very high levels of professionalism and treat each other with respect.

The communal kitchen and relaxation areas in trainees’ accommodation are well-maintained and clean. They have suitable space to relax and meet with peers. Most trainees take pride in their living spaces. Qualified staff provide useful personal training sessions. Trainees have access to a wide range of sports facilities and a fully equipped gym. As a result, they can maintain their physical fitness.

Trainees can choose from a variety of high-quality, freshly cooked food that caters to different tastes and dietary needs. Most trainees report that meals are both tasty and affordable. Useful nutritional information is readily available for those with specific dietary requirements. For trainees who prefer to cater for themselves, there is a good range of facilities available.

Trainees fully understand how to stay safe from potential threats. They know the importance of not wearing their uniforms when off duty or in public and do not tell strangers what they do. Trainees are kept up to date with local ‘hotspots’ to avoid when off camp. They are confident to disclose any concerns to staff, including the welfare team and those in their chain of command. They know that any concerns will be taken seriously and resolved appropriately.

What does the establishment do well?

Since the previous inspection, senior officers have rectified the areas for improvement. A culture of improvement and a strong focus on quality, consistency and trainee welfare pervades the establishment.

Staff receive and share detailed information about trainees as they move between different phases of their training. Senior officers visit phase 1 training establishments before trainees arrive at DMA. This means trainees know who their trainers will be and know what to expect from their training. On entering phase 2, trainees complete an initial fitness assessment, which trainers use to plan a tailored fitness programme. This helps most trainees to stay fit and pass their fitness test.

Trainees follow carefully designed curriculums specific to the roles they are training for. Leaders update the curriculum to meet the changing needs of medical staff. For example, because of an increase in head injuries among frontline troops in Ukraine, trainees spend more time understanding how to treat these injuries.

Trainers have expert subject knowledge and use this to structure lessons well. Most skilfully use questioning to assess whether trainees have made the intended progress. For example, in lessons on climatic injury (injuries caused by exposure to extreme heat or cold), trainers ask probing questions to check that trainees have made the correct choices for preventative actions and treatments.

A high proportion of trainees pass their courses, and most do so the first time. This includes those who complete degree qualifications.

Learning support officers assess trainees at the start of their course to identify any who have a learning support need. Learning support staff liaise closely with academic staff to help them make reasonable adjustments for trainees with additional learning needs. This includes allocating additional time and study support sessions.

Leaders have a thorough risk management process. They record detailed case notes and maintain contact with trainees throughout their training. For example, staff contact trainees suffering from poor mental health to ensure that their needs are being met. Trainees who feel lonely or isolated are well supported by staff and can access emotional support during challenging or low times.

Staff provide appropriate support to trainees who are aged under 18. They all have a mentor who ensures that trainees’ parents/carers are kept informed about any problems. Staff carry out additional weekly welfare checks, which allows trainees to speak confidentially with a member of staff should they have any concerns.

Staff reinforce the importance of British values and what they mean in both military and civilian life. They ensure that trainees gain a good awareness of topics such as what constitutes inappropriate sexual behaviour, and they raise awareness of the signs of radicalisation, how to stay safe online, and the dangers of abusing drugs or alcohol.

Staff consistently reinforce military expectations and standards. They issue appropriate minor disciplinary sanctions, for example if a trainee fails room or kit inspections, or arrives late to education or work. In the few instances where disciplinary cases are more serious, senior officers have appropriate processes in place to escalate them to the relevant military or civilian authorities.

Trainees have good access to medical, dental and physiotherapy services that are well equipped and efficiently managed. Same-day urgent appointments are available if required. Rehabilitation for injured trainees is effective.

Leaders invest significantly in high-quality training resources such as mock battle trenches and unmanned recovery vehicles. Trainers use simulation exercises in realistic environments very well. This includes medical wards and external training environments such as battlefields and simulated desert settings. These experiences prepare trainees well for their future roles.

Leaders provide training for staff to improve their teaching skills and assessment techniques. They share best practice effectively between other tri-service establishments. Trainers have clearly defined career pathways so they can study professional teaching and assessor qualifications.

Staff analyse the reasons why any trainees fail their course. They use this information to inform course teaching and enhance trainee support arrangements. They analyse data by cohort and service, particularly on courses where trainees tend to achieve less well. Leaders successfully implement any necessary changes to improve trainees’ experiences.

What does the establishment need to do better?

Leaders do not currently analyse the achievement rates for different groups of trainees, such as those of a specific age, gender, learning need or ethnicity, to identify if any groups perform less well than their peers.

A few trainees report that basic equipment, such as boots, uniform and military gear, is not always available to meet their physical needs. This particularly applies to female and to younger trainees who are continuing to develop or grow and experience changes in their physique.

Leaders’ quality improvement plans are too long, with overlapping and often confusing details. Leaders recognise this is an area for development and have started to rationalise their plans, so they are more focused on identifying and prioritising key improvements.

Royal Air Force Halton

RAF Halton is one of the largest Royal Air Force (RAF) stations in the UK and is the home of a wide range of units. The Aviator Training Academy (AvTA), based at RAF Halton, delivers phase 1 training to new RAF personnel. AvTA has 2 squadrons, Recruit Training Squadron (RTS) and Aviator Command Squadron (ACS). RTS delivers the 10-week Basic Recruit Training Course (BRTC) for new regular recruits to the RAF. ACS deliver mainly phase 3 training, which was out of scope for this inspection. The squadron also delivers an 8-week phase 1 Direct-Entry Senior Non-Commissioned Officer (Direct Entry SNCO) course.   

At the time of the inspection, there were 560 trainees in RTS on the BRTC course and 14 in ACS on the Direct Entry SNCO course. Of these trainees, 91 were female and 110 were under 18. In addition, 51 trainees who had recently completed the BRTC were on a short period of holdover with Aviator Development Flight (ADF) within RTS waiting for their phase 2 training to start.

Recommendations

• Prioritise and accelerate planned further improvements to the RTS accommodation blocks, with a particular emphasis on refurbishing washing facilities to maintain a consistently high standard for all trainees.
• Ensure that the minor defects that trainees and staff report about the RTS accommodation to the designated contractor are fixed more quickly.
• Continue to improve the analysis of how well trainees from different groups, including those with lower levels of prior attainment or lower fitness levels, make progress and achieve. Identify and implement any actions necessary to address differences in achievement rates.
• Ensure that trainees have access to the essential kit they need for their training, such as water bottles and well-fitting kit for trainees of all statures.

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

Trainees are motivated and proud to be trainee members of the RAF. During the 10-week BRTC, they make good progress in improving their fitness, discipline and knowledge of military skills and values. Training staff organise useful trips and visits to military museums and other RAF operational units. They provide adventurous training where trainees can undertake a wide range of activities such as caving, mountain biking and high-ropes courses. These help trainees develop teamwork skills and overcome any fears they may have. Staff have a zero-tolerance approach to bullying and harassment. Trainees welcome the fact that any instances are dealt with swiftly, which helps them to feel safe. The BRTC course has a strong emphasis on what constitutes unacceptable sexual behaviours. Alongside classroom input, trainees participate in well-managed ‘courageous conversations’ delivered by welfare staff. These are designed to challenge preconceptions that trainees may have.

Trainees are supported very effectively by specialist welfare and pastoral staff. Welfare staff are very clear about their roles and responsibilities and work closely together. As a result, trainees, particularly those who are under 18, experience seamless welfare and pastoral support.

