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Safer training

Managing risks to the welfare ofrecruits in the British armed services

AHP

Sticky Note

Adult Learning Inspectorate (2005) Safer Training: Managing Risks to the Welfare of Recruits in the British Armed Services. Available from World Wide Web: <http://news.bbc.co.uk/1/shared/bsp/hi/pdfs/21_03_05_ali.pdf> [Accessed: 13 November, 2012]. PAGES: 39, physical training 65, punishments and others

Safer training

Safer training

Managing risks to the welfare ofrecruits in the British armed services

Published by the Adult Learning Inspectorate under commission fromthe Ministry of Defence

© Adult Learning Inspectorate 2005

Adult Learning InspectorateSpring PlaceCoventry Business ParkHerald AvenueCoventry CV5 6UB

This publication may be copied in its entirety, without charge. Extractsmay not be quoted without acknowledgement of the source. Materialfrom this publication may not be sold or used by way of trade withoutthe express permission of the copyright holder.

Adult Learning Inspectorate publications are produced using materialsfrom sustainable sources.

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Safer training

Contentspage

Ministerial foreword viiPreface 1Summary 4Principal recommendations 8

CONTEXT 11Personnel statistics 12The Ministry of Defence 12Training establishments 13Initial training 13The training and education process 14Differences between the services 15Pressures for change 15

The training day 17Evidence 21

Terminology 22

FINDINGS 23Leadership and management 24Selection and training of instructors 25Equality of opportunity 28Recruitment services 30Induction and literacy & numeracy

support 31Contact with families 33Accommodation 34Meals and recreation 35Support and welfare 37Physical training 39Firearms 41Bullying and harassment 43Complaints 46Suicide and self-harm 46Linking the phases of training 48Leaving training 49

Detailed recommendations 50

SUMMARY REPORTS 53HMS Collingwood 54HMS Raleigh 56HMS Sultan 58Commando Training Centre Royal

Marines, Lympstone 60Royal Marines School of Music 62RAF Cosford 64RAF Halton 67RAF Honington 69

Contents

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Page

RAF St Athan 71RAF Shawbury 73School of Electronic and Aeronautical

Engineering, Arborfield 75ATR Bassingbourn 77RAC Bovington 79ITC Catterick 81Princess Royal Barracks & St Omer

Barracks Deepcut 84AFC Harrogate 87ATR Lichfield 893 Royal School Regiment of Military

Engineering, Minley 91ATR Pirbright 93ATR Winchester 96

APPENDICES 99Appendix 1

Establishments and institutions visited during the survey 100

Appendix 2A questionnaire survey of the parents of recruits aged under 18 101

Appendix 3Questionnaire 103

Appendix 4Terms of reference 109

Appendix 5Select bibliography 112

INDEX 114

List of figures1 The individual training and education

process 14 2 The training day 17

List of tables1 Total staff, training staff and recruits

at each establishment 272 Rates of injury and gender

differences under the ‘gender-fair’ and ‘gender-free’ regimes 40

3 Incidence of bullying or harassment in Army training schools 43

4 Armed forces attitude surveyfindings 2003 44

5 Suicide rates per 100,000 population 47

forewordSafer training

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In May 2004 I commissioned the Adult Learning Inspectorate (ALI) toconduct an independent and searching review of the way the ArmedForces train our personnel.

I was keen that our training regime be exposed to close scrutiny and to use thefindings of an inspection to build on and, if necessary, improve the way in which theMinistry of Defence (MOD) conducts its business in this critical area. I am grateful forthe work of David Sherlock and the inspection teams of the ALI in undertaking thiscomprehensive and very detailed survey of Defence initial training.

There are many factors that have contributed to the successful performance of ourArmed Forces, but the high quality of individual training and education that Servicepersonnel undertake throughout their careers is pivotal. Young men and women whochoose a Service career have every right to expect the highest standard of trainingand, within the constraints of a disciplined Service, should be afforded everyopportunity to exploit their individual talents and skills to the benefit of Defence, aswell as their own personal development.

In willingly opening up our training to the ALI’s independent oversight, we have takena further step on the road to confirming quality performance as a fundamental goal ofthe Defence training organisation. The ALI has had unrestricted access to every aspectof the training environment and the statistics recording the scale of their endeavoursare impressive. Such transparency is vitally important in demonstrating to the widercommunity that we seek to improve and I am personally convinced that independentinspection on a continuing basis is an essential part of that process. Realistically noorganisation could experience such an intense scrutiny without blemish and Defencetraining is no exception.

I am fully committed to delivering any necessary improvements, whilst continuing topromote the best practice of MOD’s current training regime that is also highlighted inthe report. An action plan will be put in place early, to take forward therecommendations under Ministerial direction. The stakes are high, in that we arepreparing our young people for service in a hugely demanding environment. Wewould not be doing our best for them if training was not inherently robust, but wemust always be alert to the experience of individuals for whom initial training is theirfirst exposure to life away from the comfort of home. The central theme of the ALIReport is that, if we are properly to prepare our people for the unique demands ofoperations, then their training must be accorded the same priority. This key area willbe studied against the backdrop of an environment for which there is no realcomparator.

The report draws extensively on the views of trainees, parents, instructors, unitcommanders, training agencies headquarters personnel and central policy staffs. It ishard hitting; I would not have expected otherwise. We have made significant progressin joining together the training effort of the three Services to exploit good practice,

Ministerial foreword

The Rt Hon Adam Ingram MP

Minister of State forthe Armed Forces

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but the ALI has identified inconsistencies in the application of policies and hashighlighted shortcomings, which must be, and will be addressed. We need to find thebalance between robust preparation for front line duties and the absolute necessity totreat our young people fairly and with due care. Our focus will be on ensuring thatthis is achieved.

We look forward to continuing our partnership with the ALI, to address those areas inwhich we are found wanting and develop further what we already do well.

The Rt Hon Adam Ingram MP

Minister of State for the Armed Forces

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PrefaceThe Minister of State for the Armed Forces, the Rt Hon Adam Ingram,announced on 24 May 2004 the appointment of the Adult LearningInspectorate (ALI) to conduct an independent inspection of trainingestablishments.

This followed a recommendation by the Surrey Police, in their report into the deathsof four young soldiers at Deepcut Barracks between 1995 and 2002, for independentoversight of the standard of care.

The ALI’s task was not to examine the events at Deepcut. The facts surrounding thosetragic circumstances have been investigated by Her Majesty’s Coroners and the SurreyPolice. The investigation by Nicholas Blake QC on behalf of the Ministry of Defencewas in train at the time of writing. Our role was to evaluate the steps being taken tosafeguard recruits in the armed forces today. In doing so, we hope to contribute tosatisfying those most affected by past events, that lessons are being learned. We alsohope that this report will go some way towards demystifying initial training for thebenefit of future recruits and their families.

This report is the result of the most comprehensive survey of its kind ever undertakenby an independent agency. The ALI has had unhindered access to all relevantpersonnel, documentation, computer records and premises. We have interviewedover 4,500 recruits, amounting to half of those who were training with the armedforces at the time of inspection. We have spoken to over 2,000 staff and analysedover 450 questionnaires returned by the families of recruits. We have watchedrecruits in their training establishments and young soldiers in the field, in Basra, Iraq.We are grateful for their time and co-operation.

Inspectors were charged with investigating two main themes:

• The impact of initial training and the arrangements for care and welfare for

recruits and their families

• The adequacy of the organisation of initial training and welfare for recruits and

their families.

Many recruits are very young. Some are only 16 and away from their homes andfamilies for the first time. But they are being trained for combat in due course. Thoseinvolved in training them must strike the right balance between taking every possiblestep to ensure that young people are fully prepared to survive in a war zone in a fewmonths’ or years’ time, and taking care that they come to no immediate harm. Thereare sometimes difficult judgements to make.

Our approach has been to judge how well the inevitable risks are identified,managed and mitigated. It is an approach which is familiar to the armed forces, aswell as to every civilian employer, and we recommend that it should be the basis onwhich the quality of welfare services should be judged.

Preface

David Sherlock

Chief Inspector of Adult Learning forEngland


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In carrying out the review, inspectors considered the following questions:

• Is the welfare of recruits an intrinsic part of military training and understood to

be the responsibility of everyone engaged in it?

• Are the risks to recruits analysed and managed in a consistent way, so as to

mitigate them as far as possible?

• Is training in the armed forces structured in a way that promotes learning from

experience, the sharing of good practice and continuous improvement?

The answer to all these questions is ‘No.’

The over-riding conclusion from our review is one of inconsistency. This exists amongthe three services, among establishments, and sometimes even within establishments.It exceeds anything that can be plausibly attributed to operational imperatives. Thegreatest areas of concern were found within the Army, but they were by no meansconfined to it. Training, and the care of young people undergoing that training, arenot sufficiently well managed.

The phrase ‘duty of care’ formed part of the terms of reference for this survey. Thisphrase, almost meaningless in itself, has come to mean the provision of separatesupport services for young people in training. It is unhelpful to everybody concernedif welfare comes to be seen as the antithesis of effective military training. It is not.Managing the risks to recruits is the job of everyone involved in training.

A solution to most of the problems raised in this report has already been foundsomewhere in the armed forces. However, disconnection between the services,unnecessarily large numbers of training establishments and short-term postings, aswell as weaknesses in management, all combine to inhibit a culture of continuousimprovement. The fact that the risks remain high, despite the existence of identifiableremedies, relates in the end to the inferior status usually accorded to training. Toimprove the quality of training, as well as the welfare of recruits, this status has tochange. With that change needs to come a more professional attitude to managingevery aspect of a training establishment, its military, civilian and sub-contracted staffalike. Not everyone has the skills needed either to lead a training establishment or totrain. They are not necessarily the same skills as those needed to succeed in combat,nor are they inferior. The combat success of the armed forces cannot, on its own,validate the quality of the training regime.

We consider that very great improvement could be accomplished in two or threeyears if some radical steps were to be taken to deal with this organisationaldysfunction. Major structural changes are needed to improve initial training andbetter protect recruits. There is no shortage of goodwill in the armed forces. Nor isthere an unawareness of most of the principal concerns raised in this report. Many ofthem have been set out in successive internal reports by the Directorate ofOperational Capability since 2003 and some are being dealt with through currentpolicy initiatives. Yet there is little evidence of systematic change and improvement,or consideration of the training and welfare regime as a whole, from top to bottom, inorder to make it more coherent.

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Our principal recommendations are intended to address this. We also make detailedrecommendations, many of which can be embarked on now at establishment andtraining agency level.

This report is not the end of the ALI’s involvement with the armed forces. We have aformal agreement lasting at least four years. This study has allowed us to set a reliablebaseline from which future progress can be measured. In the coming year, we willreturn, unannounced, to establishments where we saw things that troubled us; wewill widen our reviews, ideally to include officer training; and we will assist theMinistry of Defence in carrying out our recommendations.

The goal we share with Ministers, with the armed forces, with recruits and with theirfamilies is not only safer training, but better training. We are convinced that the twothings can be complementary.

David Sherlock

Chief Inspector of Adult Learning for England

March 2005


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SummarySummary

Leadership and managementThe emphasis of the armed forces is onleadership rather than management. Asuccession of short-term postings ofcommanding officers to training establishmentsdoes little to promote continuous improvement.With a normal tenure of two years, commandingofficers inherit the policies, practices andmaterials of their predecessors, with littleincentive to do anything other than oversee thestatus quo. Few are significant budget-holders.Raising the status and reward associated withtraining would do much to ensure that takingresponsibility for training the service-people ofthe future was seen by all as an honour, on a parwith operational command.

There is a disconnection between strategy andpractice. Decisions and policy from the top aretoo loosely connected to what happens on theground. This has a marked effect on criticalwelfare and safety issues, including theprevention of bullying and harassment.Conversely, officers commanding establishmentsdo not always implement the policies which doexist on these issues.

Management of training is undermined by a lackof reliable data, preventing commanding officersfrom gaining any rapid grasp of the problemsthey face or from setting verifiable targets forimprovement. Figures for complaints, bullyingand harassment, for example, are too low to becredible.

Where lessons have been learnt, most notablyafter the incidents at Deepcut, few mechanismsare in place for sharing this knowledge withother establishments or across the other armedservices. This was also the case in relation to themany examples of good practice we foundacross all three services.

Selection and training ofinstructorsInstructors are usually recommended by theircommanding officer rather than undergoing anyformal selection procedure. Recent front-lineexperience is considered essential by all threeservices. As a result of this priority, fewer thanhalf of all instructors receive any relevanttraining before taking up their posts. No checksare made on those working with over-16s forcriminal records or suitability to work withyoung people. Some denigrate their time as aninstructor as “babysitting”, while others would bepleased to stay longer than two years in order todevelop good skills as trainers. Operationaldemand moves them on.

We considered carefully the observation oftenmade by military personnel that there are toofew staff to adequately supervise recruits. Giventhe ratio of staff to recruits at someestablishments, it is more likely that the problemis one of inefficient deployment.

Equality of opportunityAmong senior officers there is a clearcommitment to ensuring that equality ofopportunity is an intrinsic part of the culture ofthe armed forces. This was not evident atestablishment level. We found that equality anddiversity were too often dismissed as ‘politicalcorrectness’, or as entailing simple compliancewith legislation rather than being properlyaccepted as a means to ensure that the forcesgain the greatest possible benefit from eachrecruit’s unique capabilities. The generalunderstanding of equality of opportunitylegislation, as described by service-people of allranks to inspectors, is that it demands thateveryone should be treated the same.

Comprehensive data on ethnicity, gender,nationality and religion are rarely sought oranalysed. Racist taunts are often belittled in

Safer training

importance by being dismissed as “banter” orexcused as part of a tradition of nicknames.Inspectors heard women recruits referred to asbeing to blame for being harassed and as sexualpredators responsible for inappropriaterelationships with staff.

We conclude that this is a critical area for rapidimprovement.

RecruitmentRecruitment practices were at times over-zealous, contributing to the very high drop-outrate. Many recruits felt that they had been givena rosier picture of service life than they found tobe the reality. They subsequently felt misled anddisillusioned. Some had been recommendedjobs which were inappropriate to their abilitiesin a misguided attempt to address specific staffshortages. A young person’s initial contact withthe armed forces was usually in attractive,modern careers offices, often in stark contrast tothe training environment they found themselvesin later. More opportunities for applicants tohave a taste of service life before they committhemselves would contribute greatly to better-informed decisions.

Induction and literacy &numeracy supportAll three services are aware of the need to easethe shock of moving from home life to 24-hourimmersion in a new and strange environment.The care with which induction is specified andorganised varies widely, however.

Many entrants to the services, and particularly tothe Army, have very low levels of reading,writing, arithmetic and use of English. Inductionsessions seldom diagnosed their problems withsufficient care to enable them to be addressedefficiently. The results can be very serious; forexample a technician in Iraq asked for helpbecause he was unable to read well enough tocarry out his duty of making incendiarydevices safe.

Contact with familiesPractice also varied widely in involving familiesin settling in young people to a new life. Whereit took place, contact with families was animportant factor in alleviating recruits’homesickness, both immediately after joiningand throughout initial training. We believe thatthe relationship with families, particularly wherethere is concern about the welfare of a recruit,needs to be managed with professional care andunderstanding, giving, if anything, a surfeit ofinformation.

AccommodationThe circumstances in which recruits live varywidely. Some experience good accommodationand facilities which helped to assure them thatthey had joined an elite organisation. Others livein barracks little better than slums, with poormaintenance and cleaning making bad buildingsworse. While we accept that adjusting to a morespartan environment may be necessary foranyone starting military life, some of theaccommodation, particularly in Armyestablishments, was wholly unacceptable.Inspectors were often struck by the stark contrastbetween vast land holdings and poor-quality,badly maintained buildings. Current large-scaleredevelopment and rationalisation plans havehad the perverse effect of halting routine repairs.We agree with the Ministry of Defence view thatthe number and size of training establishments isno longer suitable for the relatively few entrantsjoining today’s small, specialist armed forces.

Meals and recreationThe quality of meals was variable. Initial trainingis physically demanding and exhausting: thedaily energy intake and dietary balance neededby recruits is similar to that needed byprofessional sportspeople. The last meal in theday was often in the late afternoon, leavingyoung people unfed for too long a periodovernight. More care is needed in providingregular, appropriate nutrition. All trainingestablishments were generally successful inpreventing under-age drinking, but there was

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considerable variation in establishments’approaches to serving alcohol to over-18s. Theminority of establishments which ban alcoholicdrinks during initial training have shown markedimprovements in behaviour and their example isworth following. Drug misuse was wellcontrolled. Some establishments relied on barsand gaming machines as a source of money toimprove recreational facilities, a practice whichwe consider unwise.

Support and welfareWe took particular pains to evaluate care andwelfare provision and found that much has beendone to improve it. Welfare staff, whethercivilian or military, were strongly committed totheir jobs and they were usually liked andappreciated. However, there was a clear needfor better co-ordination, including shared accessto more complete records, so that vulnerableyoung people do not slip through the net. Amore professional welfare service is essential,including the general availability of skills such ascounselling. Our over-arching conclusion is thatwelfare must not be seen as the preserve of afew allocated staff, but as the responsibility ofeveryone working in a training establishment.

Physical trainingImproving the physical condition of recruits is amajor goal of initial training. Physical educationstaff and facilities were invariably found to begood. Many young people arrived overweight orunfit, however, and the effort to meet thenecessary standards in a short time was beyonda significant number. There are too many injuriesand too many recruits leave because ofunfitness. More flexibility is needed inscheduling initial training and planning eachrecruit’s physical regime.

FirearmsWe found wide variations of approach infirearms training. To a degree, this is justified bythe differing reliance each of the three servicesplaces on competence with a personal weapon.Nevertheless there was some laxity in safely

storing weapons and accounting forammunition, which we consider poses anunnecessary risk to the safety of recruits.

Bullying and harassmentThe armed forces’ own data show that aroundthree-quarters of all military personnel believethat bullying and harassment take place. Aroundone in ten reports having suffered it; that is,some 20,000 people across the three services.Much of this is tacitly or explicitly condoned as‘traditional’, even though it is officiallyforbidden. Terms like ‘beasting’, ‘locker trashing’,‘jailing’ and ‘tanking’ are used euphemisticallyto put a gloss of acceptability on activities whichentail physical abuse, intimidation orhumiliation. The newest recruits, women andpeople from minority ethnic groups areparticularly vulnerable. Most bullying is done byrecruits to other recruits. Group punishmentscarried out by staff, where several recruits sufferfor the confessed or concealed misdemeanour ofone, are forbidden but none the less happen.This can lead to animosity among recruits andfurther recriminations. Outside the armed forcesbullying is regarded as gross misconduct subjectto instant dismissal. We conclude that the armedforces do not carry through their avowed ‘zero-tolerance’ approach to bullying and harassment.

ComplaintsThe number of complaints recorded is too low tobe credible. Confidential responses to the ALIfrom recruits’ families highlighted many caseswhere there were grounds for serious complaint,but few had been made. Recruits are oftenencouraged to reach reconciliation informally,for example through a handshake. This approachleaves victims vulnerable to continued sufferingor to reprisals. The armed forces prefercomplaints to be resolved at the lowest level,usually by junior non-commissioned officers.They are usually unrecorded and this lack ofdata results in a failure to identify problems orestablishments which are ‘hotspots’ of bullyingand harassment. Recent surveys of recruits’experiences, using the independent MORIpolling firm, are a promising sign.

AHP

Highlight

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Suicide and self-harmStatistics show that suicide rates in the Britisharmed forces are similar, overall, to those foundin the forces of the United States and Australia,although the likelihood of suicide among menunder the age of 20 in the Army is 1.7 times thatof their civilian peers and several times thatfound in the Royal Navy and Royal Air Force.The lack of data held by establishments meansthat there can be no certainty whetherindividuals are ‘at risk’ or not. There is a cleardownward trend in suicide rates in all threeservices, but better management of the risks isimperative.

Linking phases of trainingAll three services recognise the problemsassociated with delays between phases oftraining as a result of failures in planning, andare trying to reduce them. Filling these longperiods with menial activity in an attempt tokeep young recruits occupied can result indisillusionment and drop-out.

Leaving trainingEarly drop-out is very high, varying from about15 per cent for the Royal Air Force to 47 percent in the Royal Marines. Drop-out is frequentlydismissed as inevitable, leading to complacencyabout addressing the root causes. Early drop-outis costly in terms of wasted money, wasted stafftime and distress to young people. It should beaddressed as a priority. When recruits decide toleave, in most cases, but by no means all, theyare dealt with intelligently, speedily and withsensitivity.

We recommendAdult Learning Inspectorate

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Our recommendations for structural change are:

WE RECOMMEND that decisive action shouldbe taken to make more attractive time spent asan instructor or leading a training establishment,and to reward it through the use of decorations,pay, promotion or other incentives valued in thearmed forces. Training will never be uniformlyexcellent unless it is seen to be equally highlyregarded and rewarded as time spent in thefront line.

WE RECOMMEND that instructors should beselected through competition. Their suitabilityshould be appraised through professionallyconducted assessment centres and formal vettingfor criminal records or previous misconduct withyoung people. They should always be trained asinstructors before taking up their duties andshould undertake continuous professionaldevelopment and regular, formal performanceappraisal thereafter. Their training should preparethem for support and welfare duties. Instructorsshould remain in post for longer than the two-year period usual now. The allocation should beflexed to make it possible for instructors tospend, say, three years in a training postfollowed by a year of operational duties.Increasing the ratio of professional trainers topeople on short-term postings from front-lineduty (whose task it should be to bring currencyof experience without necessarily managing thetraining process) is for consideration.

WE RECOMMEND that commanding officers oftraining establishments should remain in post formore than two years, using flexibility ofallocation in a similar way to that proposed forinstructors. They should receive training in suchgeneric management skills as finance, data-handling, personnel and equality and diversitybefore taking up their posts. Their roles shouldbe defined more clearly and their performanceassessed against objectives which includemeasured and continuous improvement.Commanding officers of training establishmentsshould be given regular opportunities to work

together and learn from each other, across allthree services. We suggest that commandingofficers of training establishments should bebudget-holders, as they are already in the RoyalAir Force, giving them the means to makeimprovements.

WE RECOMMEND that means be found toensure more consistent implementation of thepolicies on training devised by the Ministry ofDefence. An unbroken thread of responsibilityshould issue from the top, reinforced withroutine checks that what is intended happens inpractice. Policies also need to be ‘owned’ bythose charged with implementing them, andbetter means need to be found to ensure that thisis so. Our study shows that the armed serviceshave much to learn from each other. Tri-servicearrangements like the Director General Trainingand Education should be reinforced andextended.

WE RECOMMEND that the number of trainingestablishments should be significantly reduced,in order to ensure that they are of a uniformlyhigh standard, adequately resourced andproperly staffed. The number of recruits passingthrough the initial phases of training each year ismodest in comparison with, for example, asingle further education college. The programmeof rationalisation and closure established underthe Defence Training Review should beaccelerated, releasing funds to be reallocated torecurrent expenditure and new investment.While setting the ideal number of establishmentsneeds further study, our survey suggests that thenumber in the Army, in particular, couldbeneficially be at least halved, while stillallowing necessary distinctions to besafeguarded. The worst accommodation shouldbe replaced now, rather than waiting for theoutcome of wider rationalisation plans.

WE RECOMMEND that training and assessmentin promoting equality of opportunity and

Principal recommendations

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diversity should be a central element of thepreparation of all training staff, military andcivilian alike. Our findings suggest that, despiteall efforts to date, the understanding andpractices of the armed forces in relation to thesematters are some years behind those of generalsociety. Gender-, nationality- and racial-stereotyping, inappropriate language and too laxan attitude to harassment and bullying are stilltoo widely accepted. Further effort to eliminatethem is needed. Much more work is needed toestablish a proper understanding that equalityand diversity are practical managementconsiderations, which could help to resolve thearmed forces’ recruitment and retentionproblems.

WE RECOMMEND that managing the risks torecruits and safeguarding their welfare should bethe duty of everyone involved in training. Ourfindings suggest that, while the work of thosenow involved in pastoral care is often of a highstandard and is widely appreciated, it isunhelpful for it to be regarded as separate fromother aspects of training. More specialisedprofessional training is needed in, for example,assessment and remedial teaching of skillsrelated to reading, writing, arithmetic and use ofEnglish; counselling; identification and supportof vulnerable young people and those prone toself-harm; dealing with behavioural problemsincluding bullying; and sexual health. A ‘one-team’ approach needs to be adopted in whichthe civilians involved in welfare can confidentlyshare their perceptions and records with militarytraining staff.