Since the previous inspection, senior officers have overseen significant investment in refurbishment and repairs. Current trainees live in accommodation that is fit for purpose. However, due to the low starting point, this remains a fragile situation. Continued investment is urgently needed to avoid need for the mitigations that commanders frequently need to implement to ensure that current trainees live in good accommodation.

What does the establishment do well?

Commanders focus very well on the actions they need to take to increase the trained strength of the RAF. For example, they have implemented a well-designed 4-week pre-conditioning programme to support prospective trainees who need to improve their fitness. The course also incorporates useful basic military skills training. This approach provides trainees who may otherwise struggle to pass the BRTC with a better chance of achieving.

Trainees enjoy their training and are motivated to develop the new knowledge, skills and behaviours they need to progress to their planned careers in the RAF. Physical training instructors ensure that trainees participate in well-designed physical training activities. They improve their fitness through these. As a result, almost all trainees pass the final military fitness standard test.

Trainees make good progress in developing their English and mathematics skills. They continuously improve their verbal communication skills and write blogs and articles to promote their activities. In mathematics, they develop skills in line with their starting points, ranging from navigation calculations to calculating the impact of wind speeds on a bullet’s trajectory.

Commanders have high expectations about the quality of training and support that their staff provide. Instructors must be recommended by their previous posting and participate in a competitive interview process. This allows commanders to select the most suitable instructors.

Commanders ensure that trainee welfare is prioritised. AvTA staff work closely with staff from the service discipline and personnel support team based at RAF Halton. This ensures that trainees receive the right levels of support when they need it. Commanders and staff responsible for the welfare of trainees oversee and follow clear procedures for managing and escalating welfare and discipline risks.

Trainers and welfare staff foster an inclusive and diverse culture. They support trainees from different faiths and backgrounds well. Trainees who are under the age of 18 speak highly of the support they receive from staff. Female trainees feel safe and have a good awareness of the beneficial welfare and support they can access.

Staff ensure that trainees gain a good understanding of the risks associated with radicalisation and extremism. This includes regular briefings from members of the military police about local risks and how to keep themselves safe when they are off base.    

Staff ensure that trainees’ phase 2 training establishments receive clear and helpful information about any training, support and fitness needs that trainees have. Most trainees feel well informed about and prepared for their next steps into phase 2 training.

Trainees who are on holdover waiting to start phase 2 training receive good support from staff. ADF staff provide a relevant programme of physical fitness, military skills refresher training and personal development activities. This ensures that trainees are fit and well prepared to return to training. The small number of trainees on an extended holdover are supported to access targeted training, such as placements in the medical centre for those progressing to pharmacy training.

Commanders and catering staff ensure that trainees receive clear nutritional information about the food menus available in the mess. This enables trainees to make informed choices about what they eat. Menus cater for trainees who are vegetarian and vegan.

Well-staffed and well-equipped medical and rehabilitation facilities ensure that trainees’ medical needs are met effectively. Trainees who are in ADF due to illness or injury are provided with particularly effective physiotherapy and rehabilitation support. Since the previous inspection, dental facilities have been refurbished to a high standard.

Commanders use an effective range of self-assessment processes and activities to ensure they have a well-informed view of the strengths of the provision and any areas for improvement. They use detailed analysis of trainee survey results and in-course feedback to inform their self-assessment and improvement planning.

What does the establishment need to do better?

Commanders recognise that while they have successfully refurbished many aspects of trainees’ accommodation, more work is urgently required. Recently refurbished accommodation blocks have excellent washing and shower facilities. However, there is work to be done to bring facilities in all blocks up to this high standard. There is currently not enough accommodation of an acceptable standard available to RTS to cater for the planned growth in the number of trainees.

When trainees and staff report defects, breakages and failures in aspects of trainees’ living accommodation, it often takes too long for repairs to be carried out.

Although the overall pass rate is high, the first-time pass rate is lower and trainees often need to repeat elements of their training. Commanders analyse the achievement rates of specific groups of trainees, such as those of the same ethnicity or gender, or with a specific learning difficulty. But this analysis does not take into account a broad enough range of factors that influence first-time pass rates.

Not all trainees have access to standard-issue water bottles for field exercises. As a result, they use plastic bottles, which are not resilient enough for field conditions. Trainees who are particularly small or large cannot always access clothing and equipment that is suitable for their stature.

HMS Collingwood

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

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

At the time of the inspection, there were approximately 362 phase 2 ratings and approximately 40 phase 2 officers. There are currently 64 trainees under the age of 18 in training. Most phase 2 trainees come from HMS Raleigh. Phase 2 officers arrive from Britannia Royal Naval College.

Recommendations

• Provide a broader range of opportunities and development for phase 2 ratings during any unprogrammed time.
• Increase further the number of trainees who pass their functional skills mathematics qualification.
• Continue to make the necessary improvements to trainees’ accommodation.

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

Trainees rapidly gain the technical skills they need for their careers. They are proud of the skills and knowledge they acquire and of the career choice they have made. Most trainees pass their course. Trainees value the support that is available to them. Trainees are looked after and cared for well by staff both within and outside the chain of command. Trainees feel supported by their staff and feel safe as a result. Trainees are confident that staff will take any concerns they may raise seriously.

Trainees mostly benefit from accommodation blocks that have reliable heating and hot water supplies. They have sufficient storage facilities for their equipment as well as access to adequate laundry facilities. However, some of the accommodation facilities are reaching the end of their serviceable life.

What does the establishment do well?

Senior officers have developed a well-understood vision for HMS Collingwood’s purpose. They ensure that the people of Collingwood have access to the necessary facilities to do their job well. There is an ongoing, open and honest dialogue with staff at all levels about what can be done to further enhance the lives of those who live and work there.

Trainers teach well-planned sessions that provide opportunities for trainees to put new knowledge and skills into practice. For example, trainees quickly learn about and become confident in understanding radar modulation and the electromagnetic spectrum. Trainees can apply their knowledge in the state-of-the-art bridge simulators. This helps them to become confident using equipment that they would use aboard a ship.

First-time pass rates for trainees are high, as is the proportion of trainees who pass their English functional skills. However, pass rates for trainees taking functional skills mathematics courses are lower. 

Welfare arrangements are very good. Welfare and training staff ensure that trainees have a comprehensive support network. Staff from across the establishment work together effectively to monitor and support the wellbeing and safety of trainees.

Trainees feel safe at HMS Collingwood. They are free from harassment and bullying. Officers deal with the very few instances of inappropriate language quickly.

Senior officers have a good overview of trainees’ progress, welfare and conduct and provide swift support to those who need it. This is because staff in the chain of command and the welfare team provide effective support to trainees when concerns are raised. Trainees value the support they receive and do not hesitate to ask for support when needed.

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

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

Trainees’ accommodation has reliable heating and hot water supplies. The on-site ‘handyman’ swiftly carries out minor repairs around the accommodation blocks. This significantly improves trainees’ lived experience.

Trainees who are under 18 are looked after well. Staff keep parents and carers up to date on any concerns they have, and let them know when under-18s leave and return to the establishment.

What does the establishment need to do better?

Trainees who are in Matapan on unprogrammed time for an extended period do not undertake a broad enough range of activities. This largely because courses do not start frequently. Staff try to secure meaningful activities for trainees to complete, such as working with PT instructors or the Royal Navy Police, or supporting Navy divers. While these opportunities provide a useful insight into Royal Navy life, they do not always align with trainees’ career aspirations.

Trainees understand British and military values. They receive helpful information on how to keep themselves safe when they arrive at HMS Collingwood. However, too many trainees do not have a good enough understanding of the local risks.

Senior officers have broadened their quality improvement plan to monitor issues raised by trainees. However, they do not identify any outcome measures. This limits their ability to evaluate whether the actions taken have resolved the issues that trainees raise.

Staff continue to work with trainees to improve their mathematics skills and have made improvements to the quality of training. However, further work is needed to help trainees gain confidence in mathematics and increase the number who pass their functional skills qualification.

Royal Navy Air Station Yeovilton

Royal Navy Air Station (RNAS) Yeovilton is a front-line operational air station a few miles north of Yeovil in Somerset. It is one of 2 active Fleet Air Arm bases, the other being RNAS Culdrose.

Currently, Yeovilton is home to the Royal Navy and Army Air Corps’ Wildcat helicopters as well as the Royal Navy’s Commando Helicopter Force equipped with Merlin and Wildcat helicopters. The station’s principal role is to deliver and sustain trained and capable squadrons and flights while providing aviation support to the fleet globally.

Operating under the command of a Royal Navy  captain, HMS Heron is the base establishment with several lodger units, the largest being the Commando Helicopter Force. Approximately 4,500 military and civilian personnel work at the air station.

Along with its operational responsibilities, RNAS Yeovilton hosts a number of training units and areas, including the Engineering Training School and the Survival Equipment Section.

This inspection covered the phase 2 training of trainees in the engineering training squadron, the 825 Naval Air Squadron, the aircraft controllers’ school, and the Commando Helicopter Force aircrew school. The phase 2 trainees comprise of ratings, who are predominantly air engineers and aircraft controllers, officers, who are mainly aircrew, and officers and ratings in holdover. At the time of the inspection, there were approximately 100 trainees in training, with around 75 in the Engineering Training School. Around 50 trainees were in holdover. There were 3 trainees under the age of 18.

Recommendations

• Improve the quality and range of food available to trainees in the evenings and at weekends in the junior rates mess.
• Find ways to have hobs fitted in junior rates’ accommodation blocks or provide alternative solutions so they can prepare a wider range of food for themselves.
• Urgently repair the till in the junior rates mess.
• Urgently resolve the staffing shortages for physical training instructors.
• Provide training for trainees so that they understand the specific dangers those with extremist views pose to their job roles.
• Improve the range of activities and the time spent in holdover so that trainees keep their skills current.
• Analyse the range of data from different courses to identify any differences in progress and achievement for trainees from disadvantaged groups.

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

Trainees, both junior rates and officers, feel well cared for by the staff at RNAS Yeovilton. They value the pastoral and academic support they receive while they are in training. They develop their technical and military skills to a high standard. They learn to fly and maintain helicopters. They also control the airspace around the station for helicopters to fly safely. Senior officers and trainers ensure that trainees continue to develop their military skills alongside their technical training. Trainees are polite and demonstrate respectful behaviour. They understand the importance of the Royal Navy’s values and standards in shaping them into responsible members of society. Trainees appreciate the wider implications of their conduct and show clear respect for the chain of command.

Trainees take part in many and varied opportunities to develop their character, resilience, confidence and independence, as part of their training. For example, pilot trainees complete ‘survive, evade, resist, escape’ training, building up to a ‘live off the land for a week’ assignment.

Trainees, especially those who are under the age of 18, feel safe at RNAS Yeovilton. Those who are under 18 understand and respect the additional measures that staff put in place to keep them safe and care for them. Trainees have not experienced any incidents of bullying or harassment but are confident to report any incidents if they should experience or witness any inappropriate behaviour. They are confident staff would take their concerns seriously and deal with them promptly.

What does the establishment do well?

Senior officers responsible for training have very good oversight of the quality of training that trainees receive. Officers and trainers have thought carefully about the content and structure of the different curriculums. They have developed each training programme in a clear and logical sequence using a range of high-quality facilities and equipment. For example, engineering trainees begin with an intensive 9‑week technical course that builds theoretical knowledge and core skills in areas such as avionics and mechanical fundamentals. They then move to a 14‑week squadron‑based hangar placement. There, they apply their learning through pre‑ and post‑flight servicing. They also perform routine and complex maintenance tasks. Aircrew complete early assessments in navigation and continue developing these skills throughout training. In air control, course leaders have strengthened leadership content to better prepare trainees for their responsibilities. This structured approach allows trainees to practise and apply their new skills as they progress through their training.

Senior officers and trainers monitor trainees’ progress closely. They track pass rates and exam outcomes effectively to ensure that trainees are on course to achieve. When trainees do not pass an assessment, training officers act quickly to provide the additional support and guidance they need to succeed in their next attempt.

Trainers are experts in the subjects they teach. They present information clearly, using visual aids to enhance trainees’ understanding. In the fuel and control module, trainers link theory to recent practical tasks in the hangar, which reinforces learning. Trainers draw well on their operational experience to bring topics to life. During practical tasks, trainers and supervisors give clear instructions and closely oversee trainees as they manoeuvre Merlin helicopters, maintaining strong focus on communication, health and safety, and effective teamwork.

Royal Navy and civilian staff have a thorough understanding of their responsibilities for the care and welfare of trainees. Officers are diligent in their approach to care and welfare. They frequently review trainees identified as being at risk, whether because of safeguarding, disciplinary or academic progress concerns. The wraparound team, including senior officers, divisional officers, medical staff, the padres and the learning and development team, work together to review concerns and put in place detailed interventions to support trainees.

Senior officers ensure that most trainees’ time on holdover is generally productive and developmental. Trainees take part in voluntary activities such as acting as casualties for training scenarios or supporting events like International Women’s Day. These activities contribute to their individual appraisal goals. Some aircrew trainees value this period. They take part in activities that build their confidence and understanding of military life. These include exercises in Norway with the Wildcat maritime force and training courses that strengthen their leadership skills. However, in some cases, aircrew trainees are frustrated by the delays caused by holdover.

Trainees live in well-maintained, warm and comfortable accommodation, which has improved since the previous inspection. They have plenty of space to store their uniform and possessions. Washrooms, showers and toilets are clean and fully functional, with a plentiful and reliable supply of hot water.

Male and female trainees are accommodated separately, affording them the privacy they need. Trainees have space to socialise together in other areas of the base.

Trainees have a social/dining cooking area in each accommodation block. These areas have a sitting area with a television, a dining area and a kitchen. The social spaces have recently been refurbished by the TV programme BBC Design Masters. The kitchens have fridges, freezers, microwaves, mini ovens, toasters and kettles. Trainees supply their own air fryers.

Trainees use a wide range of modern and well-maintained fitness, physical training and sports facilities that include a sports hall, a climbing wall, a boxing ring and training equipment, a darts room, squash courts, a swimming pool, outdoor 4G and 5G pitches, strength and conditioning gyms and a CV gym. They can access many of these facilities outside of working hours, which is essential for those who work shifts or have irregular work patterns.

A high proportion of trainees pass their courses. Trainees are prepared well by their trainers and divisional officers for the next stage of their career in the Royal Navy.

What does the establishment need to do better?

Air crew trainees in holdover often spend too long waiting for deployment to a frontline unit or to return to a training squadron following remedial training or recovery from injury. While their time on holdover is mostly productive and developmental, trainees, especially air crew, worry that their skills fade over time as they do not have opportunities to use their newly learned flying skills frequently enough.

Trainees who eat in the junior rates mess find that the quality and range of food in the evenings and at weekends is lower than what they are provided with during weekdays. Kitchens in junior rates accommodation do not have hobs for cooking, which at weekends limits the range of food they can prepare for themselves. They also have limited facilities in their accommodation blocks to prepare and eat their own food. While the on-site shop stocks a range of ready meals and basic ingredients, the rural location of the base makes it difficult for trainees to go to shops and supermarkets to buy ingredients for a more varied diet.