WE RECOMMEND that the involvement offamilies or partners, of entrants aged under 18especially, be actively sought at every stage ofrecruitment and training. Our work suggests thatthis would pay substantial dividends in reducingearly drop-out or undetected bullying. We arestrongly of the view that greater sensitivity isneeded in dealing with families in cases ofserious injury or death among recruits. Moreconsistent care should be taken in managing thetransition back to civilian life of those who dropout during training, for whatever reason.

WE RECOMMEND that the processing andrecording of complaints from recruits should bemore formalised. Complaints are often dealt with

at too low a level in the military hierarchyproperly to reflect their seriousness. Protocolsare needed to define the competency ofsuccessive ranks within the training staff todeclare a complaint resolved. All complaints,whether amicably resolved or not, should berecorded and collated centrally, so that anypatterns might be detected and addressed,changing the armed forces’ stance from areactive one to one where they are able toanticipate emerging problems.

WE RECOMMEND that statistical data on allrelevant aspects of the profile of applicants,entrants, those who progress and those who dropout, should be systematically collected, analysedand used for management purposes andevaluation at establishment level and centrally.These data should include those required toreveal any differentials according to gender,race, sexual orientation, faith or other factorsaffecting equality of opportunity. Those holdingresponsible positions in training should betrained in data management. Verifiable targets forimproved performance in, for example, recruits’rates of completion of training and progression,should be used to assess the performance ofcommanding officers and instructors.

Context

Assault course training at Army Training Regiment (ATR) Pirbright


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Personnel statisticsThere are just over 200,000 people in the armedforces, a figure that has remained stable for thepast four years. For comparison purposes, interms of national employment, this figure islower than the number who work for Tesco,which has 326,000 employees. The Armyaccounts for more than half of the services’personnel, with around 110,000 soldiers. TheRoyal Air Force has a little over 50,000 people,which broadly matches the number ofemployees in the Prison Service, and the RoyalNavy a little under 40,000, which is close to thenumber of police officers in London’sMetropolitan Police Force. To maintain theirnumbers, the armed forces need about 25,000new recruits each year, implying an averagelength of service of eight years. Some stay foronly a few months and others for a whole career.Recruitment targets have been reduced for 2004-05, reflecting both the reductions planned in theDefence Training Review and difficulty inattracting suitable recruits.

Comparing annual intakes with total personnel,by service, is instructive as it shows the averagelength of retention. In the Royal Navy, an annualintake of about 5,000 is needed to sustain aworkforce of 40,000, coinciding with theimplied all-services average of eight years. In theArmy, the corresponding figures are 15,000 and110,000, implying an average retention of justover seven years. In the Royal Air Force, justover 4,000 recruits suffice to sustain a workforceof over 50,000, implying an average career ofaround 13 years. Retirement ages in the RoyalAir Force are often higher than in the other twoservices.

In the Army, more than a third of all entrantsdrop out during the initial training period. Thatproportion represents between 5,000 and 6,000of the 15,000 who entered. Informal estimatesby senior officers suggest that it costs about£5,000 for the recruitment and initial training ofeach recruit. If that is so, the Army wastes about£30 million a year through early drop-out. Thesefigures are speculative, both because of anabsence of verified cost data and the manyinconsistencies between the same personneldata from different sources. In the Royal Air

Force, training drop-out is about half that in theArmy, at about one in six. The Royal Navy fallsin between, with about one recruit in fivewithdrawing. The Royal Marines have the highestdrop-out rates.

The Ministry of DefenceThe armed forces are funded and their policiesset by the Ministry of Defence. It is headed by acabinet minister, the Secretary of State forDefence, who is aided by three ministers as wellas two under-secretaries. The Ministry has some82,000 civilian staff spread throughout theUnited Kingdom.

The routine work of the military is theresponsibility of six senior officers who holdelements of the armed forces’ budget. Three ofthem command operations on land, sea and air,respectively. The other three are responsible forall personnel matters, including training andwelfare. They are the Adjutant General (Army),the Second Sea Lord (Royal Navy) and the AirMember for Personnel (Royal Air Force). Mosttraining is the responsibility of three agencies:the Army Training and Recruiting Agency; theNaval Recruiting and Training Agency; and theTraining Group Defence Agency (Royal AirForce). In addition there are specialist trainingagencies for disciplines like medicine andintelligence.

There are also central departments that influencetraining. Amport House is a training centre forchaplains which also delivers welfare training.There is an equal opportunities training andpolicy division in the Ministry. Training for equalopportunities advisers is carried out atShrivenham in Wiltshire. This establishmentpublishes policies on equality of opportunity inthe form of Defence Council Instructions, whichall units are then required to follow. The variouschains of command add their own requirements.Central edicts are issued on such things as themilitary interpretation of European workinghours legislation and disability discriminationlegislation.

A decade of delegation of responsibility fortraining to single services has been modified bythe recent introduction of the Director General

Context

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Training and Education, based at the Ministry ofDefence. The Director General has responsibilityfor developing and overseeing theimplementation of policy and for findingopportunities for tri-service rationalisation.Nevertheless, the agencies continue to holdimmediate responsibility for quality and thetraining budgets. The Defence Training Reviewproposes that some of the current trainingestablishments be streamlined into six ‘DefenceColleges’, to enable a reduction in the numberof establishments and greater investment in thosewhich remain. Each of these colleges will deliveran area of work such as aircraft engineering orcommunications across all three services. Thefinal aspiration is clear but for the time being,how it will be realised is still to be resolved.

Training establishmentsMilitary training takes place at over 40establishments throughout Britain, with asubstantial majority in southern England. Someare in parts of the country which when theywere first opened were rural, for example nearLondon and in the Home Counties where thevalue of land and accommodation is now veryhigh.

The Royal Navy has seven trainingestablishments, with initial training concentratedin two, HMS Raleigh near Plymouth and HMSCollingwood near Portsmouth.

The Royal Marines have one establishment, atLympstone in Devon, where officers and otherranks train together.

The Royal Air Force has nine training sites, withinitial training concentrated at:

Halton near Aylesbury, Buckinghamshire

Honington near Bury St Edmunds, Suffolk

Shawbury in Shropshire

St Athan near Barry in Wales.

The Army has over 20 establishments, withinitial training concentrated at:

Bassingbourn in Hertfordshire

Blandford and Bovington in Dorset

Catterick and Harrogate in North Yorkshire

Larkhill in Wiltshire

Leconfield in East Yorkshire

Lichfield in Staffordshire

Pirbright, Deepcut (Princess Royal Barracksand St Omer Barracks) and Minley in Surrey

Winchester in Hampshire

In addition, there are a small number of defence-wide training establishments, notably HMSSultan in Gosport, Arborfield near Reading, andthe Royal Air Force base at Cosford inWolverhampton, all of which play an importantpart in initial training. Further complexity isadded by specialist training establishmentsdealing with everything from hydrography tomusic, officer training, catering, animal handlingand medicine.

These bases vary in size from 200 recruits to2,000. It is apparent that they are a costlythrowback to a time when the armed forces weremuch larger and even more separate than theyare today.

Initial trainingInitial training is divided into two ‘phases’. Phase1 covers a general introduction to military life. Itlasts 12 weeks in the Army (except atBassingbourn where 17 weeks is normal,Catterick where a combined phase 1 and phase2 course lasts 24 weeks and Harrogate, wherephase 1 training lasts a year) and eight weeks inthe Royal Navy and the Royal Air Force (exceptat Honington, where recruits receive 18 weeks’training and Halton where the course lasts nineweeks). Phase 2 covers technical andprofessional training and varies in lengthaccording to the complexity of the skills to bemastered. At Lympstone, phase 1 and phase 2training are combined in a 32-week course.


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The training and educationprocessFigure 1 presents training and education as acontinuous flow through a service career. Inpractice, military life consists of two-year homepostings punctuated by episodes of front-lineservice. During home postings, militarypersonnel are prepared for the next period ofservice in the field or at sea. Recruits sometimesexperience gaps between the end of phase 1 and

the start of a suitable phase 2 opportunity. Youngpeople in one of these gaps are known in theArmy as ‘soldiers awaiting trade training’, orSATTs. The anti-climax after the intensity ofphase 1 training, the boredom and tendency tobe given menial jobs to fill time which wouldotherwise be aimless, are acknowledged to maketime spent as SATTs particularly undesirable.Attempts have accelerated in recent years toeliminate gaps between phases and these arebringing some success.

Selection process

First employment

Figure 1: The individual training and education process

Whole-life development

Education, including:

basic and fundamentalICT skills

Modern Apprenticeships

Foundation degrees

Postgraduate education

Accredited trainingundertaken through career

and beyond includingresettlement

PHASE 1Initial training on entry

PHASE 2Initial specialist training

PHASE 3 trainingIndividual professional/

career development trainingundertaken, as required,throughout service career

Resettlement trainingand advice before leaving

the service

Initial training

Context

15

Differences between theservicesThe three armed services have evolved insomewhat different ways in recent years. While‘tri-service’ initiatives – where army, navy and airforce work together – have become morecommon, distinct traditions remain. The RoyalNavy has always been a single service, withhabits of centralised control extending back tothe late seventeenth century. Technologicalchange has led to a comparable degree ofhomogeneity in the Royal Air Force. In the Army,the adherence to ‘cap badge’ remains firm. Thesedifferences bring complexity to the otherwisecommonplace observation that ‘everyone is asoldier in the end.’ An Army officer might basethis thought on the necessity for everyone to beable to use personal weapons in close combat,whatever their day-to-day specialised trade. Asimilar phrase from a naval officer wouldprobably allow for a more differentiated pictureof the many skills required to operate a warshipin action, only a minority of which would bedirectly connected with its armaments and nonewith personal firearms. Much the same wouldapply to the Royal Air Force.

These differences are not just matters of habit orsentiment. They relate, in the end, to thechallenge of maintaining group cohesion. Thefact that most sailors or air force personnel fightas a team inside machines, using a variety oftechnical skills, whereas the infantry unit, atleast, consists of a group of people with muchthe same skills working separately but to acommon purpose, places differing requirementson their training. Regimental loyalty in the Armyis used to foster teamwork and a sense ofdistinctiveness.

Many implications for training flow from theseideas. First, recruits to the three services aretrained separately, in order to consolidate theirallegiances, regardless of whether the content ofinitial training is similar for all. Second, the Armymaintains many small training establishments,increasing difficulties of consistency, efficiency,control and buildings maintenance while theother two services have rationalised their trainingestablishments and gained significant advantagesfrom so doing. Third, while physical fitness and

stamina are issues for all three services, strengthis emphasised by the Army and the RoyalMarines. Acquiring high levels of strength callsfor steady and incremental physicalconditioning. Without this investment of timethere is a danger of temporary or permanent lossof recruits through, for example, lower limbstress fractures caused by carrying excessiveloads. A culture which values physical strengtharguably finds it difficult to find a place forwomen appropriate to their potentialcontribution, and exalts ‘hardness’ in a mannerwhich can promote bullying. These arecomplicated issues which the armed forces areworking through.

Pressures for changeThe need for constant re-evaluation is imposedby changes in the nature of military roles ingeneral, in combat and in warfare. The directionof change, in broad terms, is towards relativelybrief outbreaks of combat, often against irregulartroops, followed by more extended periods ofpeace enforcement; towards the more sensitivelymodulated use of force which the subtleties ofthese transitions demand; and towards the use oftechnologically more complex and more deadlyweapons systems.

As in the world of work more generally, thearmed forces have a place for fewer and fewerrecruits without good literacy and numeracy, andwithout the capacity to master advanced skills.Recruits who meet these requirements and arewilling to enter the Army, in particular, are hardto find.

A less compliant society and more inquisitivepress and broadcasting media also place greaterpressures on the armed forces for accountability.This is often uncomfortable where the need foroperational secrecy is deeply ingrained. Groupsof people who are separated from their fellowcitizens by wearing uniform, by living andworking apart in secure premises, by carryingout uniquely dangerous and disagreeable tasks,often react guardedly to what they perceive to beinappropriate demands for openness.

Two challenges arising from the gap betweensociety in general and the armed forces are

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potentially significant in this review. First, thereis an obvious need to reverse the naturalresponse to external pressure and to becomemore open to public interest; more transparent.Second, many studies have demonstrated thattensions arise from the widening differencebetween increasingly peaceful civilian life andservice in a war zone. Recruits’ expectations oftheir treatment follow the same trajectory: theyare ill prepared for what they see as verbal orphysical abuse, poor living conditions or harshtreatment which appears in any way gratuitous.Tracking societal change is becoming more andmore necessary, if training is to be efficient andappropriate. An urgency to prepare recruitsproperly for front-line service can easily bemisinterpreted as brutality. Dealing with thenecessary transition in the modern world mayrequire changing the desired end-product, or thespeed with which this product is shaped.

The level of care which has to be exercised overthe safety of recruits is rising. Families and thepublic are no longer willing to accept, withoutquestion, that military training is dangerous andentails the injury or untimely death of youngpeople, unless the risks have more obviouslybeen considered, explained, managed andmitigated.

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Context

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‘This is the first timesome recruitsdiscover there aretwo 5.30s in a day.’

‘I’ve never been astired as this.’

‘The accommodationis cold, there are notenough showers andthe toilet flooded.’

‘The chocolatecustard at St Omeris great.’

Accommodation is dormitorystyle, with often 12 to a room orup to 30 in the Royal Navy.

Recruits wear uniforms most ofthe day.

Meals are provided. Recruits canget additional food at the shopor coffee bar.Breakfast is later at weekends.

Supervised by the troop staff.Uniform must be clean andpressed. Recruits are responsiblefor cleaning the accommodation.

Recruits who feel unwell orhave an injury report sick to themedical centre.

Each recruit stands to attentionby their bed, with their kitdisplayed. Sergeant emphasisesstandards needed.

If kit is not up to standardrecruits receive additionaltraining.

Training includes:• military history• weapons training • drill• physical exercise• NVQ• beliefs and values• progress reviews

When training away from thebarracks, recruits will havepacked meals.

Recruits are woken by their dutycorporal

Wash and get dressed, ready tomarch to mess hall

Breakfast After breakfast march back toaccommodation, led by seniorman or woman in the group.

Prepare for inspection of kit andaccommodation

Sick parade

Inspection of kit by troopsergeant

Training from instructors

Medical checks

Collecting kit

Lunch

06:00 hours

06:00-06:30

06:30-07:15

06:30-07:45

07:00

08:00-08:15

08:30-12:30

12:30-14:00

The training dayThere is no such thing as a standard day’s training. The routines vary according to each service, howfar each recruit has progressed and their specialism. Be that as it may, figure 2 shows a day whichmany recruits would regard as typical.

Time Activity Background What they said


18

‘Now I havecompleted phase 1,I feel like I haveachieved something.’

‘There’s not enoughtime to meet yourmates and relax.’

‘It’s good we canring home especiallywhen we feelhomesick’

Training places include:• classroom• gymnasium• parade ground• surrounding countryside• firing range• assault course

overnight and outside e.gDartmoor

Meal times vary atestablishments. Some unitsprovide a fourth meal in theform of a high energy bar.

Recruits can change intotracksuits.

Recruits carefully prepare theiruniform and kit for the morninginspection.

Recruits may attend hobbies andsporting sessions if available andthey have time.

Alcohol is not permitted forunder-18s and some units haveno alcohol.

Recruits must march and salutetheir senior staff as they moveabout the unit.

Recruits cannot leave the unit inthe evening or at weekends untilweek 6, provided they havesuccessfully passed testing.

Duty corporal checksaccommodation

Training

Evening meal

Homework

Additional training from staff

Group meetings

Homework

Personal time:

Phone home

Go to the coffee bar or shop

Do laundry

Lights out

Recruits are expected to sleep.

14:00-17:00

16:30-17:30

18:00-20:00

20:00-23:00

23:00-06:00

What they saidActivity BackgroundTime

This is a strict and demanding regime which is intended to change lives. Nevertheless, most youngpeople take to it readily, and many, happily. A member of staff at Deepcut told the ALI, ‘The rawmaterial now is better than it used to be, though the things they get up to these days are no differentfrom 25 years ago.’

Context

19

Of their days, recruits said this to inspectors:

SLEEPING

• ‘The beds are too small. My feet hang over the end.’ HMS Raleigh• ‘I’ve never been as tired as this.’ Royal Marines: Lympstone• ‘There’s not enough time for sleep.’ ATR Winchester• The sleeping bags are excellent; you get better kip on exercise.’ ATR Winchester

LIVING

• ‘The accommodation is awful. The ablutions stink.’ Deepcut (St Omer)• ‘The accommodation is good.’ HMS Collingwood• ‘Why do we have to clean our accommodation twice a day? Our time could be better spent.’

HMS Sultan• ‘It’s a lovely place.’ RAF Shawbury• ‘The accommodation’s bad. It’s cold, not enough showers and the toilets are flooded.’

ATR Bassingbourn

EATING

• ‘There’s enough food, but the quality isn’t that great.’ SEAE Arborfield• ‘I like the food here. The chocolate custard is great! It should be on every day.’ Deepcut (St Omer)• ‘The evening meal’s too early.’ RAF St Athan• ‘I can only eat chips and gravy. I’m not used to all the other stuff.’ HMS Raleigh• ‘The food’s awful.’ ATR Bassingbourn• ‘Why do we have to suffer plastic knives and forks; don’t they trust us?’ ITC Catterick• ‘I hate paying for food that’s no good.’ HMS Sultan

LEARNING

• ‘There’s too much to learn in too short a time.’ HMS Collingwood• ‘There are too many exams.’ HMS Sultan• ‘The course is OK. The worst thing for me is having to keep doing my boots for parades!’

ITC Catterick• ‘I like the extra help with maths.’ RAF St Athan• ‘I get extra help if I’m struggling.’ HMS Sultan

PHYSICAL TRAINING

• ‘It’s the first time I could fit in a size 10 dress. Yippee!’ ATR Winchester• ‘They make you run on pure adrenalin.’ ITC Catterick• ‘I knew it was going to be tough, but not this tough.’ Royal Marines: Lympstone• ‘The new PT programme’s excellent. You get told a lot about what’s good to eat, how to look

after yourself and keep fit.’ SEAE Arborfield• ‘It’s great, getting fit.’ RAF Halton• ‘We should have more upper body strength training.’ RAF Honington• ‘The adventure training’s good. It gets you away and gives you a buzz.’ RAF Honington


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WELFARE

• ‘I’d like more opportunities to go home.’ RAF Halton• ‘Our section commander is great; any problems at home or on camp and he’ll help you sort

it out.’ SEAE Arborfield• ‘I would use the padre instead of the divisional officer if I had a problem.’ HMS Collingwood• ‘You can talk to your corporal about problems but the padre is better.’ RAF Honington• ‘The padre’s a good laugh!’ RAF Shawbury• ‘It’s good we can ring home when we’re homesick.’ ATR Lichfield• ‘Racism here is no worse than civvy street.’ ITC Catterick

RECREATION

• ‘There’s not enough time to meet your mates and relax.’ ATR Lichfield• ‘The course is very tightly packed.’ RAF Halton• ‘There’s not enough to do after hours.’ HMS Collingwood• ‘The drinks in the bar are so cheap!’ RAF Shawbury• ‘Where else can you have so much fun and get paid for it?’ HMS Raleigh• ‘I like the chance to play rugby at weekends.’ RAF St Athan

DISCIPLINE

• ‘They treat us according to the way we behave: do well and we get praise; do badly or mess about and we get extra work.’ ATR Lichfield

• ‘I like the discipline. It’s firm and fair.’ RAF Halton• ‘I like the balance between respect and discipline. We get respect here. I don’t recognise this place

from what’s on TV and in the papers. I have no gripes.’ Deepcut (Princess Royal)• ‘I think the punishments are used fairly.’ Royal Marines: Lympstone

MEETING EXPECTATIONS

• ‘They make the Army look more glamorous than it is. They told me lies at the recruiting centre.’ ITC Catterick

• ‘I’m scared about ship duty. I’m planning to leave before then.’ HMS Collingwood• ‘I got wrong information from the recruiting office.’ RAF St Athan• ‘I’m paid to work. I want to work. I don’t like doing nothing.’ HMS Sultan• ‘It’s not as strict as I thought.’ ATR Lichfield• ‘Raleigh is great. It’s the best thing I ever did, join up.’ HMS Raleigh• ‘I love Army life. It really suits me.’ Deepcut (Princess Royal)

Context

21

EvidenceThis report is based on the most comprehensiveevidence ever assembled on this topic. The ALIprogramme consisted of 24 inspections oftraining establishments, lasting about a week at atime. Seven of these inspections, at HMSRaleigh, HMS Collingwood, RAF Halton and theArmy establishments at Catterick, Deepcut,Minley and Pirbright, were unannounced. Ofthese seven, those to RAF Halton, HMS Raleigh,Deepcut and Catterick were return visits. Allphase 1 training establishments were inspected,most of phase 2 and a selection of phase 3. Inaddition, inspectors visited, among others:

• the training agencies of all three services• seven armed services careers offices• the police of all three services and the

Ministry of Defence• the Shaibah Logistics Base in Basra, Iraq• the Black Watch and Royal Tank regiments

after their return from Iraq to the UnitedKingdom.

A full list is included at Appendix 1.

We have placed a great deal of emphasis oninterviewing recruits, alone or in small groups,without military staff present. In total, inspectorsinterviewed 4,764 recruits. To gather the viewsof families, we interviewed 233 parents andanalysed 453 questionnaires completed byparents of recruits aged under 18. We alsosought the views of training staff, interviewing2,191 of them. We observed 353 trainingsessions or welfare support sessions, carried outby military and civilian staff. We spoke, bytelephone, with 30 former recruits who haddropped out.

We made a point of observing, meeting andinterviewing recruits throughout their days,including at weekends, in four establishments.We were there:

• at breakfast• during room and kit inspections• on the firing range• during classroom lessons• during guard duties• during overnight exercises in the field• in accommodation blocks

• in mess halls• in the social areas• in the learning centres• at internet centres• during sports activities• while recruits did their laundry• at curfew time• in rehabilitation units• in the medical centres• after midnight, during bed-check routines.

We took photographs as we observed theseactivities. All the photographs used to illustratepoints in this report were taken by inspectors.

To complement this direct evidence, we readextensively, including the many policy andsurvey documents produced by the armed forcesand the Ministry of Defence, the proceedings ofthe Defence Select Committee of the House ofCommons, and papers produced by the SurreyPolice and others on the deaths at Deepcut. Theinspection team included a serving police officerattached to Her Majesty’s Inspectorate ofConstabulary, who is also an associate inspectorfor the ALI, who had close liaison with theSurrey Police and who has expertise in theproper use of firearms. Two inspectors from theCommission for Social Care Inspection joinedthe team for a number of visits. The ALI’s teamconsisted of 10 very experienced inspectors froma range of professional disciplines, includingsports science, physical education, social care,management and basic skills; some had beensenior military officers. In addition, weemployed 13 ALI associate inspectors, who hadadditional training for this survey. They broughtfurther breadth of professional background,including experience of the armed forces.

To give further assurance that recruits felt able totalk openly, ALI posters were put up at everytraining establishment, giving the number of aconfidential contact line to inspectors. We alsoprovided an ALI website for concerns andcomplaints. Nobody can be completelyconfident that they have an accurate impressionof circumstances as complex as those in thearmed forces. Having said that, our experienceleads us to be sure that we have achieved a highdegree of certainty and that our findings arereliable.


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TerminologyThe terminology in this report is our own butseeks to offer clarity to a general readership. Innaming training establishments, we describeArmy bases only by location, whereas those inthe Royal Navy and Royal Air Force aredesignated by the service and location. Forsimplicity, we refer to all young people intraining as ‘recruits’ whatever phase of trainingthey are in.

We have tried to avoid using jargon. It isinevitable, however, that some words andphrases have been used which requireinterpretation for a wider audience. We havetried to do this in the text where possible, but afew terms require explanation outside the bodyof the report.

Basic skills for instance, can be defined as theability to read, write and speak in English, and touse mathematics, at a level that enables a personto function and progress at work and in everydaylife. Within basic skills, the terms literacy andnumeracy are commonly used. In terms of adultlearning, literacy broadly means the ability tospeak, listen and respond; to read andunderstand; and to write well enough tocommunicate. Numeracy covers the ability tounderstand, calculate and use mathematicalinformation, and interpret the results.

Gender-free and gender-fair are used todescribe policies related to the physical trainingof women in the armed forces. In a gender-fairregime, women are set training goals appropriateto their physique. A gender-free approachapplies the same performance criteria to womenas to men.

The empowered officer‘s role is to listenobjectively to serious concerns that recruits mayhave. The role is independent of the chain ofcommand and they are empowered to raiserecruits’ concerns directly with the commandingofficer of the training establishment.

Findings

Radio School recruits in her room at RAF Cosford


24

Military training is led rather than managed.Individual functions and units are commanded,for short periods, within general policyguidelines. The variety of result broadlycorresponds with the competence and drive ofthe commanding officer. The Surrey Policesummary report on past events at Deepcut,published in March 2004, showed clearly thatlessons learnt during the period 1995-2002 wereneither sustained at Deepcut nor shared acrossthe Army and the other armed services. Thisfailure to secure incremental progress overperiods beyond that of a single commandingofficer’s posting, is a management weakness.While some progress has been made, notably byestablishing the tri-service Director GeneralTraining and Education, developments in thearmed forces tend to be driven by policystatements overseen by committees, layeredaccording to the seniority of their members,rather than by individuals and small teams whichare personally accountable for achieving definedresults. In other words, the training regime is ledby a complex bureaucracy and carried out bypeople more used to immediate action thansteady improvement. It is not a recipe fordeveloping a vision shared throughout thesystem and supported by an agreed level ofcommitment to achieving it.

A vital force in enabling managers to directprogress is the easy availability of reliable data.Individual officers and establishments haverecognised deficiencies in this area. At RAFShawbury, a Royal Air Force officer collects dataon the prior academic achievements of thosewho fail to qualify as flight operations assistantsand has shown a clear correlation between lowliteracy and numeracy and a likelihood offailure. At RAF Halton, data on each intake ofrecruits are collected and reviewed by officersand training teams to identify successes, failuresand risks. The new quarterly tri-service trainingquestionnaire, introduced only in November2004, is being used to shape training at theRoyal School of Military Engineering at Minley,but elsewhere, for example at Bassingbourn andHMS Collingwood, there is no impact so far. AtHMS Collingwood, data produced for theLearning & Skills Council on recruits funded by

them to undertake national vocationalqualifications were not correlated with thoserelated to phase 2 recruits more generally,missing opportunities to reduce bureaucracy aswell as improve performance. Records ofindividual recruits are not retained after thatperson moves on. The data collected byestablishments often omit analysis by gender,ethnicity or learning ability, and records are notkept of those who are given help with theirliteracy or numeracy. Performance data areseldom cross-referenced with information fromwelfare staff. Data on injuries are not routinelycollected or analysed by rehabilitation teams, sothat the reasons for harm might be identified andeliminated. Establishments collect data and sendthem to the central training agencies, regardingthis as sufficient to obviate the need for theirown data analysis and management. Littleanalysis, in fact, returns to establishments, whichusually continue as they are, assuming that theywould have been told of any disturbing trends.

Data requested by inspectors from centralagencies often varied from those produced bythe individual establishments and took sometime to be assembled. They contained manygaps, where information is not held; for exampleneither the Royal Navy nor the Army was able toproduce data relating to entrants from minorityethnic groups, such as their rate of earlydischarge for medical or other reasons or theirvulnerability to harassment or bullying. TheArmy has only started to collect total annualfigures for complaints on a standardised basissince January 2005, so that there are nil returnsfor all years to date. Data on the incidence ofbullying and harassment were available only forphase 1 recruits and are recorded as 49 and 100for the years 2002-03 and 2003-04 respectively.Given the outcomes of attitude surveysconducted by the armed forces and set outelsewhere in this review (see page 44), to theeffect that around three-quarters of militarypersonnel believe that there is bullying andharassment, these statistics are not credible.

The armed forces are under particularly intensepressure to demonstrate a high level of care forrecruits aged under 18. Again, Army summary

Leadership and management

We recommend consideration of themanagement techniques normally found incivilian training, including the creation of‘data-rich’ management environments andthe assignment of personal responsibility tocommanding officers for achievingmeasurable goals.

We recommend longer postings to trainingestablishments for commanding officers.

We recommend more tri-service initiatives,learning from each other wherever it isrelevant to do so.

We recommend active steps to raise thestatus of training, through the use of rewards,including access to promotion.

Findings

25

data on under-18s are largely unavailable,including the number recruited. Inspectors wereable to infer the proportion of early withdrawalsamong under-18s by assembling informationfrom a number of sources. The results aredisturbing, showing the proportion who drop outduring phase 1 training at 43 per cent in theArmy, 44 per cent in the Royal Navy, 19 per centin the Royal Marines (combined phase 1 andphase 2) and 27 per cent in the Royal Air Force.Both the differences between the three servicesand between under- and over-18s warrantcareful analysis, as do discrepancies between therecords of individual establishments and nationalaverages, and between sections withinestablishments.

Early drop-out is costly in terms of wastedmoney, wasted staff time and distress to youngpeople. It can be attributed to a variety of causesincluding inappropriate careers advice,insufficient physical fitness, failure to meet thestandards set in training, unrealistic expectationson the part of the recruit, injury or ill-treatment.Good data management is vital in determining

which of these was the cause. It is also vital tothe improvement of efficiency, of equality ofopportunity and as a means to help identify andeliminate harassment and bullying.

Instructors are usually recommended for thisduty by their commanding officers after annualappraisal has suggested they might be suitable.All three services believe that only those withrecent front-line experience are credible forappointment as instructors. The Royal School ofEngineering at Minley bases its selection on acompetitive application and interview process,as does the Royal Air Force base at Cosford forits training development co-ordinator posts. Withthe exception of those chosen to work withunder-16s, such as the Army Youth Team, nochecks are made for criminal records orsuitability to work with young people. Bycontrast, civilian instructors, who vary in numberfrom very few in phase 1 training to sometimesone-third of the total during phase 2, are subjectto open recruitment and formal selection. Mostare ex-servicemen themselves.

The result of these procedures is an instructionalworkforce which varies widely in attitude andcompetence. The better instructors describe

training as ‘an important and worthwhile job’;they are praised by recruits for maintaining anappropriate balance between discipline andsupport, as well as for their knowledge andexperience. Many told inspectors that theywished they could stay for longer than theaverage period of two years. At worst, some staffwe interviewed resented being posted away fromopportunities to distinguish themselves in thefront line. They were not interested in the joband some brought destructive attitudes to it,including an inclination to repeat badexperiences they, themselves, had suffered asrecruits. Some of these people were involved infulfilling the services’ duty of care for recruits,which they derided as ‘babysitting’. It is possiblefor people who are unsuitable in terms of theirattitudes, skills and, very occasionally, perverseinterest in vulnerable young people, to be postedas instructors without adequate safeguards.

Fewer than half of all instructors are trained todo the job before they start. Of the 170 non-

Selection and training of instructors


26

commissioned officers brought in to improvecare of recruits following the recommendationsof the Director of Operational Capability, manycame almost straight from front-line duty. TheRoyal Navy and the Royal Air Force made pre-posting training mandatory for instructors inApril 2004. Nevertheless, instructors who haveyet to be trained remain. The Army continues tosee training in advance for instructors as anaspiration. The lack of pre-posting training meansthat new instructors often learn bad habits beforebeing taught better. For example, at LichfieldInstructor School, some believed in theeffectiveness of group punishments, which arespecifically deplored by the Army.

The instructor training process itself variesamong the three services. The Royal Navy andthe Royal Air Force predominantly sendinstructors to the new Defence Centre forTraining Support, which offers courses of up tothree weeks, of which two days are devoted tolearning how to care for recruits. The Army hastraining centres with different specialisms atLichfield, Catterick and Leconfield. There is aspecialist course for Royal Marines instructors atLympstone, which emphasises coaching andleadership. The Army does not require instructorsto take part in the two-day Care of Traineescourse. There is no planned programme ofcontinuous professional development forinstructors and, if there was, instructors’ shortpostings would preclude a steady growth of theirskills.

In these circumstances, inspectors were notsurprised that training skills often seemed to belacking. The focus of this study was on welfarerather than training, and only a small number oftraining sessions were observed. In those thatwere seen, teaching was frequentlyunsophisticated. Unfamiliarity with the use ofvisual aids, excessive use of formal presentationand too little opportunity for discussion to dealwith questions, explore the application of newinformation and to check that everyoneunderstood, were common. Half the trainingsessions observed at Lichfield, for example, wereunsatisfactory. The benefits of a better-plannedapproach are plain to be seen. The Care ofTrainees course for instructors is very welltaught, with actors illustrating the circumstances

instructors might encounter. Not only areinstructors better prepared as a result, but theylearn the value of vivid presentation from theirown experience.

Much has been made of allegedly inadequate‘supervisory ratios’: too few instructors to ensurethat recruits are properly looked after.Commanding officers carry out a risk assessmentto decide supervisory ratios. We found exampleswhere, particularly outside normal workinghours, there were, indeed, very few staff on duty.The ALI inspection team collected figures for thetotal number of staff, the number of training staffand the number of recruits present, for eachestablishment. These data were provided byestablishments themselves and, in some cases,the training agency for the service concerned,either as verification or as the only source ofstatistics.

Findings

27

We recommend competitive selection forinstructor postings, including vetting andtesting to ensure suitability.

We recommend mandatory training forinstructors before they take up their posts.

We recommend achieving full value fromthese investments by retaining able instructorsin training roles for longer, giving themopportunities for continuous professionaldevelopment and qualifications, andrewarding them for achievement.

We recommend the use of formal appraisalsfor instructors, against objectives which centreon high retention and achievement among therecruits for whom each one is responsible.

We recommend that the armed forces reviewthe efficiency of staff deployment at trainingestablishments.

Total staff Training staff Total recruits Establishment on site

Lichfield 252* 242* 326

Winchester 251* 170* 280

RAF Halton 951* 459* 953

Catterick 1630 481 1343

RAF Shawbury 19 17 17

HMS Raleigh 346* 305 453

RAF Honington 38 34 117

Deepcut 138 132 820

HMS Collingwood 492 420 303

Lympstone 712 256 654

Bassingbourn 350* 235 302

RAF St Athan 165 116 248

Arborfield 479 142 706

Minley 306 111 298

RAF Cosford 1222 579 1446

HMS Sultan 126 65 731

RM School of Music 42 19 86

Bovington 1214 45 (phase 2 only) 165

Pirbright 305 291 891

Harrogate 573* 280* 1202

TABLE 1. Total staff, training staff and recruits at each establishment.

In almost every case, the number of trainingstaff, as well as the overall number of staff,appears generous in relation to the number ofrecruits. It has to be borne in mind that theseare 24-hour-a-day establishments. Nevertheless,the armed forces should consider whetherapparent staff shortages are, in fact, the resultsof inefficient deployment rather thanunderstaffing.

Note: The figures in this table have been provided bythe individual establishments and the training agencies.An asterisk (*) indicates that there was a substantialdifference between the figures provided from thesedifferent sources; in these cases the figures provided bythe establishments have been used.


28

At a policy level, the armed forces are committedto equality of opportunity. They have a wide rangeof documentation and have been publiclyrecognised for its quality. Nevertheless, equality ofopportunity and diversity are too often dismissedin the armed forces as ‘political correctness’, or assimple compliance with legislation, rather thanbeing more properly accepted as means to ensurethat the services gain the greatest possible benefitfrom each recruit’s capabilities. Someestablishments even fail their own service’s‘compliance’ test. Every training establishment issupposed to have an up-to-date equalopportunities policy but not all do. Each service’straining agency offers guidance on these policiesbut it is not always reflected in localimplementation plans.

Officers receive annual training sessions infostering equality of opportunity. Followingrecommendations in the January 2003 report ofthe Director of Operational Capability, all recruitsare given equal opportunities training during theirinduction. Booklets on equality are distributed toall recruits, but many are thrown away. Thequality of training in equality of opportunity, forboth instructors and recruits, varies widely fromestablishment to establishment and, at worst, failsto challenge or change inappropriate attitudesand behaviour.

The knowledge and level of commitment of eachestablishment’s equal opportunities officer oftendetermines the quality of recruits’ training in thisarea. Some establishments have yet to appoint anequal opportunities officer. The use of the term‘coloureds’ and a pin-up on one equalopportunities officer’s door suggest that, for some,this duty is not taken seriously and that their laxitywill be taken as an example by young recruits.Training for recruits normally includes anintroduction to current legislation, although atDeepcut it made no reference to discriminationon grounds of sexual orientation or religiousbelief. Recruits are also told how to make acomplaint.

Initiatives such as that at the Royal Marines’School of Music, where equality training isentrusted to the chaplain, while well-meaning,give an impression that it lies outside theresponsibility of those in the direct chain of

command. The message that equality ofopportunity is of peripheral importance is clearlyconveyed by staff who judge ethnicity by skincolour; by officers who swear at recruits and seekdeliberately to humiliate them; and by behaviourthat demeans women, for example by displayingposters and computer screensavers of pin-ups. Anofficer who asked his female colleague if sheobjected to these images was surprised when shereplied that she did.

The general understanding of equality ofopportunity, as described by service-people of allranks to inspectors, is that it demands thateveryone should be treated the same. Thismisapprehension leads, for example, to womenbeing made to carry the same packs as men, withno allowance made for differences of build orstrength, with the result that they are 14 timesmore likely than men to suffer stress fractures intheir legs. The same problem afflicts the youngestrecruits whose bones are not yet fully mature.There are examples of the sensible exercise ofdiscretion in this matter, for example at RAFHalton where women are given individualattention, and at Lympstone, where the RoyalMarines’ training programme was revisedfollowing high rates of injury.

The emphasis placed on physical strength in manyArmy roles, especially that of the infantryman,can lead to the perception that the role of womenin the Army is of less importance than that ofmen. Inspectors often heard women recruitsreferred to as deserving blame for being harassedand as sexual predators responsible forinappropriate relationships with staff. Thisconfused perception of women appears lessprevalent in the other two services, where womenare often rightly valued for high technical skills,leadership and attention to detail, althoughsurveys confirm that it is by no means absent. Thepresence of a growing number of women officersand senior warrant officers in the Royal Navy andthe Royal Air Force, successfully carrying outfront-line roles, offers positive models for recruitswhich are less often available in the Army.

There are some examples where careful thoughthas produced immediate benefits, both for thosefrom overseas and women. For example, aprogramme for Gurkha recruits unable to return

Equality of opportunity

Findings

29

home during a holiday period included a tour ofLondon, a visit to Cornwall and discussions with aMember of Parliament, making these recruits feelspecial while the others were away. AtBassingbourn and Pirbright, all-women platoonshave been introduced on a trial basis in aparticular attempt to reduce injury. TheBassingbourn platoon beat their male peers in arecent competition which included a test of theirskill with weapons. Innovation is not without riskand things can go wrong, but if the armed forcesare to excel in creating a culture of equality anddiversity, more decisive action is required than isoften taken at present.

Responses to the Race Relations Amendment Act2000 have been too slow. The armed forces haveagreed with the Commission for Racial Equality atarget for the representation of minority ethnicgroups of 8 per cent by 2013 (compared withcurrent representation in the general population of9 per cent, according to the 2001 Census). TheRoyal Navy and Royal Air Force now have only2.5 per cent of personnel from minority ethnicgroups. The Army’s figure of 7.2 per cent issignificantly better. These figures may, in fact, bewide of the mark. Confidential disclosure ofethnic origin is not compulsory for recruits.Comprehensive data on ethnicity, gender,nationality, religion and other points of differenceare neither sought nor analysed. Whileapplication forms and feedback forms forrecruitment centres use the designations of racialdifference from the National Census, the armedforces’ police use a different ‘ethnic code’introduced in 2003 (MOD Form 266A/B). Thiscalls for witnesses to crimes to be identified asfollows:

• White (skinned) European

• Dark (skinned) European

• Negroid

• Asian

• Oriental

• Arabian or Egyptian

These designations are unacceptable in the widercommunity.

In the Royal Navy and the Royal Air Force, officerrecruits from minority ethnic groups exceedproportionately those in non-commissioned ranks.The armed forces should quickly raise their targetsto match minority ethnic representation of 16–19-

year-olds in the community as a whole: that is, 13per cent.

The use of nicknames in the armed forces istraditional and is sometimes used as an excuse forname-calling which may well be resented and isoccasionally, in fact, racist. Simply banning suchpractices is not enough. Their offensiveness needsto be explained, with conviction, by leaders whoare fully conversant with current good practice.The commanding officer at Winchester showedthe effectiveness of this approach by explaining toinstructors why a complaint from a parent aboutbullying had been justified.

Some establishments have substantial proportionsof recruits from other cultures, but make littleattempt to help them take a full part in servicelife. At Pirbright, 30 per cent of recruits are fromoverseas, from countries such as Fiji, Ghana,Samoa and Jamaica, as are about a quarter ofDeepcut’s recruits. Provision for teaching Englishas an additional language is not offered routinely.There is no apparent acknowledgement of culturalor nationality groups, and little attempt to fostergreater mixing and teamwork, for examplethrough sports. Inspectors found that recruits whodid not understand instructors’ strong regionalaccents were criticised for being insolent andaccused of ‘playing the race card’ when theyprotested their innocence.

We recommend higher targets for recruitmentof women and people from minority ethnicgroups and positive action to achieve them.

We recommend that within guidelines setnationally for all three services, each trainingestablishment should draw up its own actionplan for equality, against the achievement ofwhich the performance of the commandingofficer should be monitored.

We recommend renewed attention to equalityand diversity training for all trainingpersonnel, military and civilian.

We recommend that training establishmentsshould accept a duty to be exemplary infurthering equality and diversity, playing a keyrole in changing attitudes over timethroughout the armed forces.


30

Recruitment centres are well equipped andattractive; a wide range of videos, computerpresentations and brochures is available.Enquiries are managed methodically and carefulrecords of each applicant are assembled.Recruiting officers are invariably enthusiasticabout their work and are generally well preparedfor it. They are, however, representatives of theinterests of the armed forces, guiding applicantstowards filling staff shortages, rather than beingindependent careers advisers. The materials theyuse sometimes paint a rosier, more action-packed picture of service life than many willexperience if they join. More opportunities forapplicants to have a taste of service life beforethey commit themselves, as happens with theRoyal Marines at Lympstone and the gunners’preliminary course at Honington, wouldcontribute greatly to better-informed decisions.Of the 30 former recruits interviewed by the ALIwho had dropped out of training early, a thirdsaid that they had not been made sufficientlyaware of what military training might entailbefore they started.

The Royal Navy and the Royal Air Force recruit

relatively small numbers of young people, tojobs which are technically demanding. They areable to be selective. The Army needs morerecruits, but it has a much wider range ofspecialisms to offer, suited to applicants with agreater variety of educational background,including many who would not qualify for theother two services. Recruits who were asked byinspectors to look back on their experiences ofrecruitment had widely differing views, fromsatisfaction to disillusion. Where the recruitingofficer happened to be from the specialism towhich an applicant was attracted, theinformation given was accurate and detailed.Career brochures were often seen as unhelpfulbecause they described things which a youngperson who had no previous experience of workwould find hard to understand. Someinformation on important conditions of servicewas inaccurate or misleading.

Army recruits take the British Army RecruitingBattery of tests, which yields a ‘generaltrainability indicator’. Those who achieve thelowest scores above the minimum allowed areposted to the infantry. The higher the score

Recruitment services

Recruitment information at armed forcescareers office Coventry

Recruitment information at armed forces careersoffice Coventry

Armed forces careers office Coventry

achieved, the wider the choice of trades. Inpractice, however, those choices can be stronglyguided in the direction of specialisms wherethere are vacancies, rather than those whichproperly match the recruit’s potential. For some,who wish only to join the Army as a generalaspiration, this matters very little. Others canfind themselves committed, early on, to a careerpath for which they may not be ideally suited orin which they are not particularly interested.

The Royal Navy and Royal Air Force check therecords of new recruits for criminal convictions;the Army does not, and relies too heavily on self-declaration. It is possible for people withcriminal records to join the Army, pass throughtraining and become instructors, withoutthorough investigation of their backgrounds.

Findings

31

All three armed services are aware of the need toease the shock of moving from home life to 24-hour immersion in a new and strangeenvironment. The care with which induction isspecified and organised varies widely, however.Induction handbooks produced by RAFShawbury, RAF Cosford and HMS Collingwoodare good, although an opportunity to discuss andexplain the policies they set out would greatlyincrease their usefulness. Pocket-sized cards withcontact names and numbers are often issued but,again, recruits say that more needs to be done tobring the information to life. For example, arecruit at RAF Halton told inspectors:

‘We need more team-building in the earlyweeks; it took me three weeks to learneveryone’s names.’

Sometimes, there appear to be gaps of suchseriousness that they can lead to wastage ofmuch of the effectiveness of initial training.Recruits have to commit themselves to fouryears’ service in the Royal Navy on the basis ofvoluntary visits to ships in dock. A phase 3recruit at HMS Collingwood said:

‘Life on ship was a shock, nothing like Iexpected, and I didn’t like it.’

The array of acronyms used in the armed forcestakes in roles, places, organisational units andequipment, all of which recruits need to becomefamiliar with quickly, at the same time asadjusting to living away from home, newrelationships and a new job. Gradual and carefulintroduction of new terms would help to reducethe stress of induction into a new way of life.

Preparation before joining pays handsomedividends. Time spent in the cadet force, the pre-entry courses for the Royal Air Force Regiment atHonington and the Royal Marines at Lympstone,the Army Youth Team, the year-long programmefor young entrants at Harrogate before transfer toCatterick, and the introductory CD-ROM to RAFHalton, all help make induction a success. Theinduction process itself varies in length fromthree days at Winchester to two weeks atLympstone. The content is neverthelessreasonably standard, including briefings fromstaff, tours of facilities, and introductions to therules and the behaviour expected. In some cases,parents or partners are involved; this can be ofsignificant benefit later, if recruits are homesickor in difficulty. As one young recruit atBassingbourn said:

‘The parents’ weekend was really great. Ithelped me stay in training.’

Induction and literacy & numeracy support

We recommend a uniform approach totesting recruits across all three services, withregard both to their potential and theireducational attainment, and to recording andanalysing the data collected.

We recommend greater care in ensuring thata realistic picture of service life is presented,including making ‘taster’ experiencesgenerally available.

We recommend that training establishmentsroutinely provide feedback to careers officeson the quality and success rates of recruits.


32

The ALI’s experience in other contexts suggeststhat young people retain little they are told atinduction. Everything is too unfamiliar to meanmuch and, usually, too much information ispacked in. Knowledge and familiarity need to bebuilt up gradually, over a period of weeks, withrepeated reinforcement and testing. Sometimesthat is done in the armed forces, with ‘buddies’helping to explain and settle in newcomers. AtRoyal Air Force establishments and at the RoyalMarines base at Lympstone, for example, recruitsare visually identified with badges or colouredstrips so that they can more readily be forgivenminor misdemeanours, such as failing to salutean officer when required. There are examples ofless thoughtful practice, such as neglecting toask recruits what they thought of their induction.

A significant failing of many inductionprogrammes is that they do not reliably identifyrecruits’ literacy, numeracy or languageproblems. The results can be very serious. Forexample, a qualified technician in Iraq hadasked for help from the new education centrebecause he was unable to read well enough todo his job of making incendiary devices safe,with any sense of security. Aptitude andintelligence are tested at armed forces careersoffices but few educational qualifications arerequired, except for technical trades. In March2004, the Army started to test the literacy andnumeracy of every recruit. The minimum entrystandard for infantry recruits is at entry level 2,the literacy ability normally expected of seven-year-olds. The Royal Navy and Royal Air Forcetest the English, maths and mechanicalcomprehension skills of recruits who have notachieved A* to C grades in the general certificateof secondary education (GCSE).

Inspectors found evidence that some applicantsare helped to pass entry tests in order to keep upthe number of new recruits. A young person whocould not read the statement of ‘attestation’ –formally agreeing to join the service – had to beprompted and guided by the recruiting officer.Entry requirements have been lowered forspecialisms which are in short supply, as seen inthe reduced requirements for training as a flightoperations assistant or a weapons technician atthe Royal Air Force establishments at Shawburyand Cosford respectively. Additional learning

support is provided for recruits at someestablishments, but no modifications are made totraining for recruits or students from overseaswho speak English as an additional language.More and more establishments are introducingroutine assessment of literacy and numeracy atthe start of phase 1 and phase 2 training, but thefull benefit will not be felt until better recordsare kept of learning needs, the help given andthe progress made. Effective basic skills trainingdepends greatly on comprehensive, well-informed encouragement at reviews.

There is much good practice from which tolearn. The Royal Air Force establishments at StAthan and Honington give good literacy andnumeracy support. Harrogate provides learningsupport assistants during everyday trainingsessions. An RAF St Athan recruit told inspectors:‘the literacy club really helped me with mywork.’ At RAF Cosford, there is sophisticatedanalysis of the way that each person prefers tolearn, and individualised techniques are used,including mind maps, flash cards and learninglogs. An instructor at Minley is trained to teachbasic skills and a buddy system has beenintroduced so that recruits can learn from oneanother. Catterick offers a two-week literacycourse at the end of training, at DarlingtonCollege. Nearly half those who take it improvefrom entry level 2 to entry level 3. At HMSSultan, where there is an educationalpsychologist on the staff, the testing and supportsystem is run at a high level.