At the time of the inspection, one of the tills in the junior rates’ mess was out of order and had been for some weeks. This was leading to longer than usual queuing times, meaning that hot food was no longer hot by the time trainees sat down to eat.

At the time of the inspection, there was no military physical training instructor available to lead timetabled physical training sessions. While trainees were still provided with time and suggestions for physical activities they could complete, they were not benefiting from the expertise of a qualified physical training instructor.

Trainees were mostly able to recall what they had been told at their phase 1 training about the dangers of extremism and radicalisation. However, they receive very limited further information about this topic at phase 2. This means they are unable to explain how these dangers relate to their current job roles.

While senior officers and trainers monitor the progress of individual trainees very closely and provide extra help or training when a trainee falls behind, they do not routinely compare the performance of different groups of trainees to identify any trends. For example, senior officers do not have any data on the performance of trainees who come from a disadvantaged background or who have a learning difference.

Defence Fire Training Unit

The Defence Fire Training Unit (DFTU) is a lodger unit at the Fire Service College (FSC). The FSC is a civilian establishment located in Moreton-in-Marsh in Gloucestershire. Military firefighting training was relocated to the FSC from Ministry of Defence (MoD) Manston in October 2019.

Trainee firefighters complete their phase 1 training at RAF Halton. They transfer to the Defence Fire Training and Development Centre (DFTDC) for their phase 2 training, which lasts 14 weeks. Trainees are also enrolled on the level 3 operational firefighter apprenticeship.

After their 14 weeks of phase 2 training, trainees are posted to an operational unit to continue their apprenticeship and training.

This inspection covered the training of phase 2 trainees on the trainee fire fighter course. There were 18 trainees in training. At the time the inspection took place, they were in week 5 of the 14-week course. All the trainees are RAF personnel and were over 18 years of age.

Recommendations

• Make sure that trainers know the structure and content of training sessions in advance and that they work with each other to avoid unnecessary repetition or duplication.

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

Trainees use words such as ‘awesome’ and ‘phenomenal’ to describe the quality of training and care at the DFTU. They rate highly all aspects of their training, accommodation, food and welfare. Trainees make extensive progress with their skills as firefighters during their time at DFTU. They join DFTU with very little or no skills in firefighting and in 14 weeks they become well-trained and competent firefighters ready to be deployed to fire stations on RAF bases around the country.

Trainees really enjoy their training and learning. They find the practical activities exhilarating and are keen to attempt them several times over. They are excited to move on to the next part of their training.

Trainees continue to develop their military skills while based on a civilian site. For example, they complete frequent drills, uniform and accommodation checks and march purposefully around the site. They are comfortable to do this and appreciate the inclusive environment in which they live, learn and train. 

During their time at DFTU, trainees develop their confidence and their military standards and values, which staff work diligently to reinforce. This is especially important because the unit is located on a civilian establishment.

Trainees value what the civilian and military staff do for them in training and for their welfare. Trainers are exceptional role models for trainees. They use their experience of being RAF firefighters very effectively to make training seem relevant, interesting and worthwhile.

Trainees live in an excellent, purpose-built accommodation block. They use extensive social facilities, both in the accommodation block and the common room in the main building, to relax and unwind after the rigours of training days, many of which can be physically demanding.

Trainees feel safe and know how to raise concerns about their welfare or safety. They know the standards of acceptable behaviour and are aware that bullying and harassment are not tolerated. They understand the dangers associated with being in their RAF uniform in regard to radicalisation and threats to their safety. They are aware that they should not talk in civilian areas about their work.

What does the unit do well?

Since the previous inspection, senior officers, trainers and civilian staff have maintained the very high standards of training and support at the DFTU. The officer commanding (OC) has very effective oversight of the quality of training, support and welfare. Through the use of effective processes, which include self-assessment, the monthly welfare committee and the supervisory care directive, the quality of welfare and care for trainees at DFTU remains outstanding.

The OC and his team set and reinforce very high expectations of conduct, military standards and professional behaviours at DFTU. Trainees are very well aware of these standards and work with determination to uphold them. They are proud to wear their uniform.

The RAF team at DFTU have established highly productive links with the team at Capita, who own and operate the FSC at which DFTU is located. They use these links to make sure that trainees are provided with excellent accommodation, plentiful nutritious food and highly relevant training facilities. The OC and his team have an excellent track record of securing improvements to the infrastructure and training resources.

Staff have a very thorough understanding and oversight of trainees’ progress and welfare. Although staff do not have access to all the services they may need to support trainees with a welfare or medical matter, they have established systems to get trainees the help or treatment they need promptly. Very few trainees have welfare or care concerns, partly because of the small cohort size, but when they do have concerns, they feel comfortable to speak to a member of staff.

Trainees receive outstanding training. Trainers use a wide range of effective strategies to teach them. They introduce technical terms clearly and frequently. Trainees learn how to use the thermal imaging camera to check temperatures and identify the ‘neutral plane’. Trainers recap on previous lessons to check trainees have consolidated their knowledge, for example on the ‘door sweep’ procedure. Trainers use demonstration very well to ensure trainees are prepared for practical activities.

Trainers use questioning techniques expertly to check trainees’ understanding and to probe their knowledge more deeply. For example, trainees confidently explain the meaning of ‘backdraft’ early on in their training. Trainees recall their learning accurately. They quickly develop the knowledge and skills they need to carry out firefighting tasks and prepare for their simulated assessments. Current trainees are making good progress.

In practical sessions, trainees apply their learning very well. They remember key procedural points that help them complete activities to a high standard. For example, when completing a cage crawl blindfolded and wearing breathing apparatus, they apply the breathing apparatus ‘shuffle’ and identify obstructions using the ‘sweep’ technique. Trainers give them constant support and encouragement throughout the activity, along with developmental feedback that helps trainees improve their skills to manoeuvre while blindfolded.

Trainers place a high importance on trainees’ welfare before and during practical sessions. They check trainees are fit and well, and not worried about completing the activity. They make sure that trainees wear their apparatus and personal protective equipment correctly and that they know what to expect and do about the heat they will experience. They give advice to trainees about how to deal with anxiety as they are in very enclosed spaces.

Senior officers and instructors plan fitness training into the curriculum with a great deal of consideration. For example, physical trainers adjust the demands of fitness training sessions depending on what trainees have been doing in previous practical sessions.

The practical fire training facilities at DFTU are extensive and very well maintained. Trainees learn in a specifically built fire station that is equipped with 3 defence model fire trucks and other relevant resources, such as breathing apparatus and decontamination facilities. The incident ground is equipped with facilities such as large and small aeroplanes, helicopters, a mock oil rig, industrial and domestic buildings, a motorway, trains, oil tankers and cars that trainers use to stage fires and other rescue activities. Trainees get the opportunity to master their fire and rescue skills very soon after learning the theory about each aspect of their role.

Accommodation for trainees is secure and of a very high standard. Staff have kept it well maintained since the previous inspection. Furnishings are of a good standard, with plenty of space for trainees to store their uniforms and personal possessions securely. The accommodation block is warm, with plenty of hot water for showering and washing.

Catering staff provide a wide range of menu options for all FSC personnel, including trainees. Trainees enjoy the food, which is of very good quality. Vegetarian and salad options are available, and catering staff will provide for specific dietary and religious requirements, including changing mealtimes for those observing Ramadan.

A very high proportion of trainees pass their trainee firefighting course and are deployed to fire stations on RAF bases on completion of their training.

What does the unit need to do better?

On a few occasions in lessons that are taught by more than one instructor, the content lacks coherence. Instructors unnecessarily repeat elements because they do not check what has been previously taught and what it is they are meant to cover.

University Royal Naval Units

University Royal Naval Units (URNU), under the command of Britannia Royal Naval College (BRNC), provide university students (cadets) with a broader understanding of Royal Navy and Royal Marine life. Joining an URNU is an opportunity for cadets to experience naval life without making a long-term commitment. Core training is designed to prepare cadets for the challenges they might face in the future, whatever career they choose. Cadets also get maritime experience, which exposes them to the Royal Navy’s values and ethos, giving an excellent platform for officer life. Cadets have the opportunity to deploy on a Royal Navy warship and participate in exercises to develop communication, leadership and management skills. Those with a genuine interest in joining the Royal Marines can attempt a Royal Marine candidate preparation course, successful completion of which allows them to wear a Royal Marine uniform as a second lieutenant (2Lt (URNU)).

There are currently approximately 800 cadets in 16 URNUs and a virtual URNU across the UK. Each unit has a training location for cadets to attend. Usually they attend each week during term time and then they stay for the weekend for longer operations. The URNU and its headquarters (HQ) is a sub-department of the Universities Department at BRNC Dartmouth. Inspectors visited 6 URNUs and the HQ as part of this inspection.

Recommendations

• Senior commanders at HQ should consistently hold officers in command and the staff at each URNU accountable for the quality of training, care and welfare of cadets at their unit.
• Ensure there is enough personnel to manage and assure the quality and consistency of training, care and welfare across all units effectively.
• Provide enough opportunities for training staff to complete necessary training.
• Evaluate and analyse information from each unit at headquarters level to identify strengths and weaknesses in the quality of training, care and welfare. Use this to develop a strategic improvement action plan that senior commanders monitor closely.
• Reduce the time taken for cadets and staff to complete their medical assessments.

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

Cadets demonstrate highly positive attitudes towards their training. Staff routinely promote military values such as discipline, respect and teamwork. Cadets take part in drills, ceremonial training, events and adventurous activities that help them develop resilience, confidence and leadership skills. They are proud to be part of their URNU and proud of the new knowledge and skills that they develop because of their training. Cadets benefit from excellent welfare and pastoral support. Unit staff know cadets well. Cadets particularly value how approachable staff are and report that they often feel more comfortable discussing concerns with URNU staff than with their university staff. Cadets talk about their units as a close‑knit community that feels like being part of a family. Cadets feel safe, supported and welcome. 

Cadets demonstrate and maintain high standards of behaviour, discipline and personal presentation. They develop collegial relationships with peers and staff. Cadets take pride in their uniforms and equipment. They demonstrate integrity and professionalism, reflecting the Royal Navy’s ethos and values in their conduct and interactions. Cadets represent themselves, their units and universities with pride.

What does the unit do well?

Staff prioritise the welfare, wellbeing and support of cadets. They provide a safe and welcoming space for cadets to develop and thrive. Staff put in many hours, often in their own time, to support and train cadets. They work hard to make sure that cadets develop leadership, personal and professional knowledge and skills, safely and effectively.

Training staff across the units teach a well‑sequenced training programme. They follow the nationally directed structure and task-book closely so that cadets study similar content regardless of the URNU they attend. Training staff focus early training on military discipline and understanding life in the Royal Navy, supported by green skills and adventurous training during weekends and camps. They adapt the curriculum effectively to meet the needs of cadets. Staff make sure that cadets prioritise their academic university studies even during their naval training.

Training staff are knowledgeable and experienced, with backgrounds that include Royal Navy service, maritime industries and teaching. They present information clearly and use demonstrations, questioning, repetition and practical activities effectively so that cadets can remember what they have been taught. Training staff model practical skills such as uniform preparation and ceremonial sword handling, breaking complex skills down into clear stages so cadets can practise confidently. They use their maritime expertise and contacts effectively to provide seamanship and navigation experiences, including opportunities for cadets to spend time on operational vessels.

Cadets develop new knowledge and skills because of the training they receive. They make good use of their task-book to record their achievements and log their experiences. Cadets relate their learning to their university experiences. They also relate their role as cadets to life in leadership roles in the armed forces or as a civilian. They enjoy their training, particularly the practical elements.

Female cadets benefit from having a very knowledgeable female staff contingent, some of whom have recent fleet experience and others who are time served. They provide an excellent forum that female cadets are happy to turn to for guidance and support. Female cadets feel well supported and are confident in seeking any help or support they may need from URNU staff.

Cadets develop strong personal, social and leadership skills that support both academic success and future employment possibilities. They have extensive opportunities to build their confidence, competence and resilience. Cadets confidently present to large audiences and participate in international conferences, while developing communication and networking skills. Staff prepare cadets well for future life as responsible citizens and potential future leaders in and beyond the Royal Navy.

Cadets benefit from safe, secure, well-maintained training, recreation and accommodation facilities that are fit for purpose. They receive suitable kit and clothing for training nights and activities. Training facilities and classrooms are generally well equipped. Cadets have access to good-quality resources. These include ship simulation equipment that allows hands-on training in radar and bridge leadership. Undertaking these activities as simulations develops the skills needed at sea. It also means the limited time at sea can be maximised with a range of activities. Cadets have access to well-equipped gymnasiums and sports facilities. They often exercise together, before drill night starts, to develop their fitness.

Senior officers at HQ use a range of quality assurance activities to maintain oversight of the quality of welfare and training for their cadets. They broadly know the strengths, weaknesses and bespoke nature of their units.

What does the unit need to do better?

Following the previous Ofsted review, senior officers at HQ have made a number of changes to improve cadets’ experiences. For example, a new regional command structure provides greater operational oversight. This ensures cadets get access to consistent training, no matter which unit they attend. However, several recommendations from the previous review remain unresolved.

At HQ, senior commanders’ processes for quality assurance and oversight are inconsistent. It is not clear who owns self-assessment and improvement plans. In a few cases, units do not complete them or the documents are out of date. In a few units, senior staff do not have a detailed awareness of the self-assessment process. A new annual review process has been introduced to provide greater scrutiny, but it is too early to see any impact of this.

Most units have capable trainers, but they do not consistently have access to training and development to undertake their roles. This is a particular challenge for volunteers, who cannot secure time away to complete training. At units with staffing gaps, staff are overstretched, often covering multiple roles or working across several units.

The defunding of posts impacts negatively on the capacity of leaders at HQ to gather accurate and up-to-date information to maintain a clear oversight of the provision nationally. Senior officers find it challenging to access key data and systems to change data. They cannot reliably monitor information about cadets to identify trends and patterns, or strengths and weaknesses, across the provision.

Staff prioritise cadets’ welfare and keeping cadets safe. However, each unit uses different systems for recording and tracking welfare concerns. In some units, when concerns arise, staff provide support swiftly, log and file reports, and carry out suitable follow-up. In other units, there is no welfare log, or any means of capturing welfare concerns raised by cadets or recording the advice or resolution provided.

Senior staff are aware that the URNUs will very soon become part of Commander Maritime Reserves, but do not know what the impact of this change of command structure will be. There is some disquiet about the uncertainty. There has been a lack of communication on this.