We recommend the introduction of astandard set of guidelines for induction,including the use of follow-up sessions andtests to check that everything necessary hasbeen understood.

We recommend that opportunities to showparents and partners round trainingestablishments should be introducedeverywhere, as part of settling in.

We recommend much more systematicapproaches be adopted to testing for literacy,numeracy and English language problems,and to rectifying them.

Findings

33

Many recruits to the armed forces are youngadults but for most it remains important that theymaintain close contact with their families. Theservices themselves are very patchy in the waythey work with families, sometimes limitingcontact to celebrations like passing-outceremonies or moments of trouble.

The better practice seen by inspectors involved aplanned build-up in the familiarity of parentswith service life and their involvement insupporting their children through its early stages.Good relations began at the recruiting centrewith painstaking explanation of each youngperson’s future prospects. Nevertheless, it wasthose young people with relatives still serving inthe armed forces who had the fullestunderstanding of service life. Someestablishments followed up recruitment enquirieswith family open days. RAF Halton isparticularly good at welcoming the families ofnew recruits and showing them round. Oneparent told inspectors:

‘The open days are wonderful, because weget to see their rooms, where they eat andwhat they have done so far.’

At the Royal Marines’ base at Lympstone, there isa family day at the end of the third week oftraining. RAF Honington invites parents to visitonce recruits are a few weeks into their training.

Such arrangements should be universallyadopted. They contrast sharply, at the moment,with, for example, Lichfield’s letter of welcomefollowed only by an invitation to the passing-outparade 12 weeks later. The majority ofestablishments make no effort to involve parentsfor the two or three months of phase 1 training,unless there is a problem. Staff at Catterickcontact parents only if a recruit is injured and,even then, no record is kept of what was saidand little is done to follow up with progressreports. Just over one in seven of the parents wecontacted said that their children had beenbullied, harassed or discriminated against, and anumber had dealt with young people’sreluctance to complain by doing it for them. Topermit poor relationships between parents and

their children’s employer to develop becauseopportunities for routine involvement andconsultation have not been provided, isnegligent.

Recruits are encouraged to keep in touch withtheir families by regularly phoning home.Foreign and Commonwealth recruits at Lichfieldare given subsidised phone cards to help themdo so. Just over half of the parents questioned bythe ALI, however, said that they had not beengiven a contact number for the trainingestablishment. Where a recruit shows clear signsof distress, there are many examples of personalinitiatives by instructors to work creatively withparents:

‘I wanted to leave but the corporal talked tomy mum, who persuaded me to stay.’

Parents whose children have done well are thebest possible advocates for military life:

‘The Navy has managed to do in eight weekssomething that my husband and I have beentrying to do for the last 17 years. They haveturned my son into a well-rounded youngman.’

‘I believe that the Army has not onlywelcomed my son, but also welcomed hiswhole family.’

Parental pride can quickly turn to outrage whenyoung people are mistreated. We were given thefollowing example:

‘At one point a recruit damaged a locker. TheNCO [non-commissioned officer] asked theroom about it and when nobody owned uphe went straight to my son and threatened tobeat him up unless he told the NCO who didit. When he told the NCO, the rest of theroom turned against him. I was very angryand thought that this had been done awaywith since I left the services.’

The power of the parental voice can causeconsiderable damage to the reputation of thearmed forces, through websites or pressuregroups. These phenomena are familiar to any

Contact with families


34

substantial employer in a controversial businessarea, and they need to be managed withprofessional care and understanding, giving, ifanything, a surfeit of information.

The effects of persistent under-investment inaccommodation for recruits are apparent,especially in Army barracks. In the poorestexamples, such as Catterick and the St Omerbarracks at Deepcut, inspectors founddilapidated, dreary and depressing livingquarters, in which recruits had little personalspace and not enough room for relaxation.Furnishings were often sparse and shabby;broken windows and holes in flooring had beentemporarily boarded over. Run-down lavatoriesand shower facilities were common, even inestablishments where the accommodation wasotherwise satisfactory. There was often a shortageof hot water at peak times. Many recruitscommented on the poor laundry facilities, asituation totally at odds with the impeccable

standard of kit presentation they are expected toachieve. Royal Air Force and Royal Navyestablishments generally provide betteraccommodation. The rooms at the Royal AirForce bases at Cosford and Shawbury, forexample, are pleasant and comfortable, withpersonal possessions displayed. The pride thatmany recruits took in maintaining high standardsat these establishments was plain to see. It seemsobvious that the closer the accommodation is tonormal domestic standards, the less likely youngrecruits are to be homesick. Where totalrefurbishment is already taking place as part of aplanned programme, such as at Bassingbourn,the new accommodation is much better.Harrogate and Pirbright too, have some well-designed new living quarters.

Accommodation

New accommodation block at Pirbright

Brokenlavatory seat

at St Omerbarracks

Broken window waitingfor repair at Catterick

Young woman’s bedroomat Bassingbourn

Bedroom in newaccommodationblock atPirbright

We recommend that families should be keptinvolved regularly throughout initial training.

We recommend that the armed forces takesteps to present themselves more openly tothe public, and to families in particular.

When young people live too close to oneanother in poor conditions, the possibility ofinterpersonal and disciplinary problems arises.Unsecured lockers, or ones made of flimsychipboard, do nothing to discourage pettythieving, another source of disharmony amongrecruits, and peer bullying. As one parentreported to the ALI:

’My son had property stolen because thelockers never locked properly. The food wasvery poor and I had to send him toilet paperbecause there was none.’

Notions that enduring such conditions willharden recruits for the rigours of active serviceare misplaced; rather they undermine the senseof pride in their chosen service that they areexpected to develop during training.

Most training accommodation is adequate, ifuninspiring. The relatively new training facilities,such as those at Winchester and Harrogate, arenoticeably brighter, better equipped and moreconducive to learning. Inspectors wereconcerned that many recruits have too littlespace for personal study in their livingaccommodation, with many of them having touse their bed as a desk or move to social areas,where there are distractions.

Many commanding officers have madesignificant efforts to improve accommodation.

As with other aspects of the training regime,however, there is little consistency of approach.The absence of robust systems for identifyingand rectifying problems leaves some unresolved.Commanding officers find it difficult to justifymajor works while approval for new buildings ispending, even when it is already significantlydelayed. In the meantime, repairs andmaintenance are carried out piecemeal. In mostestablishments, facilities management is handledat different levels of authority depending on theextent and cost of the work involved. Wherework requires contractors to carry it out, even ifit is classed as ‘very urgent’, delays are morelikely to occur. At HMS Sultan, for example, wefound five outstanding maintenance jobs thathad been logged as ‘very urgent’ for six monthsbefore the time of inspection.

Findings

35

We recommend that commanding officers oftraining establishments should hold their ownbudgets for minor repairs and maintenanceand be encouraged to attain high standards.

We recommend that the style ofaccommodation for recruits should be asclose as is practicable to decentcircumstances in civilian life.

Initial training and improving physical fitness areexhausting. The daily energy intake and dietarybalance needed by recruits is similar to that ofprofessional sports-people. Because recruits eatbetween bouts of heavy exercise, it follows thattheir meals should be easy to digest and takenoften.

The quantity, quality and variety of food attraining establishments differ widely. Some foodis good, with extensive choice and attractiveplaces to share a meal with others. At HMSRaleigh, the galley manager checks for specialdietary needs before recruits join. In otherplaces, poor diet is part of a pattern of livingconditions which are neither conducive to peak

physical performance nor to building pride inthe service.

In most establishments, the last meal of the dayis served in the late afternoon. While this isconvenient for catering staff, it is contrary to therecommendations of the Director of OperationalCapability. It fails to meet recruits’ needs forsteady energy intake and nutrition to sustainmuscular development and greater fitness. Someestablishments issue snacks or energy bars. Theseare an inadequate substitute for an evening mealor supper.

All training establishments seek to preventunder-age drinking and are generally successful

Meals and recreation

in doing so. At HMS Raleigh, for example,under-18s who have been out for the eveningare checked for signs of drinking by the dutyofficer. If such signs are found, the recruit is heldin the sick bay overnight to prevent harm, beforedisciplinary action the following morning.Approaches to serving alcoholic drinks to over-18s vary. Some establishments have licensedbars and use some of the profits to fund welfarebenefits for recruits. Others apply pre-determined limits to the amount served. Yetothers, Arborfield for example, impose analcohol ban during initial training and reportimprovements in behaviour as a result. AtLympstone, most recruits choose not to drinkbecause they feel it inhibits their physicalperformance.

There is little that can be done to prevent ‘binge-drinking’ among recruits in the latter stages oftraining, away from their bases. They arepunished for being drunk or being late back as aresult of drunkenness. It could be argued thatexcess is more likely after complete deprivation.Nevertheless, it would seem helpful to setconsistent rules for drinking during initialtraining, across all establishments. The case forforbidding it altogether, for both behavioural andhealth reasons, appears to be worth considering.

During initial training, with time spent workingout or running, health education messagesconcerning alcohol are likely to be wellreceived.

Drug misuse is well controlled. Recruits aregiven random drugs tests at least once duringinitial training, in all three services. These oftenfollow leave periods. There are alsounannounced visits to establishments by drugcontrol teams, with sniffer dogs and testingequipment. The teams have powers to forbidanyone leaving and to test samples from allranks. Positive tests are uncommon.

In order to help renovate and improve theirleisure facilities, many establishments raisemoney by offering bars, cafés and gamblingmachines. Some of these machines pay outprizes of up to £250. At Catterick and HMSCollingwood, the income from gamblingmachines used by recruits is around £300,000and £120,000 a year respectively. The profits,which exceed £10,000 a month at Catterick, areused to benefit recruits. This income would bemissed if it were to stop, but there is a conflict ofinterest between protecting young people andimproving their leisure opportunities. Controllingthe use of gambling machines by under-age


36

Canteen for the ScotsGuards at Shaibah Logisticsbase, Basra, Iraq

Fridge, microwave, iron and ironing board inrecruits’ bedroom at RAF Cosford

Coffee centre runby the chaplains atHMS Collingwood

Lunchtime for recruits at RAF Shawbury

Findings

37

Arrangements for securing the welfare of recruitshave received a great deal of attention in thewake of the Deepcut inquiries. The resultingchanges are necessarily recent and show signs ofimmaturity. Some changes are hampered by thelingering perception that training which is toughenough to create what one staff intervieweecalled ‘steely-eyed dealers of death’ cannot existcomfortably alongside what another described as‘soft and fluffy’ care.

Welfare and support for recruits are primarily theresponsibility of officers and non-commissionedofficers in the chain of command. They fulfiltheir duties by dividing recruits into small groupsled by junior non-commissioned officers, whichare aggregated by stages into larger gatheringsled by increasingly senior non-commissionedand commissioned officers. This well-establishedpattern is similar in all three services, althoughdifferent terminology is used. On to thiscommand structure have been grafted non-commissioned and commissioned officers withspecific welfare duties, carried out particularlyduring the hours when recruits are not underinstruction. A non-commissioned officer withduty of care responsibilities described his job to

inspectors as ‘like being a professional dad’. Inthe larger establishments, and out of hours,cover by duty of care military staff is often thinlystretched, at between one to 130 and one to 200recruits. Staff work long shifts and frequentweekends.

Outside the chain of command are military andcivilian welfare staff. These usually include awelfare officer, an equal opportunity adviser whois normally also the ‘empowered officer’ whodeals with care and support matters, a chaplain,WRVS (formerly the Women’s Royal VoluntaryService) workers, and a range of other provisionssuch as the Army Welfare Service and theSalvation Army who are present on someestablishments. In very formal hierarchies likethe armed forces, there is real value in havingalternative, civilian, sources of welfare advice,however good may be the relations betweenrecruits and their military instructors. They offerdifferent perceptions, a safety net and, ideally,different aspects of professional expertise.Recruits value greatly the civilian welfare staff,whom they often find more approachable thantheir military counterparts.

Support and welfare

recruits is difficult, as is monitoring excessiveuse. Winning can make recruits vulnerable tointimidation, particularly by those who have lostheavily and are short of money. Borrowing fromfriends to gamble, in advance of pay, furtherincreases tensions. Better ways of raisingadditional funds for leisure facilities andentertainment need to be found, which do notencourage potentially addictive behaviour orcreate reasons for friction among young people.

This point can be made all the more forcefullybecause most establishments have excellentleisure facilities. These include sports grounds,gyms, swimming pools, a ten-pin bowling alleyat RAF Cosford, pool tables, television roomswith videos, libraries and computers. Instructorsoften go out of their way to keep recruits happyand constructively entertained. For example, atRAF St Athan, recruits play with the local rugbyteam. At Bassingbourn, the 16–18-year-olds are

taken to the cinema. Initial training is short,intense and tiring and seems to offer a goodopportunity to instil good habits in all aspectsof life.

We recommend greater emphasis on gooddiet and nutrition in planning meals.

We recommend the universal adoption of afourth meal, in the evening, to bridge thegap of more than 12 hours between supperand breakfast.

We recommend consideration of analcohol-free rule at phase 1 trainingestablishments.

We recommend that gambling machinesshould not be allowed at phase 1 trainingestablishments.


38

In addition there are less personal welfareservices. These include helplines provided by thearmed forces or by groups like the Soldiers’,Sailors’ and Airmen’s Families Association(SSAFA), and cards with emergency contacttelephone numbers which are issued to recruits.Initiatives like HIVE (Help, information andvolunteer exchange), an information pointcarrying comprehensive lists of local supportservices and contact details, are valuableadditions to welfare provision. Better access topayphones and opportunities to use mobilephones also help new recruits, in particular, todeal with homesickness or unhappiness.

Some of these services are highly praised byyoung people. The WRVS is particularly popular,offering as it does recreational facilities such astelevision, computers, books, videos and pooltables, accompanied by the chance to talkinformally about personal matters and anxieties.The WRVS is hard pressed to meet the demand,however, and its staff are seldom professionallytrained in, for example, equality or counsellingand advisory services. The provision ofcounselling services is not part of the WRVS’scurrent contract. Recruits are, in any case, oftentoo busy to make full use of the WRVS duringtheir first weeks in the services, when they mayneed them most.

Recruits’ willingness to confide in chaplains ismixed; this problem is minimised wherechaplains offer secular services, such as thecoffee bars at HMS Collingwood and the RoyalMarines base at Lympstone. Officers designatedas empowered officers are rarely effective,recruits either preferring to use those in thechain of command or being told that they shoulddo so. Empowered officers have to be contactedby telephone and appointments made to seethem; as a result, two out of the three atCatterick, for example, only responded torequests rather than taking the initiative to seekimprovements. At Pirbright, they wereineffective. Many recruits do not understand thepurpose of the role and many troop commandersfail to make use of it. There are not enoughwomen officers in key positions to supportwomen recruits. Officers from minority ethnicgroups are under-represented.

This plethora of services has the potential tomeet a wide variety of needs, but it is not wellco-ordinated. All the establishments have welfarecommittees that bring together all thoseconcerned. In some cases, and notably atDeepcut, these are used well to identify andmonitor recruits who are seen to be at risk,whether of failure, depression, self-harm orsuicide. The fact that the welfare committee ischaired by the commanding officer of theestablishment sends an important message aboutthe importance of care for recruits. A recentreview of welfare arrangements in the Royal AirForce has resulted in a Care Directive, whichspecifies the required services. Someestablishments, but not all, issue recruits withhandbooks setting out welfare, as well astraining, programmes. There are very few fullytrained welfare staff, however; when staffencounter serious problems they have to call inspecialists. Records of sessions between WRVSstaff or chaplains and recruits are sometimes notkept at all, or kept separate from thosemaintained by military staff. While there issometimes a need for professionalconfidentiality, the resulting gaps in informationabout recruits at risk can jeopardise their well-being, where a more tightly knit system ofsupport would have intervened. The continuinghigh proportion of early leavers from the Armycompared with the Royal Navy and Royal AirForce - around one-third of all recruits - suggeststhat there is considerable scope for bettersupport.

Arrangements for recruits under the age of 18are differentiated from those made for their olderpeers. A curfew is imposed and regular checksthat young recruits are in their beds are madethroughout the night at, for example, Deepcut.Duty staff sleep in the same barrack blocks. Newapproaches to dealing with the welfare of youngrecruits are being tried, and adopted or droppedaccording to their success. For example, anexperiment which separated under- and over-18sat Deepcut was halted when the behaviour ofthe under-18s deteriorated sharply without themoderating influence of more mature recruits.Recruits aged under 18 at RAF Halton areparticularly well cared for. Nevertheless anundercurrent of feeling remains among militarystaff that no distinction should be made between

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under- and over-18s. There is, however, anappropriate additional focus on the needs ofnew recruits regardless of their age. They receiveregular progress reviews from instructional staffwhich touch on welfare issues.

The picture found by inspectors was one ofpromising change, where the immaturity ofmany recruits was being recognised andreflected in improving arrangements for theircare. These arrangements are not yet watertight,with some recent initiatives, such as empoweredofficers, showing signs of breakdown. Recruitsare not yet protected by a fully coherent welfaresystem, in which the roles of all those involvedare made clear and a fail-safe approach toapplying the system is adopted. Closer and moreproductive connections between better-trainedprofessional welfare staff and military trainingpersonnel remains the goal.

We recommend that comprehensive welfareframeworks be introduced at everyestablishment, setting out clearly the duties,lines of accountability and powers ofeverybody involved, civilian and military.

We recommend that civilian and militarywelfare staff should work as a team, sharinginformation and records.

We recommend that the empowered officerrole should be terminated.

We recommend that all instructors should betrained in welfare matters.

We recommend that civilian welfare staffshould be selected or trained to provideprofessional services in care.

Initial medical screening of recruits is usuallydone by a general practitioner before they leavehome. Medical assessment depends too heavilyon self-declaration of conditions which mightmake military service problematic. The resultsare a worrying unreliability in identifyingconcerns serious enough to prompt earlymedical discharge, for example asthma, heartmurmur, poor eyesight or problems with theirfeet. The rate of medical discharge rose steadilythroughout the 1990s in all three services. Thatrate nevertheless varied significantly fromestablishment to establishment.

Recruits often join the armed forces unfit,overweight or poorly nourished, despiteencouragement to get fit before joining up. Ofthe early leavers we spoke to who had beenmedically discharged, the largest proportionwere those who said they had been too unfit todo well. Achieving physical fitness is,necessarily, a central and challenging aspect ofinitial training. There are usually five mandatoryphysical training sessions a week, in the gym orrunning. Facilities are invariably very goodindeed, with marching and assault coursessupplementing the activities usually available incivilian life. Physical training instructors are

expert in their field, but their preparation doesnot cover welfare matters.

The standards applied to assessing physicalfitness appear confused. For example, someArmy recruits are expected to run 1.5 miles in11.5 minutes at the end of phase 1 training, butto cover the same distance a minute faster onentry to phase 2. Not only is there no reason tosuppose that this improved performance shouldoccur naturally, but the time lapse betweenphase 1 and phase 2 training often leads to adecline in fitness. In one case, at RAF Cosford,recruits had to complete 16 successive 100-metre runs with a minute’s recovery timebetween each one. Many found it too severe atest. Recruits usually enjoy getting fit; successlies in instructors striking a balance betweenpushing them to do well and causing injury.

A study in 2002 showed that, in all threeservices, women are twice as likely as men to bemedically discharged through injury (Geary et al,2002). The problem has been exacerbated bychange from a ‘gender-fair’ policy, throughwhich women were set training goalsappropriate to their physique, to a ‘gender-free’approach, prompted erroneously by a conviction

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in the forces that equality of opportunitydemands it. For example, in young womenfractures of the tibia rose over a five-year periodfrom 12.6 incidences per 10,000 recruits, to231.2. Stress fractures of the feet and legs havealso increased. At Pirbright, 26 per cent of allrecruits who are injured have stress fractures inthe lower leg. There are good examples ofphysical training tailored to the capacity of eachindividual. For example, at Honington,Bassingbourn and RAF Halton, thoughtfuladjustments are made which avoid acute stressesand strains. At Minley and at the Royal Marinesestablishment at Lympstone, systematic attemptsare being made to monitor and reduce seriousinjury, with some success.

Nevertheless, most establishments needrehabilitation units to deal with a substantialnumber of injured recruits. Recruits are oftenreluctant to report sick, for fear of being heldback from completing initial training with therest of their entry group; 40 per cent of recruitsin phase 2 at Deepcut were carrying injuriesfrom phase 1, for example. In some cases,insufficient specialist attention is given to helpingrehabilitation. For example, although the unit atCatterick was well below capacity when visitedby inspectors, there were nearly 30 recruits toeach instructor. There are poor records on ratesof recovery. Where they do exist, for example atthe Royal Marines’ establishment at Lympstone,

they show that, with appropriate care, 80 percent of recruits can be helped to recover frominjuries and resume progress towards full militaryeffectiveness. Where physiotherapists, doctors,physical training instructors and otherrehabilitation staff work closely together, recruits’recovery is often better managed and monitored.

Some medical discharge is inevitable but itcould be reduced through better pre-entryscreening, more flexibility in tailoring thetraining regime to each person and closermanagement of the processes involved. The costof medical discharge, both to the armed forcesand the recruit, is high.

Gender-fair cohort Gender-free cohortIncidences per 10,000 Incidences per 10,000

Site of injury Male Female Male Female

Achilles tendonitis 5.3 12.6 4.8 57.8

Knee pain 58.0 50.5 45.0 72.3

Back pain 31.0 151.7 21.0 202.3

Tibial pain 0.7 37.8 43.0 332.4

Stress fracture – tibia 5.3 12.6 16.0 231.2

Stress fracture - foot 8.8 50.5 13.0 101.2

Stress fracture – pubis 0.2 126.0 1.6 101.2

Stress fracture – femur 0.01 25.2 3.2 14.5

All sites 118.0 467.0 147.0 1113.0

TABLE 2. Rates of injury and gender differences under the ‘gender-fair’ and‘gender-free’ regimes

Source: Gemmell 2002, summarised from the original.

We recommend that the armed forces exercisegreater control over pre-entry physical testing,and reduce reliance on self-declaration.

We recommend a review to eliminateanomalies in the standards required forphysical fitness and to set them accurately inaccordance with the work recruits are to do.

We recommend abandonment of the ‘gender-free’ approach to training women and therestoration of ‘gender-fair’ regimes.

We recommend more systematic use of dataon fitness, the training undertaken, injury andrehabilitation.

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Initiative training atHarrogate

Gym at RAF Shawbury

Swimming poolat Harrogate

Assault course training at Pirbright

The development of familiarity with weapons isa vital part of basic training for all three servicesand, in particular, for the Army. In the RoyalNavy and the Royal Air Force there is less needto develop expertise in using a personal weapon.For Army recruits, the aim is that, by the end ofphase 2, care and use of a personal firearmshould be second nature. In the front line,soldiers keep their weapons to hand andlearning to do so without harm to themselves orothers necessarily features in the training regime.

There are risks inevitably associated with the useof powerful automatic rifles by young people,some of whom are still adolescents. Those risksare managed in widely differing ways in differenttraining establishments. At one extreme arearrangements at HMS Raleigh. There, weapons,ammunition and the firing range on which theyare used are all within a secure perimeter, with asingle entrance. Recruits are checked in and outand exhaustive checks are made to ensure thatno firearms or ammunition are taken away. Atthe other extreme is the Army establishment atCatterick. There, inspectors found weapons lying

without close guard in recruits’ sleepingaccommodation during mealtimes. Againstregulations, some live ammunition was retainedby recruits after firing practices, a proportion ofwhich was surrendered anonymously in amnestybins. Live rounds were also routinely discardedin the undergrowth on the exercise area. Despitethe fact that recruits at Catterick were in thelatter stages of training, when they might beexpected to care responsibly for their weapons,these practices, regarded by inspectors asnegligent, were still happening. During anunannounced inspection by the ALI some sixweeks after our first visit, we found thatprocedures had been reviewed but no additionalsteps to give greater security had been taken,such as installing lockable weapons racks. Liveammunition was still being surrendered in theamnesty bins or thrown away. Most trainingestablishments fall between these two extremesand, almost everywhere, firearms are used safely.At several training establishments, there isexperimental use of lasers as firearms simulators,which have the potential to allow training in safecircumstances. While they can never substitute

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entirely for live firing, some reduction in the 10million rounds a year used at Catterick, forexample, would ease the control problems.