The time taken for both staff and cadets to complete medical assessments still varies significantly and is frequently too long. Some cadets cannot participate in any ‘at sea’ activity, as medicals are pending. Other cadets are waiting up to 6 months for their medical without receiving pay or travel costs. Too many cadets wait extended periods before they can take part fully in physical training and adventurous activities. These delays can disrupt training and reduce participation and motivation.

Army Foundation College (Harrogate)

The Army Foundation College, Harrogate (AFC) is the only wholly junior-entry phase 1 training establishment in the British Army. The training is a mix of military skills and fitness training, personal development and education. The aim is to provide junior soldiers (JS) with the knowledge and skills they need to be successful in their careers in the Army and future lives. AFC is part of the British Army’s Soldier Academy.

The inspection covered all phase 1 training and education. In total, there were 1,138 JS on training courses, of whom 1,081 were male and 57 were females.

There are 2 courses, a long and short course. Which course a JS joins depends on the job they are hoping to do in the Army. The short course lasts 23 weeks and the long course 48 weeks.

There were 522 JS on the long course who started their training in September 2025. A further 318 started 2 days before the inspection. There were 262 JS on the short course who started 9 days before the inspection. There were 36 JS in holdover.

Recommendations

• Make sure that all JS, particularly petite females, have access to uniform and kit that fits them well.
• Track how well JS from different backgrounds, for example care leavers or those with special educational needs and/or disabilities (SEND), progress compared to their peers.

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

Life as a JS at the college is a transformational experience. Many JS say they are almost unrecognisable from the young people they were when they first arrived. Over time they develop their character, discipline and professionalism. They learn the importance of teamwork and mutual respect within their platoons. They grow in confidence to speak with senior officers and to present information to groups of their peers. Through these experiences, they quickly gain a sense of pride in themselves and in wearing the uniform of the British Army.

JS settle quickly into life at the college and feel safe, supported and well cared for by staff. Respectful relationships with staff create a positive environment where JS feel valued and encouraged to succeed. Females report that staff and their peers treat them fairly and respectfully. The strong sense of camaraderie in platoons helps new JS make friends quickly. This supports their wellbeing as they adjust to the demands of military training.

Adventure training and challenging physical activities play a significant role in developing JS’ resilience and self-belief. JS frequently describe completing activities they once thought were beyond their abilities, such as abseiling despite a fear of heights or caving with a worry of being in confined spaces. These experiences help them realise that they not only learn new physical skills but also develop their determination and resilience.

The determination and teamwork that JS develop at the college are evident in the challenges they set themselves. Recently, a group of JS completed an ultra-marathon carrying weighted packs after being inspired by a staff member. During this activity they used skills such as planning, organisation and teamwork effectively. The strength of character they develop early in their training gives them the motivation and determination to succeed.

JS develop a wide range of life skills through an excellent and varied programme of sports, education and enrichment activities that broaden their knowledge and interests. This includes boxing, Brazilian jujitsu, bicycle maintenance, drone training, driver theory, swimming, survival skills and financial education. Adventure training and awards schemes such as the Duke of Edinburgh’s Award further enhance their leadership, teamwork and communication skills.

JS who need to improve their English and mathematics skills receive focused support in small classes. This helps them build confidence and achieve functional skills qualifications. For some JS, this is the first time they have ever passed an examination.

Staff maintain strong links with families to ensure they are kept informed and reassured about their young person’s progress. Staff share updates and photographs through social media, which helps families to see the activities JS undertake, as well as their achievements. Staff encourage JS to keep in touch with their families whenever possible, particularly during quieter periods of training. This open communication, combined with the supportive care from staff, gives families confidence that JS feel safe, well supported and able to thrive in their new environment.

What does the unit do well?

Since the previous inspection, a new commanding officer and senior team have joined the AFC. They continue to set high expectations for JS and their teams. They are passionate and determined to ensure that JS receive the best care and welfare support possible while they train and prepare for their Army careers.

Senior officers have a clear vision and mission to develop the technical and physical skills of young people and, more importantly, their character. This vision is shared widely across the college. Commanders and staff uphold the high expectations set by the commanding officer. They consistently support expectations for behaviour, including zero tolerance of bullying, harassment and discrimination.

Senior officers deal decisively and quickly with incidents and complaints when they arise. They conduct thorough investigations, follow Army discipline and legal procedures, and report to the appropriate authorities if needed. Senior officers and safeguarding staff collaborate closely with the local authority. They highlight all potential safeguarding referrals early. They put appropriate action and support plans in place swiftly.

Senior officers have strengthened the welfare and safeguarding team with more experienced staff. They ensure their policies and procedures are robust and highly appropriate for under-18-year-olds. Senior officers consider very carefully the specific risks their JS may face. For example, the commander’s risk assessment highlights risks associated with self-harm, homesickness, peer pressure and online safety. They take the right steps to try to mitigate these risks and review and update their actions often.

JS receive high levels of welfare support. They know about the wide range of support available to them, including from section commanders, platoon staff, welfare teams, the padres and medical services. Staff remind JS, through frequent welfare touchpoints, of how to access support for physical, emotional or social concerns. JS report that staff are approachable and that they take concerns seriously. JS feel safe and know how to report concerns.

Staff are vigilant in identifying JS who may be vulnerable or at risk. When potential concerns arise, staff respond promptly and provide practical support. For example, JS who arrive without essential kit due to financial difficulty receive welfare packs to ensure they can participate fully in training.

The well-structured curriculums prepare JS effectively for the demands of military life. The foundation phase develops their confidence, discipline and understanding of military routines. They then progress to more demanding activities such as navigation, combat manoeuvres and field exercises. Senior officers ensure that the programme balances essential military training with opportunities for personal development. Physical training prepares JS for their Army fitness test, while adventurous training, sport and cultural visits broaden their experiences and strengthen teamwork and resilience. Most JS are highly engaged in their training and develop the confidence and discipline required for future service.

Trainers are highly experienced and qualified military personnel. They have extensive subject knowledge. They use their professional experience to provide clear, authoritative instruction. They communicate expectations effectively and place a strong emphasis on safety, particularly during weapon-handling and field training. Trainers carefully explain each stage of complex tasks and model correct techniques before allowing JS to practise these skills themselves.

Trainers teach in a structured and progressive way that supports JS to build their knowledge and skills over time. For example, during the mid‑course field exercise, JS first recall and apply earlier learning on how to set up a safe and secure camp. They then progress to more complex tactical manoeuvres across a varied terrain. Trainers encourage JS to reflect on their learning and frequently use questioning, recall activities and repetition to reinforce key knowledge. JS make substantial and quick progress in the development of their practical military skills.

Most JS successfully complete their training and progress to the next stage of their Army careers. They make rapid and sustained progress from their starting points. A high proportion of JS who take qualifications in English and mathematics achieve these.

Senior officers provide purposeful and well‑structured support for JS who are in holdover. Many of these JS are awaiting medical clearance before progressing to phase 2 training. Staff ensure that their time remains productive and beneficial. They engage in physical rehabilitation and fitness training, followed by structured activities that continue to develop military knowledge, leadership and personal confidence.

Accommodation for JS at AFC is of a high standard. They have a warm, dry and safe place to live and socialise, with ample lockable storage for their uniform, kit and personal belongings. Washing and bathroom facilities are clean and well maintained, and hot water is plentiful. JS report that their accommodation exceeds their expectations. Females live in high-quality, separate and secure accommodation, where they feel safe but not isolated.

JS have access to excellent facilities to help them become and keep physically fit and healthy. They access a range of high-quality physical fitness training resources. This includes the assault courses, sports pitches, fitness suite, sports hall and impressive indoor swimming pool. JS use these resources often during their well-planned physical training and evening sports sessions. Medical and dental facilities are of a high standard. Medical staff treat and provide JS with medication quickly and effectively when needed.