Practice varies in relation to night-time armedguard duty by recruits. This duty can involveguarding a gate with others or ‘prowling’ theperimeter of a deserted base with one otherperson for about two hours at a time. There isno consistent implementation by commandingofficers of the policy governing armed guardingby under-18s. As a general rule, guarding shouldbe carried out by the military provost guardservice, and this is the case at all Royal Navyand most Royal Air Force and Armyestablishments. At HMS Raleigh, for example,under-18s are seldom asked to do guard dutyand, if they do, are equipped only with torchesand whistles. At RAF Halton, recruits carry outguard duty but are unarmed, working with amore experienced person, who is armed. AtDeepcut, inspectors found two 17-year-oldsarmed with automatic weapons on guardtogether at night. Guard duties at night aresometimes carried out between full training daysand before examination days, when fatigue islikely to diminish alertness and impair

performance. Where it is undertaken by recruits,it is not used as an opportunity for training andis seen as a chore. Young people between phasesof training often end up doing guard duties.There is some unsatisfactory practice in relationto checking weapons after guard duties. The toprounds in a rifle magazine should be checked fortelltale marks indicating that they have been fedinto the breech; this is not always done.

Recruits at Minleypractising ground cover inthe event of minefields

Instructor showing a recruit how to checkhis ammunition at RAF St Athan

Female officers in Basra, Iraq

Weapons handling training at Minley

We recommend that the Army furtherreduces the risks associated with youngpeople using firearms, including theprovision of more secure storage away fromfiring ranges and by greater use of simulators.

We recommend that uniform practice beadopted across all three services ondeployment of recruits as armed guards atnight.

We recommend that night guard duties forrecruits should be avoided when they fallbetween training days.

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Bullying and harassment have been carefullydefined by the armed forces. They are officiallydeplored, with ‘zero-tolerance’ policies requiredof training establishments. Nevertheless, bullyinghas been seen as ‘traditional’ and terms like‘beasting’, ‘locker-trashing’, ‘jailing’ and ‘tanking’are used to put a gloss of acceptability onactivities which are forbidden yet still take place.

In January 2005 the Ministry of Defencecommissioned a confidential survey of recruits in

the armed forces, conducted by the independentpolling organisation, MORI. In the survey of Armyrecruits, ill-treatment was found most often duringphase 1 training, confirming the ALI’s findings. Itwas most often experienced by women andpeople from minority ethnic groups, with aroundone in ten personnel suffering bullying,discrimination or harassment. Data are not yetavailable for the Royal Navy or Royal Air Force.

Bullying and harassment

Number of % claiming % claimingrespondents bullying harassment

All schools 8,003 10 9

Phase 1 Recruit schools

Bassingbourn* 210 19 11

Lichfield* 375 7 8

Winchester* 617 10 11

Pirbright* 1,082 10 10

Harrogate* 502 18 12

Catterick* 1,296 10 10

Phase 2 Trade schools

Bovington* 217 3 4

Larkhill 288 9 9

Chatham 314 5 4

Minley* 372 8 8

Kneller Hall 15 7 13

Blandford 444 10 8

Middle Wallop 48 4 6

Training Support Regt Deepcut 227 7 5(Princess Royal Barracks)*

Training Support Regt Deepcut 296 11 8 (St Omer Barracks)*

DLSS Deepcut 220 5 4

Marchwood 15 7 7

Kineton 17 6 0

Worthy Down 120 11 7

Chichester 87 14 7

Arborfield* 310 12 8

Bordon 274 8 7

Tri-Service Schools

Leconfield 596 8 7

TABLE 3. Incidence of bullying or harassment in Army training schools

*training establishments inspected by the ALI Source: MORI


44

TABLE 4. Armed forces attitude survey findings 2003

Army RAF Navy RM

Bullying

Do you believe that bullying exists in the service?

officers 86% 79% 48%73%

non-officers 85% 85% 58%

Do you believe that you have been the subject of bullying in a service environment?

officers 3% 5% 1%7%


Harassment

Do you believe that harassment exists in the service?

officers 69% 77% 43%75%


Do you believe that you have been the subject of harassment in a service environment?

officers 5% 3% 0%7%


The survey also confirmed inspectors’conclusions that there are ‘hotspots’ among theArmy establishments we visited, where bullyingand harassment are most common. Amongphase 1 establishments these were Bassingbourn,Harrogate, Winchester and Pirbright, with onlyLichfield signficantly better than the average.Among phase 2 Army establishments, one of the

worst records was at Deepcut (St Omer). Theleast bullying and harassment during phase 2takes place at Bovington.

The findings of Continuous Attitude Surveysconducted across the armed forces in 2003 aregiven in table 4.

Findings

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The fact that some three-quarters of officers andother ranks believe that bullying and harassmenttake place; that up to around one in ten havesuffered themselves; and that there is a markeddifference between the threat posed to officersand other ranks should all be matters of seriousconcern. The lower figures recorded for theRoyal Marines are noteworthy. Surveys of theparents of current recruits conducted by the ALIrevealed an average of about 10 per centsuffering bullying or harassment. The problemappears not to be diminishing despite theattention given to it. Most of the bullying is doneby recruits to other recruits.

Some parents responding to the ALI’squestionnaire clearly see bullying as systemic,tacitly condoned by many in authority, and aspassing from generation to generation throughjunior non-commissioned officers who permit orencourage recruits to bully each other. Amongcomments made were:

‘Bullying still seems to be prevalent withinthe armed forces, but many recruits feel it isnot worth reporting the abuse as often morethan one corporal is present when the abusetakes place and they all close ranks and denyanything took place.’

‘When I rang about the bullying an officerinvestigated the case but as soon as he hadgone the bullies [other recruits] threatenedmy son. I rang three times but the bullyingdidn’t stop. There is not enough out-of-hourssupervision and this is when the bullyingoccurred. My son’s corporal noticed hisbruises but didn’t enquire about them.’

Responsible civilian employers regard bullyingas gross misconduct and respond by summarydismissal. Similar steps have not been applied bythe armed forces. Where bullying is dealt withinformally, at the lowest level, bullies often gounpunished, with nothing placed on theirrecords. ‘Conventional’ military bullying andharassment were found by inspectors at anumber of establishments. Group punishment,where several recruits suffer for the confessed orconcealed misdemeanour of one, is forbiddenbut nevertheless happens. A recruit who hadrecently left the armed forces told the ALI:

‘Beastings were common and individualswere not singled out, but I think collectivepunishment could lead to recriminationsagainst some recruits from other recruits.’

At Pirbright and Harrogate, locker trashing,where recruits’ personal lockers are opened, thecontents strewn about, dirtied, broken andsometimes thrown from windows, is used topunish poor work or misdemeanours. ‘Tanking’is specific to Lympstone, where recruits to theRoyal Marines are made to jump into an outdoortank full of murky water, in all weathers, fortrivial offences like ‘not listening’. At Pirbright,recruits reported examples of group punishmentor inappropriate punishment to inspectors, someof which resulted in injury; for example, aninstructor had picked up a large stick and hitrecruits on their helmets. One was hit so hardthat his helmet slipped over his head and cut hisface.

Everyday housekeeping is often the focus ofharassment. While it is clearly necessary for thearmed forces to instil higher standards ofcleanliness and neatness than many teenagersdisplay at home, the extent and the means canoften seem extreme. For example, at HMSRaleigh, recruits are given a diagram, withprecise measurements which correspond to theirpersonal space on board ship, showing howclothes are to be ironed, folded and laid out ona bunk for morning inspection. Some recruitsclaim that they cannot meet the standarddemanded unless they prepare their kit the nightbefore and sleep on the floor.

We recommend that a genuine zero-tolerance approach to bullying andharassment be adopted at trainingestablishments, including clearly defined andappropriate disciplinary measures.

We recommend that a tri-service approachbe taken to reviewing discipline andpunishment, seeking a consistent balancebetween standards common in civilian lifetoday and real military necessity.


46

The numbers of complaints recorded on centraldatabases, and those of most establishments, aretoo low to be credible. Among 453 confidentialresponses to the ALI from recruits’ parents, 63showed clear grounds for serious complaint but,of these, only 20 complaints were actuallymade: 17 by recruits and the rest by parents. In30 cases, recruits had experienced repeatedbullying and harassment.

The culture of the armed forces prefers problemsto be resolved at the lowest level, an approachwhich does not necessarily bring long-termbenefit. Disputes and complaints are tackled byjunior non-commissioned officers and leftunrecorded, often inappropriately. Even in casesof serious assault, sexual and racial harassment,or other bullying, perpetrators and victims areasked to ‘shake hands’ as a complete resolution.This approach leaves victims vulnerable tocontinued suffering, or to reprisals from otherrecruits for having brought the problem into theopen. Many feel it does not pay to complain.

That conclusion is reinforced when attempts aremade to trivialise the importance of conflicts. AtDeepcut, one recruit complained that he hadbeen threatened with a knife by another. Theincident was recorded in detail by a sergeant. Itwas then represented to inspectors as havinginvolved only nail-clippers. The impression iscreated that inappropriate aggression isacceptable, either because military recruits knowno better or because they are entering aprofession which sometimes demands violence.

Inspectors often found complaint records whichwere illegible or so garbled as to beincomprehensible. In most establishments,

complaints can be recorded in many differentplaces; they are often kept separately and are notcross-referenced. Aggrieved recruits slip throughthe net without anyone knowing they havesuffered repeated problems. We were seldomable to follow a clear evidence trail showing thatincidents had been referred up to those with theright level of authority to resolve them properly.While there are established procedures, whichrecruits are told how to use during induction, inpractice complaints are stifled by tacit or explicitdisapproval and by misguided attempts to secureharmony. Much more precise instructions needto be given to all staff in training establishmentsabout the type of complaint which can be dealtwith at each level. Every complaint should berecorded and analysed centrally to revealpatterns of behaviour that need to bediscouraged and places where they are mostcommonly found.

Complaints

Suicide can only be regarded as the ultimatefailure of any system of welfare and riskmanagement. While any suicide is a tragedy, andthat of a young person especially so, inspectorshave tried to establish whether suicide rates in theBritish armed forces are abnormal in relation to:

• the general population in this country• other British young people

• armed services in other western countrieswith a recent combat history

• and among the three services.

The data have been collated from severalsources, notably the Samaritans, the WorldHealth Organisation and specialist statisticalservices in the armed forces themselves.

Suicide and self-harm

We recommend universal reporting ofcomplaints, whether locally resolved or not, inorder to allow collation and management, ineach establishment and nationally.

We recommend that clear protocols beprepared on the level at which different typesof complaint may properly be dealt with.

We recommend the introduction of carefullydesigned systems which allow the processingof complaints to be traced.

We recommend that senior officers encouragecomplaints to be made and registered, as animportant means of driving up standards.

Findings

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UK USA Australia

General population 11 13 13

General population (male) 14 18 21

General population (female) 5 4 6

General population (under 20) 10 10 16

Armed forces (Total) 11 9 16

Army 13 13 16

Army (under 20) 15 not known not known

Air force 8 10 11

Air force (under 20) 5 not known not known

Navy 8 13 16

Navy (under 20) 3 not known not known

These comparisons show that significantly moreyoung people (under the age of 20) in the BritishArmy commit suicide than do their peers in theRoyal Navy and the Royal Air Force. Given thatthe Army has a large majority of male personnel,its suicide rate is comparable with that of Britishmen in general, but above the average for youngpeople under 20 of both sexes. The DefenceAnalytical Services Agency concludes that menunder the age of 20 in the Army are 1.7 times aslikely as their civilian peers to commit suicide.The suicide rates in the United States of Americaand Australia follow a similar pattern ofrelationship between their armies and men inthe general population as do those in Britain.The marked exception is that those in the UnitedStates and Royal Australian air forces and naviesdo not follow the same, favourable, below-trendpatterns as do those for British air forcepersonnel and sailors. It is reasonable toconclude that conditions in the British Armypresent a higher risk of suicide among youngpeople than are found in the comparable civilianpopulation, and that steps to mitigate the risksare less effective than in the Royal Navy or theRoyal Air Force.

There is, however, a clear downward trend insuicide rates in the armed forces as a whole. Thethree-year moving average fell by 43 per centbetween the 1995–97 period and 2000–02. TheArmy’s moving average over the same period fell

by 52 per cent, with firearms deaths falling from47 in the five-year period 1992–96, to seven inthe five years 1997-2001. If they persist, thesetrends are very encouraging.

The poor quality of data precludes soundcomparisons of the rates for self-harm with thosefor suicide across the British armed forces. An‘at-risk’ register of recruits is kept at sometraining establishments, but by no means all.There can be no certainty that those assigningyoung people to, for example, guard duty atnight, know whether they are ‘at risk’ or not.Where there are data, for example at the RoyalAir Force establishments at Halton and Cosford,a number of incidents of self-harm are recordedbut no suicides. It is probable that there aresignificantly more incidents of self-harm in allthree services than there are suicides, and thatthe well-established link between self-harm andsuicide could be used to improve monitoringaimed at further reducing the latter.

Within the Army, observers of its higher suiciderate, compared with the other services, cite theeasier availability of personal firearms as acompelling reason. There is justification for thisview. Suicide with a firearm is nearly seventimes more common among Army personnelthan among the British population in general,and nearly four times as common in the Army asit is in the Royal Navy or the Royal Air Force. In

TABLE 5. Suicide rates per 100,000 persons (collected over a 20-year period)


48

the 18 years before 2002, Army suicides throughfirearms declined by 56 per cent and by gaspoisoning by 70 per cent whereas suicide byhanging increased by 70 per cent. Overall,suicide through the use of a firearm accountedfor about one-third of all Army cases. These arereasons, not for complacency, but for still morerobust control of firearms and ammunition in theArmy, and better management of the risks.

We recommend that the Army studies themethods used by the other armed services tominimise self-harm and suicide.

We recommend that incidents of self-harm arecarefully recorded and that comprehensivedata are kept at each establishment andnationally.

We recommend the consistent and thoroughuse of ‘at-risk’ registers, with open access to allwho need to see them.

We recommend continued attention tosmoothing progression through training, takingadvantage of a reduction in the number ofestablishments, better records and moreprofessional management of training.

The problems associated with failures in planningphase 1 and phase 2 as a seamless progressionare well understood in all three services. As acorporal at RAF Halton put it to inspectors: ‘It’snot good to have our recruits sweeping up leavesinstead of attending training.’ Skills learnt duringphase 1 growing rusty, loss of fitness and thedepressing effect of menial activity are allrecognised as likely consequences of lengthypauses between initial training and trade training.A sense of acute anti-climax can occur when aperiod of inactivity follows a high point such as apassing-out parade.

The success with which each service deals withthe problem varies. The Royal Navy and theRoyal Air Force, with their smaller and moreselective intakes, are usually able to schedulerecruits’ start dates so that training progressessmoothly through the phases. For example,marine engineers join only once a year andRoyal Air Force weapons technician and policerecruitment involves very little waiting time.Army recruitment, however, more often involvestaking applicants when they are available, withinevitable peaks and troughs in demand for eachphase of training and for the many differentspecialisms available in phase 2. Even in thosecircumstances, progression can be madesmoother, with care. At Deepcut, the waitingperiod for entry to logistics courses has fallen bya third in the past two years. There were 200recruits waiting for logistics training in August2004. When the ALI first inspected Deepcut inNovember 2004, this number had dropped to 40.

Certain practical steps can contribute to

improvements. The fact that the Royal Air Forceand Royal Navy have sharply reduced thenumber of training establishments makes it easierto keep cohorts of recruits flowing evenly, asdoes the provision of phase 1 and phase 2courses at the same place. Pre-entry courses,such as those available for Royal Marinecommandos, the Royal Artillery and physicaltraining instructors, help to reducedisappointment, high drop-out and disruption togroups of recruits as they progress. Close co-ordination between the staff of phase 1 units andtheir receiving phase 2 establishments helpsgreatly. Where pauses cannot be avoided, it ishelpful to have well-organised ‘holding’ groupswith plenty of interesting work to do, such as theAircrew Development Flight at RAF Halton. It isalso important that recruits’ records are completeand are transferred promptly, so that phase 2 staffknow each person’s starting point.

The pressure points in the system at the momentare at Deepcut; Bovington; Minley, whereinspectors saw over 200 recruits awaiting trainingmixed with more mature soldiers awaitingdisciplinary hearings; and at Arborfield, whereone recruit in seven had to wait for a suitablecourse and was filling time painting or layingrazor wire.

Linking the phases of training

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We recommend that exit interviews andquestionnaires should be standardised andcomprehensive data built up on the reasonsfor early drop-out, including any correlationswith age, gender, race and educational orother background.

We recommend that the strategy for reducingearly drop-out needs to be enforced,including falling targets to be met, year onyear.

We recommend that a systematic approachbe adopted to ensure that recruits are givenas realistic a set of expectations as possible,including site visits or sea-time, before theyjoin or as an early ‘taster’ experience.

We recommend that accurate costs ofrecruitment and training be produced,showing clearly the impact of early drop-out.

The armed forces now have set times whenrecruits may freely resign, before they agree along-term contract. The proportion of earlyleavers is high, particularly among youngrecruits. There is a degree of acceptance that thishas always been the case and will remain so. It isregarded as an inevitable part of the process ofand cost involved in recruitment. The fact that noclearly identified cost is associated with it allowscomplacency. There are few comprehensive dataidentifying detailed reasons for leaving butsurveys, including the telephone surveyconducted by the ALI, suggest that most earlyleavers find that service life is not for them soonafter they experience it. Some come back to tryagain when they are older. The small number ofearly leavers in the ALI’s survey means that thestatistics should be treated with caution, but theysuggest that some three-quarters of them do nothave the opportunity to fill in an exitquestionnaire and so provide information whichmight reduce drop-out.

Recruits strongly dislike ‘back-classing’, thename usually given to halting their progress untilthey have overcome some learning problem orrecovered from injury. Back-classing is acommon prompt for early drop-out. In mostcases, those who want to leave are dealt withsympathetically. The Royal Navy applies a two-week cooling-off period, when unhappy recruitscan talk to their families and consider theiroptions before taking the step to leave. AtWinchester, the Army keeps those who have saidthey want to leave in training for a while, so thatthey can reflect without falling away from friendsin their entry group. At Catterick, leavers arehelped by a local further education college toperfect their curriculum vitae, ready for jobsoutside the service.

There is no shortage of advice from commandingofficers, instructors and welfare staff. In

emergencies, this can extend as far as advisingon personal problems, helping to find a homeand working with charities to furnish it, asinspectors found at Lichfield.

Many establishments have some form of ‘holdingcompany’ to which those who want to leave aresent. This has the advantage of allowing theservices to concentrate their support and, atDeepcut for example, an officer who has been inpost for the unusually long period of over threeyears and fully understands the issues, is incharge of early leavers. Having said that,assignment to a holding company can feel likean unpleasant segregation. In some cases, thelack of anything of substance to do and theinevitable sense of transition, if not failure, makeit an unhappy time which, fortunately, seldomlasts much more than a week.

Leaving training


Leadership and managementWe recommend consideration of themanagement techniques normally found incivilian training, including the creation of ‘data-rich’ management environments and theassignment of personal responsibility tocommanding officers for achieving measurablegoals.

We recommend longer postings to trainingestablishments for commanding officers.

We recommend more tri-service initiatives,learning from each other wherever it is relevantto do so.

We recommend active steps to raise the statusof training, through the use of rewards, includingaccess to promotion.

Selection and training of instructorsWe recommend competitive selection forinstructor postings, including vetting and testingto ensure suitability.

We recommend mandatory training forinstructors before they take up their posts.

We recommend achieving full value from theseinvestments by retaining able instructors intraining roles for longer, giving themopportunities for continuous professionaldevelopment and qualifications, and rewardingthem for achievement.

We recommend the use of formal appraisals forinstructors, against objectives which are centredon high retention and achievement among therecruits for whom each one is responsible.

We recommend that the armed forces reviewthe efficiency of staff deployment at trainingestablishments.

Equality of opportunityWe recommend higher targets for recruitment ofwomen and people from minority ethnic groupsand positive action to achieve them.

We recommend that within guidelines set

nationally for all three services, each trainingestablishment should draw up its own actionplan for equality, against the achievement ofwhich the performance of the commandingofficer should be monitored.

We recommend renewed attention to equalityand diversity training for all training personnel,military and civilian.

We recommend that training establishmentsshould accept a duty to be exemplary infurthering equality and diversity, playing a keyrole in changing attitudes over time throughoutthe armed forces.

Recruitment servicesWe recommend a uniform approach to testingrecruits across all three services, with regardboth to their potential and their educationalattainment, and to recording and analysing thedata collected.

We recommend greater care in ensuring that arealistic picture of service life is presented,including making ‘taster’ experiences generallyavailable.

We recommend that training establishmentsroutinely provide feedback to careers offices onthe quality and success rates of recruits.

Induction and literacy & numeracysupportWe recommend the introduction of a standardset of guidelines for induction, including the useof follow-up sessions and tests to check thateverything necessary has been understood.

We recommend that opportunities to showparents and partners round trainingestablishments should be introducedeverywhere, as part of settling in.

We recommend much more systematicapproaches be adopted to testing for literacy,numeracy and English language problems, andto rectifying them.

Detailed recommendations

50

Findings

Contact with familiesWe recommend that families should be keptinvolved regularly throughout initial training.

We recommend that the armed forces take stepsto present themselves more openly to the public,and to families in particular.

AccommodationWe recommend that commanding officers oftraining establishments should hold their ownbudgets for minor repairs and maintenance andshould be encouraged to attain high standards.

We recommend that the style ofaccommodation for recruits should be as closeas is practicable to decent circumstances incivilian life.

Meals and recreationWe recommend greater emphasis on good dietand nutrition in planning meals.

We recommend the universal adoption of afourth meal, in the evening, to bridge the gap ofmore than 12 hours between supper andbreakfast.

We recommend consideration of an alcohol-freerule at phase 1 training establishments.

We recommend that gambling machines shouldnot be allowed at phase 1 trainingestablishments.

Support and welfareWe recommend that comprehensive welfareframeworks be introduced at everyestablishment, setting out clearly the duties, linesof accountability and powers of everybodyinvolved, civilian and military.

We recommend that civilian and militarywelfare staff should work as a team, sharinginformation and records.

We recommend that the empowered officer roleshould be terminated.

We recommend that all instructors should betrained in welfare matters.

We recommend that civilian welfare staff shouldbe selected or trained to provide professionalservices in care.

Physical trainingWe recommend that the armed forces exercisegreater control over pre-entry physical testing,and reduce reliance on self-declaration.

We recommend a review to eliminateanomalies in the standards required for physicalfitness and to set them accurately in accordancewith the work recruits are to do.

We recommend abandonment of the ‘gender-free’ approach to training women and therestoration of ‘gender-fair’ regimes.

We recommend more systematic use of data onfitness, the training undertaken, injury andrehabilitation.

FirearmsWe recommend that the Army further reducesthe risks associated with young people usingfirearms, including the provision of more securestorage away from firing ranges and by greateruse of simulators.

We recommend that uniform practice beadopted across all three services on deploymentof recruits as armed guards at night.

We recommend that night guard duties forrecruits should be avoided when they fallbetween training days.

Bullying and harassmentWe recommend that a genuine zero-toleranceapproach to bullying and harassment be adoptedat training establishments, including clearlydefined and appropriate disciplinary measures.

We recommend that a tri-service approach betaken to reviewing discipline and punishment,seeking a consistent balance between standardscommon in civilian life today and real militarynecessity.

51


ComplaintsWe recommend universal reporting ofcomplaints, whether locally resolved or not, inorder to allow collation and management, bothin each establishment and nationally.

We recommend that clear protocols beprepared on the level at which different types ofcomplaint may properly be dealt with.

We recommend the introduction of carefullydesigned systems which allow the processing ofcomplaints to be traced.

We recommend that senior officers encouragecomplaints to be made and registered, as animportant means of driving up standards.

Suicide and self-harmWe recommend that the Army studies themethods used by the other armed services tominimise self-harm and suicide.

We recommend that incidents of self-harm arecarefully recorded and that comprehensive dataare kept at each establishment and nationally.

We recommend the consistent and thorough useof ‘at-risk’ registers, with open access to all whoneed to see them.

Linking the phases of trainingWe recommend continued attention tosmoothing progression through training, takingadvantage of a reduction in the number ofestablishments, better records and moreprofessional management of training.

Leaving trainingWe recommend that exit interviews andquestionnaires should be standardised andcomprehensive data built up on the reasons forearly drop-out, including any correlations withage, gender, race and educational or otherbackground.

We recommend that the strategy for reducingearly drop-out needs to be enforced, includingfalling targets to be met year on year.

We recommend that a systematic approach beadopted to ensure that recruits are given asrealistic a set of expectations as possible,including site visits or sea-time, before they joinor as an early ‘taster’ experience.

We recommend that accurate costs ofrecruitment and training be produced, showingclearly the impact of early drop-out.