Senior officers and catering staff ensure that JS have access to a wide range of good-quality food. They are given a well-balanced diet and sufficient daily amounts of food to ensure they have enough energy for all their activities. Food choices cover dietary needs and religious beliefs. For example, catering staff create menus to support the small number of JS fasting during Ramadan. JS have access to snacks and drinks outside of mess hours in the well-stocked onsite shop.

Senior officers and staff commit to continuously improving the lived experiences of JS. They have a good range of quality assurance activities in place to evaluate their progress on this. These include structured and effective support and challenge from the independent advisory panel and frequent feedback from JS focus groups and surveys. Senior officers evaluate this information effectively to prioritise their areas of development and their improvement actions. Their improvement actions reflect their findings, and they closely assess the impact of their actions.

What does the unit need to do better?

The uniform and kit of a small minority of JS, particularly petite females, do not fit well. These JS appreciate the support that staff give them to adjust their kit so that they are more comfortable.

Senior officers do not track in detail how well JS from a range of different backgrounds, for example care leavers or those with SEND, progress compared to their peers.

Royal Air Force Cosford

Royal Air Force (RAF) Cosford is the largest phase 2 training establishment in the RAF and is located in Shropshire, near Wolverhampton. Several other MoD training organisations are co-located at RAF Cosford and under separate command.

Defence School of Aeronautical Engineering (DSAE) is a pan-defence organisation and consists of 5 MoD schools. Three of these schools are based at RAF Cosford, with the remaining schools, the Royal Naval Air Engineering and Survival Equipment School and the School of Army Aeronautical Engineering, located at other MoD sites. The Photographic Faculty of the Defence Intelligence Academy (formerly Defence School of Photography) also has a permanent presence on the base.

The DSAE schools based at RAF Cosford are:

• No.1 School of Technical Training. This is the largest training school at RAF Cosford, delivering predominantly phase 2 technical training for RAF personnel across mechanical engineering, avionics, weapons, and survival equipment fitter pathways.
• No.2 School of Technical Training. This school delivers specialist technical and professional training, including phase 2 training for RAF engineering officers, and a substantial proportion of DSAE’s phase 3 advanced technical training.
• RAF School of Physical Training. This training school delivers phase 2 and phase 3 defence physical training instruction and related specialist courses from RAF Cosford.

At the time of the inspection, there were 1,063 phase 2 trainees at RAF Cosford. There were 81 female trainees, including 4 officers in training. One hundred and forty-one trainees were under the age of 18.

Nine hundred and twenty-one trainees were at No.1 School of Technical Training. Of those, 373 were undertaking a mechanical engineering pathway, 338 were undertaking avionics training, 93 were undertaking weapons training and 51 were on survival equipment training. Sixteen officers were undertaking phase 2 training at No.2 School of Technical Training. A further 50 trainees from MoD Lyneham were undertaking an element of their phase 2 training at RAF Cosford as part of their specialist training.

One hundred and forty-two aviators were in training at No.1 Radio School, of which 14 were officers in training.

Other cohorts from the School of Physical Training had very few trainees enrolled, and the Photographic Faculty had no trainees currently in phase 2 training.

Recommendations

• Continue to implement the accommodation improvement strategy so that all accommodation for trainees is of the same high standard already achieved in several buildings.
• Staff in training roles should build on trainees’ prior knowledge and experience to further stretch and extend learning for them.
• Use the information staff capture during phase 1 training about trainees’ academic and wider development skills so that all trainees’ starting points are taken account of fully when they begin their phase 2 training at RAF Cosford.

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

Trainees feel, and are, very well cared for during their phase 2 training. The welfare team use monthly meetings to check on trainees’ wellbeing and identify any support requirements. Staff always check that young trainees have safe places to go when on leave and check that they return safely to camp at the end of their leave. Staff ensure that trainees who are under the age of 18, and trainees that staff identify as being vulnerable, stay in touch with friends and family. During their time on base, trainees take part in an extensive enrichment offer that caters for a wide range of interests and hobbies. Trainees can join sports clubs, such as football, rugby, golf, carting and motorcross. There is also a live music club, an allotment, a darts club, a volunteer band, a model-making club and a performing arts club. Trainees have good access to Wi-Fi and can stream films, play games and watch live sports, although streaming speeds are slower at busy times.

Trainees receive good careers advice and guidance. Many trainees access job fairs where they enjoy meeting military personnel who are doing a job they may be posted to do in the future. For example, avionics engineering trainees meet staff from their next posting well in advance, such as from RAF Lossiemouth, so they know what to expect when posted there. No.1 Radio School trainee officers are provided with excellent, extensive opportunities to visit RAF stations across the UK to help inform their future career plans.

Trainees have a good understanding of the fitness levels that they must achieve. They are provided with 3 mandated physical training sessions per week to help maintain their military fitness levels. Trainees are supported well by physical training instructors, who also provide nutritional advice to help them stay physically healthy.

Trainees appreciate the good range of food options available for them that cater to their varying tastes. They have access to a range of additional food outlets at Cosford Village so they can get food outside of set mealtimes or at weekends. A few trainees also have access to kitchen areas in their accommodation so they can prepare their own healthy food should they wish to. 

Trainees, including those under the age of 18, have a good understanding of British values and the dangers of radicalisation and extremism. Trainees receive frequent briefings and participate in mandatory training about how to stay safe when off the base and when online. They have a good awareness about local risks to their safety and wellbeing, as well as their important role as ambassadors for the RAF when in public. 

Trainees know how to raise concerns and are confident that any unacceptable behaviour they experience will be dealt with quickly and decisively. Incidents of harassment and bullying are very rare and, if they do occur, are dealt with swiftly by staff. Trainees feel safe at RAF Cosford.

What does the establishment do well?

Senior officers have a very clear and incisive understanding of the quality of training and support for trainees. They undertake frequent detailed root cause data analysis of their provision. For example, they recognised that first-time pass rates on the Avionics Technician course were low and identified that the sequencing in some aspects of training caused failures at key assessment points. Training was reorganised, with the result that first-time pass rates on that course improved greatly and were sustained over subsequent intakes.

Senior officers are ambitious for their trainees and use a range of information to understand their on-course experience. They take seriously the views of trainees and make adjustments that have a positive impact on their experience. Leaders spend time visiting classrooms and training facilities to gain a detailed insight into trainees’ classroom experiences and to understand their wider support needs. The information that leaders gather during their visits helps inform improvement actions that contribute to high overall and first-time pass rates.

Senior leaders continue to balance very well the training demands and requirements of the RAF as recruitment of personnel is increasing rapidly. They deploy staff across the base, prioritising their duty of care to trainees. They effectively use staff to cover any gapped posts and maintain sufficient staffing to cover phase 2 training fully. Leaders ensure course capacity is maximised for every intake and that intakes align well with when phase 1 training establishments finish their courses, so that trainees are not kept unnecessarily in holdover.

Leaders manage risk well and have highly effective arrangements to ensure the welfare of trainees. They record detailed case notes and interventions for any incidents related to trainees’ welfare. Leaders continue to strengthen their safeguarding arrangements and have close links with the local authority, rigorous arrangements for vetting staff and a revised online risk register for leaders to effectively manage any concerns.