52

Summary reports

Weapons-handling at 3 Royal School Regiment of MilitaryEngineering, Minley


54

HMS Collingwood, in Fareham, Hampshire, isthe Royal Navy’s Maritime Warfare School andoffers phase 2 and phase 3 training. Phase 2recruits join Collingwood from HMS Raleigh.The school incorporates training previouslyconducted at HMS Dryad and HMS Excellent, aswell as other units including the Defence DivingSchool, the Royal Marines School of Music, theHydrographic School, the Meteorology Schooland the Physical Training School.

Annually, some 25,000 personnel pass throughthe school. Including its officers, it representsabout 10 per cent of all naval personnel on anyone day. Phase 2 recruits have their ownaccommodation area, attend lessons in the mainteaching block and use the establishment’ssporting and social facilities.

JudgementsCompletion rates are good. Recruits are wellsupported by the divisional system ofsupervision common in the Royal Navy.Divisional officers and their assistants keep intouch with recruits throughout the day andevening. Most recruits are confident about usingthe chain of command or the chaplaincy foradvice and support. Recruits at risk areidentified promptly and supported well, using atraffic-light code to identify the degree of risk.Disciplinary incidents involving recruits arerecorded clearly by staff, followed up, and theactions taken are noted.

Divisional staff do not routinely shareinformation on recruits with instructors. Thereare no civilian welfare staff on site but a civiliansocial worker is being appointed to thechaplaincy service. Discipline and remedialtraining are managed adequately. The transition

of recruits who have to repeat aspects of theirtraining and are put back a class is wellmanaged.

Recruits make a smooth transition from phase1 training. Their induction is well planned andmanaged, and covers important areas of welfare.They get an induction pack that includes a clearaccount of the Navy’s equal opportunities policyand its response to harassment and bullying.There is, however, too little discussion of thesematters during the induction period.

There is no planned support for recruits whoseliteracy and numeracy skills are weak. Recordsof recruits’ learning needs are not passed toHMS Collingwood quickly enough. Recruits arenot assessed when they start their phase 2training and staff respond slowly to their needs.The good literacy and numeracy resources in thelearning centre go to waste as recruits do not usethem.

Few recruits withdraw from training, and thenumber withdrawing for medical reasons isexceptionally low. Recruits who are thinkingabout leaving the Navy are interviewed andgiven time to consider their decision. Althoughthe reasons for their departure are carefullyrecorded, the information is not used in theoverall quality assurance of recruits’ experience.

Instructors and duty of care staff are notselected and trained thoroughly enough.Instructing is seen as a way of filling timebetween duties on board ship. There are nochecks on naval instructors’ suitability to workwith young people or on their criminal records.The civilian instructors, one-third of the total, areproperly trained and selected. Some of the dutyof care staff have not received appropriatetraining on the care of recruits.

HMS Collingwood

Unannounced inspection 6 – 9 December 2004

Number ofphase 2 recruits

303

Number ofunder-18s

50


not known

Number ofmilitary staff

492

Number ofcivilian staff

1

86 per cent of recruits completed their training successfully in the past full year

Summary reports

55

Recruits’ accommodation is well maintained,clean, modern and attractive. It is inspectedregularly. There are good shower and lavatoryfacilities. There is a wide choice of good food.Recruits have access to sports facilities, plenty ofsocial areas, and to the internet.

Medical support for recruits is good. The healthcentre is modern. Appointments are readilyavailable and staff offer a wide range ofpreventive health services. Recruits are lookedafter well when they are ill, but there are fewfacilities for those who are not fit enough toreturn to their cabins but do not need hospitalcare.

Management of alcohol for under-18s issatisfactory. A curfew operates, which ismonitored by staff regularly during the night. Theunder-18s have their own club, managed by thechaplains, which does not serve alcohol.

Access to gambling machines is unregulated.Although the machines are clearly marked as outof bounds to under-18s, their use is notmonitored. The machines generate a profit of£1,300 per week, much of which is put backinto the facilities, but there has been no researchinto whether they are leading to debt amongrecruits.

Access to firearms and ammunition issatisfactory. All weapons and ammunition arekept in secure storage on site. Separate weaponsare provided for parade training, weaponshandling and live firings on the range. Recruitsare only issued with ammunition on the outdoorrange, and then only at the firing point. They donot take part in guard duties.

Recruits do not get enough time to rest afterbeing on late duty watch. This often leaves themtired and unable to perform effectively in class.Recruits do not take part in enough physicalactivities and make sufficient use of the goodsporting and recreational facilities. Staffrecognise this concern and plan to increase theamount of physical training in the timetable.

The approach to equality of opportunity issuperficial. Staff do not understand the widerimplications of equality and diversity. They donot see the need to monitor recruits’performance and welfare using equality

indicators such as gender, ethnicity, age, hometown or learning ability. They ‘treat everyone thesame’ and do not understand why they shouldmonitor and respond to individual needs anddifferences. There are inappropriate posters instaff rooms and areas for recruits. The system forprocessing bullying or harassment complaints issound, but complaints are not always handledappropriately.

Data are not used effectively to evaluatewelfare and duty of care arrangements. Theresults of exit interviews are not analysed. HMSCollingwood collects data on its apprentices forthe local Learning and Skills Council but keeps itseparate from the data on course performance.The management information systems areincompatible. Instructors are monitored using yetanother database, which is not kept up to date.


56

HMS Raleigh, in Plymouth, Devon, is the RoyalNavy’s only phase 1 training establishment forratings (junior sailors). It also provides phase 2submarine training, logistics and seamanship,which were not inspected. The establishmentcomprises the Royal Naval Logistics School, theRoyal Naval Submarine School and the SpecialistTraining and Recruit School. Raleigh is alsohome to the band of Her Majesty’s RoyalMarines.

Phase 1 training lasts for eight weeks. Recruitsare security-screened before they can join theRoyal Navy, and checks are made on theirfitness, health, eyesight, attitude to drugs andlevels of literacy and numeracy.

JudgementsCompletion rates are good. HMS Raleigh has acomprehensive system for monitoring andcommunicating recruits’ progress. Poorperformance is noted by the divisional staff andacted upon. Course evaluations take placeregularly during and at the end of each course.Instructors see the results and make changesaccordingly. Data on recruits’ performance areroutinely collected, but there is no monitoring ofsuccess by ethnic group.

Training is well organised. Strategic planningidentifies the establishment’s future needs.Significant improvements have been made toensure that most recruits transfer smoothlybetween phase 1 and phase 2 of their training.Recruits awaiting medical examinations, thosewith long-term injuries, and those waiting to starttheir trade training follow a good trainingprogramme which allows them to improve theirliteracy, numeracy and naval skills. Some recruits

are given inaccurate and inappropriateinformation by their armed forces careers office.They are advised to buy items that they do notneed. In a few cases, medical screening carriedout before they join the Royal Navy fails toidentify health problems which prevent recruitsfrom completing their course.

Recruits are well supported by the divisionalsystem (system of supervision) which governsstaff. Recruits are happy to turn to their leadinghands and divisional officers if they have aproblem. Staff, however, deal with problemsand complaints at the lowest level. They do notrecord them and do not pass them up the chainof command. Senior staff are unaware of thefrequency or nature of such issues. A carers’forum regularly reviews training, medical andwelfare issues and shares best practice.

Instructors are well trained and monitored.Recruits, instructors and divisional staff are wellinformed about recruits’ progress. Records aremaintained and used well. Instructors telldivisional staff if the recruits are struggling withtraining, and the divisional staff often providegood extra training support.

Equality of opportunity is not sufficientlyreinforced throughout the training. All new staffattend equality training during their inductionand those who have a specific role in this area,such as equal opportunities advisers, receiveextra training. However, some staff, including anumber at senior level, openly use inappropriatelanguage. Recruits attend a training session onequality of opportunity given by the chaplain atthe beginning of their programme. They do notsee it as an integral part of their naval training.The session outline does not refer to recent

HMS Raleigh

Inspected 15 – 19 November 2004. Unannounced return visit 24 – 25 February 2005


453

Number ofunder-18s

172


305


unknown


Summary reports

57

legislation on sexual orientation, religion orbelief. The Royal Navy is bound by the RaceRelations (Amendment) Act 2000, which confersa statutory duty to produce a race equality plan.As yet, no such plan has been produced.

Practical training is particularly well supervised,and recruits understand their progress.Supervision and the general promotion of safetyare good. There are appropriate briefings, andclear, detailed risk assessments are completed forall activities. When physical training, such aspress-ups or additional duties, is given as apunishment, it is not formally recorded by staff.This contravenes the instructors’ code ofpractice.

Access to firearms and ammunition is wellmanaged. There are clear processes andprocedures to ensure that recruits only handlefirearms under close supervision. Different seniorofficers are responsible for the armoury and theammunition bunker. Weapons can never betaken to the accommodation blocks, and recruitsare only issued with ammunition when they aretraining on the firing range. Recruits are notrequired to carry out armed guard duties.

Access to alcohol is managed well on site.Recruits aged under 18 cannot buy alcohol onsite. No alcohol is available at the on-site shop.All recruits under 18 are required to hand intheir identity pass when leaving theestablishment and collect it from the gatehouseon their return. However, some manage to buyalcohol and if the duty officer suspects they havebeen drinking, they are sent to the sick bay foran assessment and held there overnight. Recruitsare regularly tested for drug misuse. There are nowomen regulators (naval police) at HMSRaleigh, so male regulators may have to searchand interview women recruits.

Accommodation is satisfactory. Accommodationblocks are sparsely furnished to provide arealistic parallel to ship-board life, but they arewell decorated and are kept exceptionally cleanby the recruits. There are good sporting facilitiesincluding a swimming pool. Recreationalfacilities for non-sporting activities are verylimited at weekends. Food is of good qualitybut there is not enough of it. Too many of therecruits interviewed chose not to eat meals in

the galley, preferring to buy burgers from the baror other food from the shop.

Too much pressure is put on recruits whenitems of kit go missing. Some items are mislaid,borrowed or collected by staff which leads torecruits failing inspections of their kit.

Update following unannouncedreturn visit

The management executive respondedpositively to the inspection and identifiedactions for improvement.

An officer had been appointed to review theadequacy and supply of kit.

A care skills course had been introduced forinstructors. Supervision of recruits whileeating has increased although the quality offood is still criticised by recruits.

Recruits waiting for courses to start have anew opportunity to shadow staff on boardships and there is a new dedicated physicaltraining instructor attached to the group.

Equality of opportunity is still not reinforcedsufficiently and data is not analysedadequately.

A new woman regulator is scheduled to jointhe team in June 2005.

Some medical problems have not been dealtwith to the satisfaction of the recruits.

A new procedure for recording loss ofpersonal items has been put in place to try toalleviate the theft that takes place.


58

HMS Sultan is in Gosport, Hampshire. It is thelargest of the Royal Navy’s trainingestablishments, with up to 3,000 service andcivilian personnel. The focus of the inspectionwas on phase two recruits at the School ofMarine Engineering and the Air Engineering andSurvival School.

The School of Marine Engineering is organisedinto three training groups: marine engineeringofficers, marine engineering artificers and marineengineering mechanics. The Air Engineering andSurvival School is part of the Defence College ofAeronautical Engineering. It is headed by acommander and made up of six training groupsincluding the initial training group, whichprovides basic training for air engineermechanics and artificer apprentices in aircraftservicing, refuelling and movement.

JudgementsCompletion rates for marine engineeringmechanics, submariners, and marine engineeringartificers are very good. Those for airengineering mechanics are too low. Recruitsmake good progress. However, all recruits followthe same programme irrespective of theirprevious work experience or qualifications.Instructors provide effective remedial training tosupport recruits who have failed examinations.All recruits who withdraw from courses earlyare given support, advice and counselling bydesignated welfare and resettlement staff andcourse officers.

The transition from phase 1 to phase 2 issatisfactory. Staff from HMS Sultan visit HMSRaleigh to talk to phase 1 recruits about thetraining. There is some good individual supportfor recruits with learning difficulties, but it is

sometimes slow to start. Recruits are unable toexperience life at sea on a working ship beforecommitting themselves to four years’ navalservice. Most recruits have a chance to visitships, but some only visit historic vessels and donot get to meet serving sailors or see inside thekind of vessel they will work in.

Instructors’ recruitment, induction andselection are unsatisfactory. They may have towait up to six months before they can attendcourses in defence instructional techniques, careof trainees, and coaching and mentoring. Toomany are teaching recruits before they havedone so. Instructors are formally assessed once ayear, and given written and verbal feedback.Those judged unsatisfactory are mentored andcoached.

Support for recruits aged under 18 is good.They have a midnight curfew and their beds arechecked to ensure compliance. Communicationwith their families and guardians is good, andtheir leave arrangements are carefully checked toensure that they are going to an agreed address.New measures are being introduced to monitorunder-18s’ absence from the site. Identity cardshave recently been introduced to prevent under-age drinking, but staff do not always check them.There are gambling machines in the laundry areaand although under-18s are not permitted to usethem, access is unregulated.

Welfare arrangements are satisfactory. Recruitsare effectively supported by divisional officersand leading hands, though some have notattended the Care of Trainees course. Thechaplaincy is the main source of support andadvice outside the chain of command, andtrainees know how to contact its staff. Chaplainsdo not record the details of their contacts with

HMS Sultan

Inspected 25 – 28 January 2005


731

Number ofunder-18s

76


116


10

90 per cent of recruits completed their training successfully in marine engineering and 62 per cent in air engineering in the past full year

Summary reports

59

recruits. A carers’ group meets every two weeks.Its members include civilian and naval personnelinvolved in the welfare of recruits, but not seniorstaff, or divisional officers with specific welfareresponsibilities. It provides some good supportfor recruits with complex welfare needs.

Rehabilitation procedures for injured recruitsare unsatisfactory. HMS Sultan does not have aqualified remedial physical training instructor.There is little co-ordination of care between themedical staff and the physical traininginstructors. There is no written rehabilitation planfor an injured recruit to share with sports staff;recruits are expected to work out their ownexercise regime. Recruits who have failed theRoyal Navy fitness test are supposed to attendremedial physical training sessions, but theirattendance is not monitored efficiently.

Recruits at risk of failing to complete theirtraining are not adequately monitored. There isno detailed register of recruits at risk. The carers’group adheres too strictly to confidentialityguidelines and does not minute its meetings. Itseffectiveness relies too much on the memories ofindividual members. Recruits’ records are heldin several different departments, and are not co-ordinated to identify trends or underlyingproblems. Divisional officers do not use a setformat for their records or file them centrally.Some keep more detailed records than others.There is no standardised system for recordingpunishments.

Accommodation, food and laundry services aresatisfactory. In one of the old accommodationblocks, however, lavatories are regularly blockedand overflowing. Most minor damage is repairedquickly. About 45 per cent of recruits do not takebreakfast. Various strategies have been tried todeal with this but without success. Short mealperiods make it difficult for recruits to getinvolved in some sports activities. Sporting andrecreation facilities are good and well used bystaff and recruits. Gym shoes issued by the RoyalNavy are not adequate and do not preventdangerous slipping.

Access to firearms and ammunition is managedappropriately. Weapons are only used intraining exercises on site. All recruits have aweapons handling test every two months. They

are not required to carry out armed guard duties.

Complaints are not adequately recorded orpassed up the chain of command. Staff deal withthem at the lowest possible level and are notadequately monitored while doing so. Manyrecruits are reluctant to complain for fear ofreprisal. Arrangements for equality ofopportunity are satisfactory. There is some goodinformal promotion of equality during teachingsessions.

Data management is good. There are monthlysurveys of recruits that include questions onwelfare support, discrimination, harassment andbullying. Recruits also take part in a post-coursediscussion group. Feedback from this is recordedand passed on to instructors and senior staff. Ifrecruits have commented on ineffective teachingor inappropriate behaviour by an instructor,prompt action is taken to deal with this. Allrecruits who withdraw from training complete anexit questionnaire.


60

Commando Training Centre Royal Marines(CTCRM) Lympstone is the home trainingestablishment for all Royal Marine commandosand the only one that trains recruits. Commandotraining falls under the remit of the Royal Navy.There are no women recruits.

The commando training wing consists of fivedifferent companies, each divided into troops.The same small training team works with eachtroop throughout the training programme. Eachcompany is commanded by a major assisted bya company sergeant major. Specialist physicaltraining and drill instructors, who areexperienced Royal Marines, are attached to eachcompany.

JudgementsCompletion rates are poor. Only 56 per cent ofthe recruits who started their training in 2002-03completed it, and the proportion fell to 50 percent in 2003-04. Senior officers have identifiedthis as a major problem. Actions taken to dealwith it include interviews with personnelservices officers and changes to the physicaltraining regime. It is too early to judge whetherthese initiatives are working, but so far this yearfewer recruits have withdrawn than in the past.In 2004, the biggest single reason recruits gavefor leaving was a dislike of the Royal Marines’lifestyle. Few recruits leave for medical reasons.

Recruits are effectively introduced to militaryroutines, practices and expectations during atwo-week foundation programme. They areencouraged to support each other, their teamand the corps and are linked with a ‘buddy’, forwhom they are responsible. However, thearrangements for the care and supervision ofunder-18s during the course are inadequate.

They stay in accommodation with older potentialrecruits who have not had security or criminalrecord checks.

Recruit training is purposeful and wellstructured. All instructors use the same clearand detailed guidance for delivering training,and there are specifications for individualtraining sessions. Recruits and training staff arevery clear about the standards required and arewell motivated. Team spirit within troops isgenerally strong and troop sergeants are alert toany changes in morale.

Some recruits are given incorrect informationby armed forces careers offices on rates of payand the equipment they need. There is nopsychological testing during the selectionprocess and some recruits are accepted fortraining even though recruiting staff have doubtsthat they can cope with it. In the second week oftheir training recruits are interviewed bypersonnel services officers. They often speakfreely during these meetings and some are puton an ‘at risk’ register as a result. The RoyalNavy’s maths and English test is not an effectivemeasure of recruits’ skills. It is so out of datethat some recruits do not understand thequestions. Recruits with learning problems arenot given enough support. One recruit withdyslexia was told to ‘work harder’.

Most practical training sessions are wellsupervised and subject to detailed riskassessments. Recruits are tested throughout thecourse, and instructors often provide additionalsupport in the evenings and at weekends.Theory sessions are too formal and oftendisjointed. Recruits are sometimes bored andmiss vital information.

Commando Training Centre Royal Marines (CTCRM) Lympstone

Inspected 13-17 December 2004

Number of phase 1and phase 2

combined recruits

678

Number ofunder-18s

43


256


116


Summary reports

61

Physical training instructors sometimes punishrecruits by making them jump into a static coldwater tank. Whole teams of recruits may beordered to jump into the tank as a result ofmisdemeanours by one or two of them. Thesepunishments are not recorded or monitored.

Training teams in all companies closely monitorrecruits’ progress, giving them regular feedbackon their strengths and areas for improvement.However, individual training records often holdinsufficient background information aboutrecruits’ development and progress.

Monitoring of recruits’ welfare is unco-ordinated and too informal. A carers forum andduty of care working group are relatively newand do not yet complement each other. Trainingteams use different approaches and this has anegative effect on some recruits’ morale.

Recruits who are injured or who fail physicalfitness tests are well supported. They areassigned to a rehabilitation company wherequalified remedial instructors take them throughindividual programmes of treatment and physicaltraining. Recruits continue to attend militaryskills training, but also follow a progressiveprogramme of physical training until they are fit.The four-week cycle of activities is not enoughto maintain the motivation of recruits withlonger-term injuries. Despite a good programmeof health education, some recruits are reluctantto seek medical help as they do not want theirtraining to be held up.

The approach to equality of opportunity issimplistic. There is an assumption that staff andrecruits will read the equal opportunities policyand booklets provided and follow theirguidance. Although the establishment hasequality advisers, there are no training sessionsto reinforce or update important messages. Theadvisers do not hold regular meetings toconsider matters that affect the establishment,training teams or recruits.

Staff maintain good links with recruits’ families.Telephone conversations between staff andparents are recorded. There is a families’ dayduring the course when parents can meet staffand learn about the difficulties the recruits face.Recruits are encouraged to contact their parents

each week. They have a long-weekend leaveevery six weeks.

Weapons are sometimes stored unsafely inrecruits’ accommodation, in lockers that are notsecurely fastened. Systematic processes andprocedures are strictly applied to ensure recruitscan only draw firearms from the armoury underthe close supervision of the training team.Recruits are not required to carry out armedguarding duties.

Accommodation, food and clothing aresatisfactory. However, the laundry and dryingfacilities are inadequate. Chaplains provide good24-hour support.

Instructors are well trained. Good emphasis isput on coaching as a method of support.However, some staff doubt the value of the Careof Recruits course, which they view as irrelevantto an all-male environment.


62

The Royal Marines School of Music (RMSoM) ishoused in HMS Nelson at Portsmouth. It is underthe control of Portsmouth Naval Base and theMaritime Warfare School at HMS Collingwood.It offers phase 1, phase 2 and phase 3 training torecruit musicians and buglers wishing to join theBand Service. Recruits can join the RMSoM fromthe age of 16. Phase 1 basic military andphysical training lasts for 15 weeks. At phase 2,music training is emphasised. The course formusicians lasts 32 months and the one forbuglers lasts 24 months. Each recruit has theirown practice room and is assigned a civilianprofessor of music. They also have a BandService non-commissioned officer instructor foreach instrument that they are learning. There arefive bands that they can choose to join. Somerecruits have the opportunity of attending opera,ballet and orchestral concerts in London.

JudgementsCompletion rates are very good. Recruitsreceive expert practical and academic tuition.Instructors are checked for criminal recordsbut visiting professors are not. Each recruit hasat least one individual lesson a week with theirmusic professor. The professors set very preciseobjectives which the instructors refer to whensupporting recruits between lessons. Practicalmusic training is supplemented by well-supervised academic classes.

Recruitment and selection of recruits areparticularly effective. A colour sergeant from theSchool of Music attends recruitment eventsaround the country. There is a thorough four-dayaudition process. Applicants who fail this aregiven clear feedback on how to improve theirperformance and invited to re-audition in the

future. Most recruits received detailed andaccurate information from the armed forcescareers offices.

Recruits make good progress and are closelymonitored. They are formally assessed twice aterm by their professors, who give them specificdetailed feedback on what they need to do toimprove. They know what they have achieved,and their success is celebrated. Staff maintainreliable records on each recruit’s progress.Recruits have notebooks which are usedeffectively for communications betweenprofessors, instructors and the recruitsthemselves.

The four recruits in the rehabilitation troop,two of whom have been injured since October2004, have little purposeful activity to occupythem. They have continued their musicaltraining, mainly on their own initiative. Remedialphysical instructors from CTCRM Lympstone aresupposed to support their rehabilitation, and therecruits spend every morning carrying out anexercise programme. This is not geared to theirindividual needs and does not relate specificallyto their injuries. Some recruits areunderstandably demotivated and feel stigmatisedby other recruits. The establishment’s carers’forum has not yet discussed this situation.

Teaching is thoroughly assessed. Instructors andprofessors are scheduled to have annualassessments, although the professors’ workpatterns sometimes make this difficult toachieve. Observations are a key element of theassessment. Staff in the same role are dividedinto groups of three, who observe each another.They attend training sessions before they carryout an observation. There is no formal way ofgathering feedback from individual recruits

Royal Marines School of Music (RMSoM)

Inspected 31 January – 2 February 2005

Number ofphase 1, phase 2 and

phase 3 recruits

86

Number ofunder-18s

10


19


27


Summary reports

63

about their instruments, professors orinstructors.

Instructor training and development aresatisfactory. For 81 per cent of instructors, aposting to the School of Music was their firstchoice. All phase 1 instructors have attended atwo-week training programme at Lympstone.Phase 2 and 3 instructors are recruited for theirmusical ability. All instructors are required toattend courses in defence instructionaltechniques, care of recruits and mentoring butonly half have done so. The selection ofprofessors is highly competitive, and they areappointed on the basis of their knowledge,experience, musical expertise and teachingability.

The School of Music has a weak approach topromoting equality of opportunity. Somerecruits and staff have little understanding ofpolicies relating to the subject. Some do notremember being given a copy of the equality ofopportunity and diversity booklet at induction.The policy is not covered in any depth atinduction or at other times during the trainingprogramme. The Royal Navy specifies that allstaff must have annual training on the misuse ofalcohol and drugs, but equality of opportunity isnot afforded the same degree of importance. TheSchool of Music has general recruitment targetsbut these do not refer to recruits from minorityethnic groups. There are no recruits fromminority ethnic groups, and there are no targetsor strategies for recruitment from under-represented groups.

Recruits are aware of the complaints process.Serious complaints are dealt with satisfactorily.They are recorded and referred to the equalopportunities adviser at HMS Nelson. Minorcomplaints and problems, however, are dealtwith at instructor level or recruits are told tosort them out themselves. These complaints arenot recorded.

Most of the accommodation is satisfactory. Allphase 1 and 2 recruits are housed in a block thathas recently been refurbished. Recruits aremoved to single living accommodation onsuccessful completion of phase 2. This is astrong incentive for them to progress.

Food is adequate although some recruitscomplain that there is too little variety,particularly in the evening. Many recruits chooseto buy their own food, and some do not eatbreakfast. This can present problems particularlywhen they are undergoing physical training earlyin the morning. Clothing and equipmentsupplied is generally satisfactory. Some recruitschoose to purchase their own musicalinstruments but most are provided by the Schoolof Music and are very good. There is a spaciousand clean laundry area with sufficient washingmachines and dryers. A gambling machine inthe laundry is not supervised. Medical support issatisfactory. Recruits do not have access tofirearms and ammunition.

Welfare support systems are satisfactory andrecruits have confidence in them. Recruits arewell aware of welfare and duty of careprocedures. There is one female instructor, andwomen recruits can turn to her for support ifthey wish. Chaplains do not record theircontacts with recruits. A multi-disciplinary careforum meets regularly to discuss generalmedical, social and psychological problemsaffecting recruits. Staff understand that recruits’welfare is a collective responsibility.

Arrangements for the care and supervision ofrecruits under 18 years of age are inadequate.During inspection, 11 per cent of recruits wereaged under 18. Duty officers conduct randomchecks of the accommodation blocks andrecreational facilities during the evenings and atnight, but do not check individual beds. Recruitsmust sign in and out of the base during eveningsand weekends. This process is not adequatelymonitored or enforced to ensure that recruitsaged under 18 keep to their curfew. There are nochecks on whether recruits have been drinkingwhen they return from an evening out. Under-18s drink alcohol in HMS Nelson’s bar.


64

Royal Air Force (RAF) Cosford is theheadquarters of the Defence College ofAeronautical Engineering, one of six defencecolleges across the country. It is run by anexecutive board that includes the commandant,the director of support and the director oftraining. Training for aircraft and support trades isorganised into three wings. The aerosystemsmechanical training wing and the electro-avionictraining wing make up No 1 School of TechnicalTraining. The military training wing comprisesthe RAF School of Physical Training and threeoutdoor activity centres.

The organisation of training at RAF Cosford hasbeen in transition since July 2004. Under thenew arrangements, training will be provided tothe Army, Royal Navy and Royal Air Forcethrough contractors, while recruits will bemanaged by their respective services.

JudgementsOverall, completion rates are good. First-timepass rates for phase 2 recruits are too low at 62per cent and those for under-18s are significantlylower than the average.

Recruits’ transfer and induction from phase 1training is well managed. All recruits are briefedby non-commissioned officers from RAF Cosfordbefore they leave RAF Halton, andcomprehensive records of their experiencefollow them. They have a well-structured 10-week induction programme reinforced by acomprehensive induction handbook. Recruitsaged under 18 have their own recreationfacilities.

Instructors, mentors and training developmentco-ordinators provide good welfare support.Mentors are always available for their recruits,

and see them at least once a week. Goodsupport is also provided by staff outside thechain of command. These include members ofthe Soldiers’, Sailors’, Airmen and FamiliesAssociation social workers, the chaplaincy andexternal agencies. A health and well-beingcommittee has recently been set up to considerthe major health issues which affect recruits atCosford. It is too early to judge its effectiveness.

Arrangements for signing in and out of the baseare not yet working properly, and a new systemis currently being piloted to tighten them up.Recruits resist signing in at the gate aftermidnight, particularly if they have been drinking.At busy times they walk straight past the guards,and they are often abusive when challenged.

Recruits with additional learning needs are wellsupported. Most of the learning support staffhave attended dyslexia, dyspraxia anddyscalculia awareness sessions. Instructors makegood use of a variety of tools and techniques tohelp individuals with specific learningdifficulties. Recruits identified as being at risk offailing to complete their course for mental healthreasons can be referred to an educationalpsychologist to identify how best they may besupported.

Physical training instructors do not routinelycheck whether recruits have injuries beforeexercise sessions begin. Injuries sustainedduring training sessions are not always recordedin the accident book. Some activity sessions donot include sufficient warm-up and cool-downtime and others place excessive physicaldemands on the recruits. RAF Cosford hasexcellent sports and leisure facilities althoughthere is limited access to facilities at theweekend. Physical training instructors often useindividual and group punishments, usually

Royal Air Force (RAF) Cosford



1,025

Number ofunder-18s

78


421


700


556


Summary reports

65

press-ups, for minor misdemeanours duringtraining. These punishments are not recordedand are not subject to any guidelines. Someinstructors apply punishments more rigorouslythan others.

Some instructors have inadequate trainingskills, although they are well qualified and havedemonstrated competence and expertise in theirtechnical field. Civilian instructors do not receiveformal mentoring or training in the supervisionof recruits. Physical training instructors areselected for the job but do not have training inwelfare and duty of care even though they willbe responsible for recruits’ welfare.

Accommodation is generally satisfactory,although it takes too long to complete repairs.Some of the lights in showers and bathroomshave not worked for some time, and there arebroken showers and lavatories. Recruits areexpected to keep their accommodation clean.They have to buy their own cleaning materials asthey are not allowed to use those in the cleaners’stores. Recruits are not trained in cleaning upbodily fluids such as blood and vomit, and donot have access to gloves or protective clothing.On-site laundry facilities are limited to acontracted launderette service. The quality offood varies. It is good in one restaurant. Manyrecruits prefer to buy sandwiches from the on-site shop.

Medical support is good. There are well-staffedmedical and dentistry centres on site and recruitshave 24-hour access to a doctor. All recruits whoare injured are assessed by the physiotherapistand a physical training rehabilitation instructor.They are given an exercise programme to follow,although they do not always use it. Data on theincidence of injuries are not gatheredsystematically and used to improve physicaltraining.

Alcohol is banned in the barracks, butpunishments for alcohol consumption are notapplied consistently. Under-18s are not allowedto buy alcohol on site, but bar staff sometimesfail to check recruits’ ages before serving them.There is no routine monitoring of the gamblingmachines and their use by under-age recruits.

Access to firearms and ammunition is managedappropriately. Effective procedures ensure that

recruits can only handle firearms under closesupervision. Weapons are issued for full days,and when not in use are stored in locked racksin the guardhouse or regiment training block.Ammunition is counted out from the armourystore and any left over is counted back in. Thetop round in each magazine is marked with ared pen so that it is easy to see whether it hasbeen loaded. Security and guardingarrangements are satisfactory. It is the stationcommander’s policy that phase 2 recruitscarrying out guard duty are not armed but areaccompanied by an armed airman. Recruits haveto take part in the common skills trainingprogramme before they complete a week ofguarding duties. This sometimes means missingpart of their training.

Recruits’ complaints are not adequatelyrecorded or passed up the chain of command.Staff use their own discretion to determinewhether a complaint is justified and whether it issignificant enough to be recorded, or referred upthe chain of command. Recruits are not givensufficient information on the complaints andappeals procedures at induction. Approximately10 per cent of recruits interviewed said they hadno confidence in the complaints system.

Equality of opportunity is not sufficientlyreinforced with staff and recruits. Many staffknow little about the establishment’s equalopportunities policy and its implications,although most are committed to treating recruitsfairly. Inspectors heard staff, including a numberof senior officers, using inappropriate language.RAF Cosford has taken no positive action topromote race equality. It has not produced arace equality scheme despite its obligationsunder the Race Relations (Amendment) Act2000. The establishment does not know theethnic background of its recruits. Although staffcollect extensive data on all aspects of recruits’performance and experience, the absence ofinformation on ethnic origin means that theycannot be sure that no discrimination is takingplace.

A useful care directive has been producedwhich outlines the establishment’s policies,procedures and general approach to recruits’welfare. The executive team provides clearstrategic direction on the welfare of recruits. A

AHP

Highlight


66

new committee to oversee welfare policy hasbeen formed. Training developmentco-ordinators have been appointed. They willoffer recruits guidance and advice, and closelymonitor their academic performance and welfareneeds.

Management information is regularly collected.Staff collect data on discharges, complaints, andincidents of self-harm, bullying and harassment,and analyse by recruits’ age and gender but notby ethnic origin. In one training school theresults of analyses have led to courseimprovements and recommendations to reviewthe entry standards for technical training courses.The other training schools have not taken suchaction. Recruits are asked for their views oneach course and their responses are analysedand evaluated, but there is insufficientcross-school analysis to identify common points.Each course has performance targets which aremonitored at squadron level. Wing commanderseffectively use a traffic-light system to identifyand focus on poorly performing courses.

Summary reports

67

Royal Air Force (RAF) Halton is near Aylesbury inBuckinghamshire. It provides training for morethan 24,000 airmen and airwomen each year.Several units use RAF Halton’s premises but areseparate to the main training activity.

Phase 1 training takes place in the recruittraining squadron and the airmen developmentflight. Recruits follow a nine-week programme. Ifsuccessful they either move to other stations forphase 2 training or stay at Halton to train for thepolice, logistics, administration or cateringtrades.

Phase 2 training is provided on site by units ofthe defence colleges. Recruits move into theairmen development flight if their phase 2 courseis delayed, they are on sick leave, or have beensent back a stage from a phase 2 course. Moststay for seven weeks, but some stay for up to 18months. Phase 3 training is advanced specialisttraining including management courses for staffwho have been in service for many years.

JudgementsCompletion rates are very good for phase 1 andphase 2 recruits. RAF Halton manages welfareand the duty of care particularly well. There isclear direction from the station commander andhis team for the care of recruits. Policies andprocedures are clear and are effectivelyimplemented. New initiatives to improve thewelfare of recruits have yet to be fully tested.Training activity is systematically auditedthrough observation, and regular feedback issought from recruits, but there is no evaluationof how the duty of care is being carried out.

Staff provide good support for recruits in allphases of training. They are trained to identify

individuals who are experiencing problems.Instructors provide additional training andsupport in a sensitive manner, and try to limit thenumber who have to re-take part of the course.

Recruits aged under 18 are supportedparticularly well. They are segregated from otherrecruits, closely monitored, and are not allowedto drink alcohol. Recruits are not allowed tocarry weapons on guard duty. There are effectivesystems to prevent any unsupervised handling offirearms, ammunition and other explosivedevices by recruits and staff.

Recruits’ literacy, numeracy and languageproblems are not identified early enough.Most armed forces careers offices test recruits’literacy, numeracy and key skills. Recruits arealso asked if they have any additional learningneeds, but some do not disclose this informationin case they are turned down by the Royal AirForce. Some recruits’ problems are not identifieduntil they start their phase 2 training. RAF Haltonplans to introduce diagnostic testing for phase 1recruits with the option of referring them forfurther assessments and support. Support isquickly provided once problems are identified.However, literacy and numeracy support is onlyavailable one evening each week, and somerecruits only receive 30 minutes of support aweek.

Staff at RAF Halton maintain records well andtransfer them promptly to the recruits’ nextestablishment. Phase 2 recruits have the usefulopportunity to visit operational units and meetaircrew who are doing the jobs that they hope todo. Instructors provide good additional trainingto help recruits progress through a tightly packedprogramme, but there is little time for additionalactivities or relaxation.

Royal Air Force (RAF) Halton

Inspected 1-5 November 2004. Unannounced return visit 23-24 February 2005


309


144


500

Number ofunder-18s

425


459


492



68

Recruits experience delays of between a fewdays and several months before their phase 2courses begin. During this time the recruits’skills decrease and some lose motivation afterthe intensive activity of phase 1. Theirprogramme is not sufficiently structured to makegood use of their time. This is also a problem forrecruits in the rehabilitation flight.

Data are used effectively to review recruits’performance, although the establishment doesnot routinely collect data on recruits’ ethnicity.The management team makes good use of datato evaluate recruits’ performance and identifyhow effectively the duty of care is exercised. Forexample, data on each phase and flight are usedto find out why recruits withdraw early fromtraining. It is reviewed regularly and effectively,and trends are identified and investigated withstaff.

Instructors are well trained before they starttheir job. Their training includes relevant courseson coaching and the care of recruits. Not all RAFpersonnel regard instructing as a desirableprofession.

Food and accommodation are satisfactory.Recruits are well supported by their corporalsand shown how to wash and iron their clothes.Practical training is well supervised.

Medical screening at recruitment fails toidentify many recruits’ health problems.Between 10 and 15 per cent of the medicalreports contain errors of judgement. Somereports arrive late at RAF Halton so that by thetime errors are identified it is too late to preventunfit recruits joining the service. In other cases,RAF Halton’s medical team has identified ahealth problem which was missed at therecruitment stage. Some recruits are reluctant toseek medical attention because they are worriedthat they may have to go back a stage in theirtraining if they are ill or have an injury.


The management executive produced anaction plan following the first inspection.

Staff have developed a training package forcontracted doctors in the careers offices toimprove the quality of recruits’ medicalassessment which has yet to be tested.

An evaluation of duty of care arrangementshas been developed similar to the evaluationof training that already existed.

Assessment of recruits’ literacy andnumeracy problems remains an area toimprove, although a new assessment tool willbe piloted with recruits in April.

Rehabilitation for injured recruits is nowmore structured. Recruits who remain forlonger than four weeks still experience a lackof activity, however.

The average length of stay for recruitswaiting to start their phase 2 training hasreduced slightly to 26 days but recruits whoare put back a stage can wait up to threemonths for their course to begin.

Summary reports

69

Royal Air Force (RAF) Honington is near Bury StEdmunds in Suffolk. It houses some of theoperational units of the RAF Regiment, and is theheadquarters of the force commander. The RAFRegiment provides ground and short-range airdefence for RAF aircraft.

The training wing at Honington is responsible formost of the training for regiment personnel. Allrecruits are men. The training wing is alsoresponsible for physical education, the standardsflight, and a support flight that, among otherthings, provides assistance to the recruits’ fieldexercises. It has administrative staff and anofficer who is responsible for trainingdevelopment advice.

For administrative and support purposes therecruits are divided into sections consisting ofabout 12 recruits, led by a corporal.

Judgements Completion rates are too low. In the last fullyear, the completion rate was 62 per cent, but ithas now returned to the previous level of lessthan 50 per cent. Sixty-four per cent of thewithdrawals are voluntary, and most take placeat the first available opportunity. The role of theRAF Regiment is a difficult one. High standardsof performance and physical fitness are neededto work in war zones but difficulties in recruitinghave led to the entry standards being lowered.Training staff have analysed when recruits aremost likely to withdraw from the course, andhave made changes to deal with this. Analysis ofthe data has revealed that recruits from somearmed forces careers offices have a much lowercompletion rate than others. This information hasbeen passed back to the recruiting organisationfor investigation.

RAF Honington has tried several initiatives toimprove completion rates, with insufficientsuccess. The ‘potential gunner acquaintance’course runs for 36 hours over three days. It isintended to improve the retention rate for recruitgunners by giving applicants a taste of thedemands of service life and training, andallowing the regiment to identify those who areobviously unsuitable. All applicants must attendthe course, and at the end of it arecommendation as to whether to accept them ispassed to the relevant armed forces careersoffice. Some recruits report that the course ismisleading and does not give potential recruits atrue reflection of the rigour of the course. Somerecruits are not given enough information bythe armed forces careers offices andunderestimate the demands of phase 1 and 2training and of service life.

Recruits’ safety is managed effectively. They donot carry out armed guard duties and are alwayssupervised during weapons training. Weaponsare returned promptly to the armoury at the endof each training session. Live ammunition is onlyused under close supervision on the firing range,or during the live firing exercise at the end of thecourse.

Support for recruits who have specific learningdifficulties is good. Most training staff have apositive approach and use a range of tests,procedures and support to encourage recruits todevelop.

Recruits’ medical records arrive too late. Somerecruits report to the establishment with injuriesthat prevent them from starting the course.Recruits have a medical check-up at the start oftheir training and this can identify problemswhich need further treatment or restrictions to

Royal Air Force (RAF) Honington

Inspected 15 – 18 November 2004

Number of phase 1and phase 2

combined recruits

117

Number ofunder-18s

24


29


1



70

their training programme. The rehabilitationflight offers a generally satisfactory environmentfor recruits who have medical or trainingproblems, but periods of inactivity have led tosome recruits becoming demotivated.

Staff work hard to improve the training and therecruits’ experience. The training squadron,standards flight and training development officerare constantly reviewing problem areas andputting them right. Recruits are asked forfeedback, and this is analysed and acted upon.Managers use data about recruits and theirprogress effectively to identify where action isneeded to improve care and welfare.

Welfare arrangements are satisfactory. Recruitsare supported by the chain of command and bythe establishment’s wider services, includingchaplains, medical staff, police, and staff fromvoluntary organisations. Recruits have their ownalcohol-free recreational area and their food andaccommodation are generally satisfactory.Many of the accommodation blocks do not,however, have enough showers and there is notenough hot water at peak times.

RAF Honington’s instructor training strategy isgood. Instructors have appropriatepre-employment training and take further shortcourses during their posting. After they attendcourses, instructors are thoroughly debriefed.They use their new knowledge in the classroomand share it with their colleagues. Eachinstructor is observed four times a year, at leastonce in the field and once in the classroom.

Summary reports

71

Royal Air Force (RAF) St Athan is near Barry inSouth Glamorgan. It is the only school for RoyalAir Force ground engineering technicians. Mostrecruits follow advanced apprenticeships ornational vocational qualifications (NVQs) inelectrical, mechanical and motor vehiclemaintenance, workshop production or aircraftpainting and finishing. They come from phase 1training at RAF Halton and other establishments.The school offers phase 2 and phase 3 training.Phase 2 training takes between 14 and 18months.

The school has an accreditation and engineeringprinciples squadron which provides basicengineering training to all trades; a trainingdevelopment and support squadron whichprovides administrative support; and anengineering training squadron which providestrade training and is responsible for theimmediate welfare of the recruits. Theengineering training squadron is further dividedinto the electrical flight, the mechanical flightand the painter and finisher flight.

JudgementsCompletion rates are good and first-time passrates are particularly good at 85 per cent. Of the2003-04 intake, only 6 per cent have withdrawnand the first-time pass rate remains high.Recruits who fail their course or who withdrawtemporarily for medical reasons follow usefulprogrammes that prepare them to rejoin training.

Recruits are not given enough informationabout their phase 2 training before they cometo RAF St Athan. Some are given incorrectinformation about the length of courses, theaccommodation and the leisure activitiesavailable. Staff from RAF St Athan do not

routinely visit RAF Halton to talk to potentialtrainees.

Support for trainees with literacy or numeracyproblems is good. Recruits receive help from adyslexia specialist or the key skills tutor. Almostall those who complete their training gain keyskills awards at level 2.

Training is not adequately co-ordinated. Duringthe week of inspection, recruits reported thatthey had two kit inspections, two blockinspections and an examination. Physicaltraining sessions, including swimming lessons,often take place immediately after breakfast.Physical training instructors do not alwaysperform adequate warm-up and cool-downroutines. Some recruits have a poorunderstanding of how they are progressing.There are no routine progress reviews forrecruits aged over 18 and recorded interviewsare held by exception, usually when problemsarise.

Instructors are appropriately trained and theirlessons are observed annually. There is, however,no systematic recording of the observations. RAFtraining staff are expected to remain in post forthree years but some of the non-commissionedtraining officers regard their post as aninterruption to their operational work.

Welfare arrangements are satisfactory. There isgood communication between civilian andmilitary welfare services on matters affectingrecruits’ welfare. The health centre is good butthere is no overnight care and it offers littlehealth education.

Consumption of alcohol by recruits aged under18 is not adequately monitored. Alcohol isavailable to recruits at the social club and at the

Royal Air Force (RAF) St Athan

Inspected 10 - 13 January 2005


336

Number ofunder-18s

26


11


116


44



72

establishment’s shop. Bar staff do not routinelycheck the age of recruits and duty non-commissioned officers do not systematicallychallenge under-18s who are drinking. Seniorofficers are aware of this problem. There are nosigning-in or signing-out procedures for recruitsleaving the site. No one knows who is on siteduring evenings and weekends.

Equality of opportunity is not adequatelypromoted and monitored during training.There is over-reliance on the single inductionsession to reinforce equality of opportunity.There are course evaluations during and at theend of each course, but these focus on thetraining rather than recruits’ wider experience.There is little promotion of the complaintsprocess, and some recruits are reluctant tocomplain. Staff are encouraged to deal withcomplaints at the lowest possible level. Recruitsdo not know who they might contact outside thechain of command. Senior officers have littleunderstanding of the range of incidents whichare being dealt informally.

No record is kept of physical exercise andparade duties being used as punishments. Staffare unaware of the need to record suchpunishments. Whole group punishments aresometimes used.

Accommodation and facilities are generallysatisfactory, clean and well maintained. Storagelockers for personal equipment are not secureenough. There has been some petty thieving.There is limited access to leisure facilities duringthe evenings and weekends. There is arecreational bar that does not serve alcohol butit is not always open, and there is too littleinformation about other clubs and societies.Food is good but the evening meal is served tooearly and there are limited facilities forrefreshments in the evening.

Access to weapons and ammunition is closelysupervised. Rifles are stored safely and securely.Weapons are signed out of the armoury by anon-commissioned officer. They are never takento the accommodation blocks and are returnedto the armoury during meal times and when notrequired. Ammunition is properly accounted for.Recruits complete two weeks of guard duty andare properly trained and well supervised.

Data are not routinely analysed to reviewperformance by gender or age. Reports areproduced regularly for the managementexecutive meeting. Accident and near-missrecording and analysis are satisfactory. Data onaccidents are analysed to identify trends, andaction is taken and followed up.

New initiatives to support recruits are yet to befully tested. Course mentors and duty officersprovide help with minor welfare problems andsupervise recruits. Although they areconscientious in their approach they have noterms of reference or job descriptions, and fewhave had training in welfare. Duty of careofficers are responsible for recruits’ welfareoutside working hours. None has yet attendedfull duty of care training.

Summary reports

73

Royal Air Force (RAF) Shawbury, in Shropshire, isthe central air traffic control school for the RAF.The inspection focused on the 17 flightoperations assistants who were attending RAFShawbury after completing their phase 1 trainingat RAF Halton. The course lasts eight weeks: fiveweeks of theory followed by practical training insimulated air traffic control rooms and extensivetesting. Recruits also begin work on key skillsawards and a national vocational qualification(NVQ) in information technology, and aim tocomplete them when they are in post.

RAF Shawbury has four squadrons: a basictraining squadron for air traffic controllers (RoyalAir Force, Royal Navy, and foreign andCommonwealth students); a flight operationssquadron which includes the flight operationsschool where the 17 recruits are based; anadvanced training squadron for postgraduatestudents; and a computer systems squadronwhich maintains the simulators for air trafficcontroller courses.

JudgementsCompletion rates are good. Recruits who fail tobecome flight operations assistants choosealternative trades rather than leave the Royal AirForce, and in the past 18 months, only onerecruit has withdrawn from the service. Traininggroups are small and instructors frequentlyprovide additional tutorials to complete theprogramme. Recruits have a tightly packedprogramme which meets the training objectivesbut makes little allowance for additional learningrequired or unforeseen absence such as sickleave.

Recruits are not adequately tested before theybegin the course. There are no academic entry

standards even though the course is highlyacademic in content. Recruits with poor literacyand numeracy are not always identified atrecruitment or during phase 1 training. Thecourse co-ordinator has identified that recruitswho struggle with the course have poor generalcertificate of secondary education (GCSE) resultsin maths and English. This useful analysis has notaltered the entry requirements for the course.Recruits report that the information given byarmed forces careers offices does not adequatelyprepare them for training or give sufficientinsight into the trade.

Staff provide good support throughout thecomplex and challenging training programme.They communicate effectively about recruits.Recruits receive a comprehensive handbookand are given frequent feedback on theirperformance. Instructors are on duty during theevenings and can be contacted during the night.Recruits are confident in their instructors andturn to them first before seeking further supportfrom the chaplain, medical centre or HIVE (help,information and volunteer exchange). The HIVEcentre only opens between 0900 and 1400hours, which are peak training times, making itdifficult for recruits to get to it. Recruits can usea confidential post-box if they do not want toapproach somebody directly. There is no civilianvoluntary organisation on site to ensure accessto trained civilian counsellors independent of themilitary. Recruits are effectively encouraged tolook out for each other and to report theirconcerns. Many are worried about the volumeof work required to pass the course. Recruits arenot involved in guard duty and do not haveaccess to firearms.

Instructor training is good and places a strongemphasis on coaching recruits. Most instructors

Royal Air Force (RAF) Shawbury

Inspected 15-17 November 2004


17

Number ofunder-18s

0


76


210


95



74

are highly motivated volunteers for the job andhave appropriate technical skills. Managers haveno control, however, over the selection of traineeinstructors. Instructor training and developmentis well structured and takes place over a periodof five to six months. Instructors follow a three-week course and are then mentored by astandards officer in each flight. Each instructor isformally observed twice a year. The results arerecorded and remedial action is taken ifnecessary. Examples of good practice arecollected internally and from other trainingestablishments, and shared at formal meetings.Potential instructors have to demonstratepresentation skills and technical knowledge at apre-selection panel before they are appointed.They are not, however, checked for criminalrecords, and records of previous experience arenot transferred to the new establishment.