Instructors undergo a rigorous selection process to work at RAF Cosford. Instructors are a highly qualified mix of RAF and civilian staff. Most civilian staff had previously had a career in the RAF. They bring substantial industry experience to their roles and draw effectively on their expertise to provide clear, consistent guidance throughout training for trainees. Leaders routinely check the effectiveness of staff capability at RAF Cosford through activities such as lesson observations.

Instructors use appropriate teaching strategies to teach trainees. Theory sessions are well taught by staff, who use effective questioning to check and support learning. For example, avionics engineering trainees learn about electrical systems and how to identify faults in aircraft navigation systems. Staff test trainees thoroughly on their understanding of the process they have followed before allowing them to fix those faults on aircraft.

In practical sessions, most instructors use demonstrations well to highlight key concepts and observe trainees completing well-structured learning tasks. For example, in mechanical engineering, instructors demonstrate how to attach hydraulic hoses to landing gear assembly before watching them repeat this task on the aircraft they are working on. However, in a few sessions, trainees who have already completed their tasks have to wait for other trainees to catch up before they are allowed to move on to the next activity, which delays their own progress slightly.

Leaders have implemented comprehensive processes to identify trainee’s support needs. Training and development coaches complete an initial screening activity with trainees, should they feel that they have a learning need. Staff at the education centre then conduct diagnostic tests with trainees to establish whether any support is necessary. When additional learning support is required, staff create individual learning plans with trainees and share those plans with instructors.

Staff work closely with trainees to ensure their military skills and discipline remain in line with the standards expected in the RAF. Where trainees are identified as falling below that standard, such as turning up to training sessions late or failing room inspections, they are provided with appropriate, proportionate sanctions to help them achieve the expected standard.

Leaders have in place appropriate mechanisms to support trainees in response to any complaints they may raise. In addition to their course leader and welfare staff, trainees can submit anonymous complaints through an online app. All complaints are triaged by leaders and dealt with appropriately.

Trainees have good access to high-quality medical and dental facilities. All are well staffed with appropriate medical professionals for both routine and emergency care. Commanders are highly responsive to building maintenance, refurbishment and re-decoration requests made by medical and dental practice managers.

Mostly, training resources are of a high standard. For example, the mechanical training flight has an excellent range of resources. Trainees first practise on high-quality simulators, where trainers introduce virtual faults for trainees to diagnose and fix before moving on to work on real aircraft. Each element of practical training is carried out on decommissioned fighter jets such as Hawks, Jaguars and Tornados. This helps trainees apply theoretical knowledge well to practical maintenance tasks.

Messing arrangements are well managed across the 5 messes, overseen by the contractor. The contractor’s management team ensures that food menus meet MoD catering requirements. Menus meet the dietary requirements of trainees, including those who are vegetarians and vegans, and one mess serves 100% halal food. Food is labelled appropriately with summary nutritional values.

What does the establishment need to do better?

Leaders have rightly prioritised investment in the critical safety infrastructure around RAF Cosford. They have invested in boilers, heating systems and fire doors so that trainees have sufficient hot water and heating, and safe accommodation. There is a detailed work programme scheduled over the next 12 years that will bring accommodation up to the required standard. Where renovations have been undertaken, trainees reside in high-quality, modern, comfortable accommodation blocks. However, accommodation is still not consistently good for all trainees.

There are a few trainees for whom staff do not provide sufficiently demanding study. This results in trainees who have mastered the new skills or knowledge they are being taught having to wait for the rest of the group to finish before they can move on to the next task. Several trainees have already completed study at degree level or have significant military experience. This means that they arrive better prepared for their phase 2 training, but staff do not account for this when delivering training.

Phase 2 staff do not use the information they have about trainees’ specific development points to plan learning for them. During phase 1 training, staff record a range of general information about trainees’ progress, but aspects of trainees’ development are not addressed until several weeks into the course. This slightly delays learning and development for those trainees.

Ofsted’s terms of reference

Ofsted will:

• carry out an annually agreed programme of activity, which may include inspections, surveys, reports and training, that satisfies the requirements of the memorandum of understanding agreed with the MoD
• use the most recent version of Ofsted’s inspection framework, adapted for this purpose, to make judgements on the strengths and weaknesses of care and welfare provision in initial training units
• keep establishment senior staff informed about emerging findings and will inform the MoD’s Directorate of Training, Skills, Learning and Development (TSLD) of any major concerns
• take account of safeguarding in line with the current framework, where relevant
• produce an inspection report after each inspection of a training establishment
• carry out a follow-up reinspection where we have found poor performance
• provide regular progress reports on inspection outcomes to TSLD
• visit MoD service training headquarters as required
• determine the extent to which progress has been made in dealing with concerns about care, welfare and support for recruits and trainees during initial training in the Armed Forces
• use inspections to evaluate the effectiveness of the MoD strategic management of the support, care and welfare for recruits and trainees during initial training
• publish an annual report that includes the observations and findings from individual units, overarching recommendations for the MoD, and suggested improvements to policy and practice across all initial training
• support TSLD in the delivery of workshops and internal training to raise awareness of the inspection framework and role of the nominee
• deliver nominee conferences for representatives of units within the scope of the inspection programme
• provide a lead MoD inspector to liaise with TSLD to manage the relationship to deliver agreed obligations
• review the inspection framework annually in consultation with TSLD, confirming major changes by formal amendment and publication
• carry out any additional joint project with TSLD, as set out in a separate formal agreement

The MoD seeks to achieve the following:

• provide external, independent assurance of the care and welfare standards in initial training carried out across the Armed Forces
• unit-level inspections, reinspections and feedback to cover all initial training before personnel become ‘gains to trained/trade trained strength’
• strategic recommendations to enable the maintenance, development and continuous improvement of policy, principles and practice of care and welfare for recruits and trainees
• the ability to share good practice with the national learning community and benchmark the provision of defence training and education to ensure comparable standards to civilian learning programmes
• the ability to maintain and update professional skills through continuous professional development activity in order to support the lifelong learning agenda and skills development in the MoD

Inspection dates 

Establishment/unit	Dates of inspection
Royal Marines School of Music and Royal Military School of Music	21 to 23 October 2025
Commando Training Centre Royal Marines	28 to 30 October 2025
Defence School of Logistics and Administration, Worthy Down	25 and 27 November 2025
The Defence Medical Academy	26 and 27 November 2025
Aviator Training Academy, RAF Halton	2 to 4 December 2025
HMS Collingwood	27 to 29 January 2026
Royal Naval Air Station Yeovilton	4 and 5 February 2026
Defence Fire Training Unit	10 and 11 February 2026
University Royal Naval Units	3 to 5, and 18 and 19 March 2026
Army Foundation College Harrogate	10 to 12 March 2026
RAF Cosford	28 to 30 April 2026

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]
Royal Marines School of Music and Royal Military School of Music	1,1,1,2,1	2,2,2,2,2
Commando Training Centre Royal Marines	1,1,1,2,1	2,2,2,2,2	2,1,2
Defence School of Logistics and Administration, Worthy Down	2,2,2,2,2	2,2,2,2,2
The Defence Medical Academy	2,2,2,2,2	3,3,2,3,3
Aviator Training Academy, RAF Halton	2,2,2,2,2	2,2,2,3,2	2,2,2
HMS Collingwood	2,2,2,2,2	2,2,2,2,2
Royal Naval Air Station Yeovilton	2,2,2,2,2	2,2,2,2,2
Defence Fire Training Unit	1,1,1,1,1	1,1,1,1,1
University Royal Naval Units	3,2,2,2,3
Army Foundation College (Harrogate)	1,1,1,1,1	1,1,1,1,1
RAF Cosford	2,2,2,2,2		2,2,2

<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>