Recruits, particularly those who need additionalhelp with mathematics, English and computing,do not make good use of the learning centre.There is a quiet study room in the library but therecruits do not realise they can use it.

Recruits have good opportunities to maintainand develop their physical fitness. The sportsand fitness facilities are good and recruits aregiven customised training to build on their levelof fitness at arrival.

Accommodation and food are satisfactory.Recruits live in mixed accommodation blockswhich are modern and attractive. They receivethree substantial meals a day which include ahigh proportion of carbohydrate. Fruit and saladare freely available. Recruits who leave the siteare monitored adequately. The teachingaccommodation needs some refurbishment,particularly of its ventilation. It is too noisy tohave windows open during training sessions asthere are frequent helicopter flights.

Facilities are mostly satisfactory, although thereare not enough social areas that do not servealcohol, and there is no shop on site in theevenings. Most recruits spend a considerabletime in the evenings revising, and they have littletime for socialising. They travel home atweekends.

Data are not reviewed locally to identify trendsby gender, age or ethnicity. There is no formalevaluation of the welfare and duty of carearrangements. Recruits are asked for feedback ontheir course but this is not used to review thetraining formally at strategic level. Feedback onphase 1 training is not collated or passed back toRAF Halton. Some staff maintain their own dataon recruits to help review performance.

Summary reports

75

The School of Electronic and AeronauticalEngineering (SEAE) Arborfield trains technicianswho are joining the Royal Electrical andMechanical Engineers, and a few Royal Marinesand Royal Air Force personnel. Most of theschool became part of the Defence College ofElectro-Mechanical Engineering in April 2004,with elements joining the Defence College ofAeronautical Engineering at the same time.

New recruits arrive at Arborfield from phase 1training units and stay for two years. Most ofthem come from ATR Pirbright, but some youngrecruits come from the Army Foundation Collegeat Harrogate. The vast majority of training isacademic and technical. The establishment alsohosts a significant number of experiencedsoldiers undergoing phase 3 specialistequipment or career and trade training course.

Technical training is mainly taught by civilianstaff employed by a contractor. Military staff areresponsible for the general command and careof recruits.

JudgementsCompletion rates are too low. On average, only63 per cent of recruits complete their formaltraining. A further 21 per cent move on to otherArmy units for training in new careers. Recruitsare actively involved in discussing their futuretrades and postings, though some are frustratedto find their choices limited by the needs of theservice. Discharge and reallocation of recruits isgenerally handled satisfactorily. Recruits whohave to change trade can get support, but not allof them use it.

Recruits joining SEAE Arborfield are not givensufficiently detailed information about thesystem for streaming them into different trades,

or the academic hurdles they may face intaking up the trade they have chosen. Most donot know that there are limited opportunities tore-sit courses and if they are unsuccessful theymay have to consider another trade or leavethe Army.

Recruits are under considerable pressurethroughout their training and particularly in theinitial courses. They receive very good supportduring this period from the academic staff,including regular additional evening tutorialsand help with individual problems. They alsohave mentors drawn from the military technicalstaff.

Too many recruits are inactive or wasting timewhile waiting for their course to begin. They donot have enough physical training. There can bewell over 100 recruits waiting to join courses atany time. There are opportunities for them to usetheir time productively including taking part inshort courses and detachments.

Welfare services are comprehensive.Recreational facilities are good and most areclose to the accommodation blocks. There is acafé, internet suite, large-screen TV rooms, pooltables, arcade games and gymnasium and fitnesssuites. They have been extensively refurbishedand are popular with the recruits. There are barson site, but the recreation building is alcohol-free and is well used and liked by recruits.

Implementation of equality of opportunity issatisfactory. All officers and recruits have atraining session on equal opportunities and theirrights and responsibilities to the Army and toeach other. Staff emphasise the importance ofdiversity. Equality of opportunity is covered indetail during recruits’ leadership training. Mostrecruits are well aware of how to make a

School of Electronic and Aeronautical Engineering (SEAE) Arborfield



365

Number ofunder-18s

55


406


142


337



76

complaint. There is a list of named contacts forreligious groups. A room is temporarily allocatedfor prayer meetings for one Muslim group andplans have already been agreed to create adedicated prayer room in the near future.

Routine information on recruits is not sharedeffectively between all interested parties. Thetechnical training staff keep detailed records ofrecruits’ progress but only pass information toduty of care staff if a recruit is makingexceptionally poor or good performance. Theduty of care staff may have little indication that arecruit is struggling until he or she fails animportant test and faces a review board. Thechain of command cannot easily access recordskept by duty of care staff in order to monitorhow recruits are being employed or supported.

Staff are supportive but have too little trainingon duty of care matters. Staff have appropriateinitial formal training, but once in post, they aresubject only to informal supervision, with noformal monitoring or development. Monitoringof technical staff is satisfactory. Sharing of goodpractice is satisfactory at management level, butnot at junior staff level.

Data are managed well at managementexecutive level, with detailed reports on theestablishment’s overall performance beingconsidered at weekly meetings. There is noroutine analysis of performance by age, gender,or ethnic group, or monitoring of the total lengthof time recruits spend at Arborfield.

Recruits’ access to weapons, ammunition andexplosives is controlled adequately. Somerecruits carry out guard duties at night and thishas an unsatisfactory effect on their performancein training in the following day.

Support from medical staff is satisfactory. Mostinjuries result from sports activities and there arerelatively few medical discharges. Laundryfacilities are adequate and the quantity andquality of food is satisfactory. Some domesticaccommodation is below standard. There areproblems with heating, hot water, security oflockers and reliable power supplies.

Summary reports

77

Army Training Regiment (ATR) Bassingbourn is inCambridgeshire. It provides phase 1 training forrecruits who are under 17 years of age at entry.The current course, which has been in place forabout a year, is 17 weeks long. Thirty per cent ofrecruits move to phase 2 training in the RoyalLogistical Corps and 29 per cent into theinfantry.

Bassingbourn has four companies, each split intoplatoons. The platoons are divided into sectionsof about 12 soldiers under the direct supervisionof a corporal. A remedial platoon deals withinjured recruits who are waiting for a newcourse; those who are re-taking part of theircourse for training reasons; and those awaitingdischarge.

Bassingbourn also houses other smallorganisations, including an Army Youth Teamwhich has a general recruiting role.

JudgementsCompletion rates are satisfactory. There arevery few formal medical discharges, thoughsome voluntary withdrawals may be triggered bymedical concerns. Around 3 per cent of recruitsare discharged because of medical problemsfound on detailed examination when they arrive.Medical support is good.

Some recruits do not receive sufficientinformation from armed forces careers officesbefore they enlist. Many recruits and some non-commissioned officers believe that the choice ofcareer offered often reflects the Army’s need tofill trades rather than the recruits’ aptitudes andabilities. Some recruits had received incompleteadvice on pay and conditions of service. TheArmy Youth Team provides a good range ofactivities that help potential recruits aged 14 to

16 understand Army life.

The overall approach to recruits’ developmentis well managed. The establishment has anumber of clear, relevant and well-enforcedpolicies that apply specifically to young soldiersand are implemented effectively. The design ofthe course, with its additional leave, trainingtime, and funded activities, helps motivaterecruits and build their confidence. Staff relatewell to their recruits, and adopt a firm butsupportive approach. Problems are quicklyidentified and most are dealt with well. There isgood, sensitive routine communication withfamilies and guardians. A parents’ day takesplace a few weeks into training.

Support for recruits with literacy and numeracydifficulties is patchy. The identification ofrecruits’ needs, and the plans for support classes,are good, but there are long gaps betweenclasses, making it difficult for the recruits tolearn or make progress.

Most recruits make good use of the chain ofcommand for support, but all are aware of thealternatives. There is a full-time welfare officer,and recruits have access to chaplains, the WRVSand the Salvation Army’s Red Shield service. Awelfare officer is involved in recruits’ inductionand they are given his telephone number, whichcan be used day or night. The two full-timeWRVS workers have dealt with 230 welfareproblems during the past year, most of themresulting from adjustments to Army life. Recruitshave inappropriate access to some gamblingmachines.

Instructor selection is inadequate. Mostinstructors are enthusiastic volunteers, but someare posted with little or no experience intraining. They receive training in care and

Army Training Regiment (ATR) Bassingbourn

Inspected 13 – 17 December 2004


302

Number ofunder-18s

302


251


135



78

welfare on the pre-employment training course,but there is little reinforcement of this when theyget to Bassingbourn. There is insufficientmonitoring and support for instructors as theycarry out the many activities outside the formaltraining programme. Some staff are underexcessive pressure. Long hours, exposure todifficult welfare problems, and the fear of beingaccused of inappropriate behaviour, means thatsome experience particularly high stress levels.They have an inadequate range of strategies todeal with recruits and their problems.

Physical training is good and makesappropriate allowances for the relative youth ofthe recruits. There are effective strategies forreducing the number of injuries and for dealingwith those that occur. The length of the courseallows for a rather more gradual approach tomeeting the physical training standards.Exercising in boots is kept to a minimum, andtraining shoes are worn for many activities toavoid the dangers of stress fractures to recruits’legs. Recruits have a good range of additionalsports and hobby activities within their training,including adventure training and a battlefieldtour.

Access to, and handling of, weapons andammunition are satisfactory. Recruits do notcarry out armed guard duties. Physical trainingstaff are involved in weapons’ training, buildingrecruits’ strength so that they are strong enoughto handle their weapons safely and effectively.

Rehabilitation and remedial support is wellresourced and managed. Injured recruits have adetailed individual rehabilitation plan, based ona thorough assessment of their injuries. Therecruits take part in special activities whichmaintain their motivation and broaden theirexperience. Recruits generally return to trainingin a positive frame of mind. Dischargeprocedures are managed effectively.

Accommodation is satisfactory. Recruits arehoused in barrack rooms with up to 16 recruitsin each room. Most domestic accommodationhas been refurbished but there are still someunsatisfactory areas that are due to beredeveloped. Food varies in quality andquantity, and comes in for routine criticism fromthe recruits.

The approach to equality of opportunity issatisfactory, although there is little attempt torelate equality to the broader aspects of militarytraining and life. Some inappropriate posters aredisplayed in accommodation which is used bywomen for part of the day.

Data are not used effectively. A significantamount of data are collected at local level,much of which is passed to the Army Trainingand Recruiting Agency. However, there isinsufficient effective analysis of this data, andthus it leads to little in the way of improvement.

Summary reports

79

Royal Armoured Corps (RAC) Bovington is sixmiles west of Wareham in Dorset. It is part of theArmour Centre of the Royal Armoured Corps.The Bovington site also houses the Army Schoolof Recruiting, the Royal Navy School ofRecruiting, and the RAC Training Regiment.

Bovington’s training squadron is responsible forthe welfare of phase 2 recruits. Crews ofarmoured fighting vehicles (AFV) receivespecialist training through the AFV Driving andMaintenance School, the AFV Communicationsand Information Systems School, and the AFVGunnery School. Recruits are organised intotroops led by a corporal who reports to a seniornon-commissioned officer.

JudgementsCompletion rates for recruits are good. Manyof those who fail the course transfer to otherArmy trades rather than leaving the service. Mostphase 2 recruits arrive with literacy andnumeracy skills above entry requirements butsupport is available if they need it.

Induction for recruits is well established andlasts three days. All recruits are made aware ofthe empowered officer and the welfare services.Good, clear reports about each recruit arrivewith them from their phase 1 establishment. Stafffrom Bovington visit phase 1 establishments toprepare recruits for phase 2 training.

Recruits’ welfare needs are supported well bythe training squadron, by competent and well-qualified counsellors and by the WRVS. Detailedweekly meetings are chaired either by thecommanding officer of the regiment, or theofficer commanding the training squadron, andattended by the welfare staff, the chaplain and

WRVS representatives. Recruits’ problems aredealt with quickly and effectively. Parents andfamilies are given contact numbers for the chainof command and for welfare officers; records arekept of discussions between them. Families areinvited to regular open days. Recruits haveaccess to a very well-equipped, alcohol-freeWRVS centre, with televisions, DVDs, arelaxation area and pool tables. Sports facilitiesare good but few recruits use them outside theirformal physical training sessions. There is littlefor recruits to do at weekends.

Remedial physical training is poorly managed.Recruits who fail the physical assessment mustattend up to four one-hour remedial physicaltraining sessions a week until they pass. Theassessments are only held on alternate Saturdays,and recruits have to pass twice, so this can takesome time. They also attend the sessions that arepart of their course. The remedial physicaltraining sessions are held in the evenings, andwhen added to the hour of compulsory revision,the cleaning duties and the time taken to havean evening meal, they leave recruits too littletime to relax.

Medical facilities are satisfactory. All injuredrecruits are assessed by a doctor and therehabilitation physical training instructor andgiven a good progressive training programme,which is monitored regularly. However, themedical, physiotherapy and rehabilitation staffdo not meet regularly to discuss treatments, oranalyse trends in training injuries.

Accommodation is clean, tidy, warm, wellmaintained and fit for purpose. Recruits sharesix-bedded rooms with good, lockable under-bedlockers. The self-service laundry is adequate andinexpensive. However, there are too few quiet

Royal Armoured Corps (RAC) Bovington

Inspected 31 January – 4 February 2005


165

Number ofunder-18s

97


45


5



80

study areas in the accommodation. Recruitshave to revise in the corridors. Food is plentiful.There is always fruit and a good range ofvegetables, although the packed lunches areinadequate.

Recruits aged under 18 are closely monitored.They must sign out when they leave theestablishment and their beds are checked aftercurfew. Video surveillance cameras are fitted inthe bar area and around gambling machines andany recruit under 18 seen playing the machinesis dealt with quickly. Recruits must provideproof of age before they can be served at thebar, but there are no checks on whether theyhave been drinking when they return from anevening off site.

Access to firearms is closely supervised.Weapons are never taken to the accommodationblocks. Ammunition is only available on thegunnery range and is strictly accounted for at theend of an exercise. All recruits carry out sentryduty at the front gate. They are given trainingthat is appropriate for this role, but does notprepare them for future guarding duties.

Recruits are aware of their progress. Trainerscomplete daily feedback logs for each recruit,which are retained on their personal files andcopied to the planning staff, the troop leaderand, in the case of driving and maintenance, tothe regiment. Specialist trade training schoolshave well-resourced teaching areas and well-qualified staff. Most recruits spend no more than14 days waiting for courses to begin during their23 weeks at Bovington.

Instructors have not been adequately trained.Staff are required to complete a week-longphase 2 instructor training programme, but somehave been unable to attend as there have beentoo few places. Instructors are also supported bymentors, and welfare non-commissioned officersbenefit from a week-long handover with the staffthey replace.

Complaints are fully investigated by theempowered officer and appropriate action istaken. When a matter is considered serious or aninstant resolution is found, the situation isformally recorded and passed up the chain ofcommand. A discipline register is also kept, and

monitored weekly. Records of self-harmincidents are kept by the training squadron andthe welfare and medical staff, but they do notwork together effectively to co-ordinate the data.Data are not recorded separately for phase 2recruits or under-18s.

Recruits and staff are aware of the clear policeson equality of opportunity, diversity, and bullyingand harassment. Equality of opportunity isreinforced during recruits’ induction andthroughout their training. Subcontractors areexpected to provide up-to-date equality trainingfor their staff, but contract managers do notcheck the content of these courses.

Data are collected regularly. Recruits’ progressand achievement are monitored daily andevaluated at monthly conferences with thetraining staff. The number of medical cases,discharges and absences without leave arerecorded, monitored, analysed againstprevious trends and discussed at welfaremeetings. Performance is not analysed byethnicity or age.

Summary reports

81

Infantry Training Centre (ITC) Catterick is inNorth Yorkshire. It is the only infantry trainingestablishment in the Army. No women aretrained in the infantry. Recruits follow thecombat infantryman’s course which combinesphase one and two training. Recruits movedirectly to the field army when they leaveCatterick.

There are four training battalions at Catterick,each of which consists of companies dividedinto sections of about 12 men.

JudgementsCompletion rates are satisfactory overall. Theyare too low, however, on paratrooper courses,where they stand at 23 per cent. Recruits whojoin Catterick from Army Foundation CollegeHarrogate are more likely to be retained andcomplete their programme than those recruiteddirectly. The combat infantryman’s course isparticularly strenuous. It requires high levels ofphysical fitness and strength. Recruits’ initialmedical assessments fail to identify somesignificant problems and 26 per cent of leaversare discharged for medical reasons each year.

Staff provide good support for recruits. A dutyofficer is always available and an effectivehandover system ensures that duty officers arefully aware of anything that has happened. Non-commissioned officers work successfully toestablish a strong sense of regimental loyalty intheir charges. Recruits regularly use the civilianwelfare services. There are monthly meetingsbetween all the welfare services and the chain ofcommand. Recruits’ families are encouraged totelephone permanent staff if they have concerns,but staff do not always keep records of suchcontacts.

Staff work in a supportive way with recruitsawaiting discharge or transfer. They have goodlinks with civilian support agencies andvoluntary associations. The number and profileof recruits passing through the discharge systemare monitored and evaluated. There is nospecific guidance or policy on dealing withabsence without leave that causes immediateconcern. Even when there are indicators thatsuggest a potential problem, such as a history ofself-harm, the police are not informed for sixdays.

Recruits with literacy difficulties make goodprogress. Recruits at or below entry level twoattend a two-week college course at the end oftheir training. Approximately 70 per cent ofrecruits take a national vocational qualification(NVQ) at level 2 in public services. The course isclosely linked to the combat infantryman’scourse, with additional background knowledgetaught by college staff.

There is insufficient purposeful activity forrecruits in the detention centre. They do notreturn to their training units during the day aspolicy requires. The training for recruits onguard duties is inadequate. There are noestablished training objectives for these duties.

Access to firearms and ammunition is unsafe.Procedures for the use and storage of weaponsand ammunition are strict. However, weaponsare issued for a full day, and during mealtimes orwhen lessons are timetabled they are often heldin the recruits’ accommodation. Inspectors foundweapons which were unsupervised. Someammunition is not returned to the amnesty boxeswhen it should be. These practices combine toform a potential risk to recruits.

Infantry Training Centre (ITC) Catterick

Inspected 1 – 5 November 2004. Unannounced return visit 17 – 19 January 2005

Number of phase 1 andphase 2 (combinedprogramme) recruits

1,343

Number ofunder-18s

525


810


271



82

Practical training is well supervised. Recruits aregiven good coaching by instructors during fieldactivities. Throughout the training programmes,recruits work towards specific objectives and aregiven clear feedback on their progress.Instructors keep detailed records of recruits’achievements.

Induction for new instructors is inadequate. Itis not run frequently enough. Instructors areselected from the field army as soldiers whodemonstrate good management and leadershipqualities. They do not always have appropriateskills to work with young recruits, however. Thetraining they receive fails to provide thenecessary skills.

Accommodation is poor. Maintenance systemsare badly managed and the maintenancecontracts are inadequately monitored.Accommodation is old and cramped, with poorlighting and not enough lockable storage. Thereare too few showers and lavatories are often leftblocked for some time. They smell badly andwindows cannot be opened. Too manymaintenance jobs are waiting to be completed.Recruits share rooms in groups of up to 10. Thecookhouse and domestic accommodation arebeing rebuilt but will not be complete until2007.

Food is generally adequate, but many recruitspurchase extra food in the evenings as no lateevening meal is available. Packed lunches forrecruits on the ranges are particularly poor.Recruits are expected to attend all meals butmany do not. Recreational facilities for recruitsare adequate. Recruits aged under 18 have noaccess to alcohol on site.

Gambling machines on the site are notadequately monitored and under-18s use themregularly. A number of recruits admittedspending large amounts of money on themachines and borrowing money to play. Drugtesting is regular and randomly timed.

Medical support for recruits is good and timely.The senior medical officer has designed a clearset of operating procedures for issues includingpotential and actual self-harm. Detailed recordsare kept of all such cases as well as of injuries.Common themes and data are collected to

identify trends. Recruits in rehabilitation are keptwell occupied and encouraged to rejoin thetraining programme when they recover.However, the rehabilitation gym is small andcrammed with apparatus, and there are notenough rehabilitation instructors to cope withthe large numbers of recruits with injuries.

The use of data is unsystematic. Insufficient useis made of information on recruits’ progress. Noanalysis is made by recruits’ ethnic origin, forexample. Data are not collected systematicallyon health and safety, medical issues andcomplaints. There is some analysis of accidentsbut the documents used for recording accidentsdo not capture the age, gender and ethnic originof those involved, so these areas cannot beanalysed. Many complaints by recruits areresolved informally and not recorded.


Guard training has been planned. A trainingprogramme has been devised which takesaccount of the inexperience and youth ofrecruits. The programme is yet to beprovided for all recruits and has not beenevaluated.

Accommodation remains poor but buildingwork is progressing. Maintenance jobs arestill taking too long. Additional high-energybars have been introduced in an attempt tocompensate for lack of food in the evening.

A new training and leadership programmehas begun which encourages instructors tobe more aware of the welfare needs ofrecruits.

Access to gambling machines remainproblematic although discussions have takenplace and recommendations have beenmade to try to restrict access.

Contact with families by staff is still notrecorded adequately.

Support staff do not share good practice onidentifying and investigating complaints.

Summary reports

83

Recruits in the detention centre continue tohave little meaningful activity.

Weapons continue to be taken intoaccommodation and are guarded by onerecruit. Large amounts of ammunitioncontinue to be returned to the amnestyboxes around the site.

Some key welfare posts are inappropriatelystaffed. Junior officers do not have enoughexperience to work with recruits. Some keyposts such as the chaplain and seniormedical officer have not been filled or havebeen subject to excessive turnover.


84

Princess Royal and St Omer Barracks are part ofthe Deepcut Garrison in Surrey. Princess Royalbarracks is the headquarters of the DefenceCollege of Logistics, which provides training forphase 2 recruits and phase 3 soldiers. Phase 2recruits are part of 25 Training SupportRegiment. The regiment has four squadrons,each divided into three troops of soldiers. Troopsare divided into sections of 10 to 12 soldiers.Most trainees come to the establishment fromPirbright Army Training Regiment.

Trainees attend courses in 14 different tradesincluding pioneers, supply, postal, driving andcatering. New groups of trainees are inductedinto the barracks each week. Ten per cent of thesoldiers are women and 25 per cent are fromforeign and Commonwealth countries. Facilitiesinclude a gymnasium, sports fields, two bars, amedical centre, a learning centre, a shop and asocial centre run by the WRVS.

JudgementsTrainees’ completion rates are good andimproving. Fewer than 10 per cent withdrawfrom the Army. Staff manage the large numbersof trainees effectively, so that most wait daysrather than months to start their training. This ispartly due to an increase in the number of drivertraining places available. Trainees aremonitored effectively as they progress throughtheir training. Those who have to go back astage because of illness, or who need remedialtraining, are carefully matched to trainingcourses to keep delays to a minimum.

Recruits waiting for training are used for guardduty. Some under-18s and inexperiencedrecruits carry out guard duty together, which isinappropriate. Recruits have passed the

necessary weapons test and will be onoperational duty at the end of their phase 2training. Guard duty is not used as part of astructured training programme. Recruits do notenjoy it and try hard to avoid it, although onlythose waiting for training or posting to duty arerequired to do it.

Welfare arrangements for recruits areeffectively co-ordinated. More staff to supportrecruits and the restructuring of squadrons hasenabled more attention to be paid to recruits’needs. Recruits at risk of self-harm and thosecausing concern are monitored closely. Troopstaff watch for changes in recruits’ mood orbehaviour, and the medical officer, chaplain andWRVS staff also identify those whom theyconsider to be at risk. The records of those ‘atrisk’ are detailed, confidential and up to date.Duty staff are briefed regularly on recruits’status, but this information is not shared with thehost establishment when recruits are on coursesaway from the barracks. There is good emphasison a coaching style of training and, specifically,on pastoral and general support for recruits.

Civilian support services are a vital alternativeto the chain of command. WRVS staff provide agood, impartial listening service, and will directtrainees to specialist agencies if necessary. Theymanage confidentiality well and involve thechain of command where appropriate. Theempowered officer and the Army WelfareService are less well used than the WRVS.

The suitability of instructors and support staffto work with young people is not adequatelychecked before they are appointed. Many non-commissioned officers with duty of careresponsibilities have come direct fromoperational duty and have not had sufficient

Princess Royal Barracks & St Omer Barracks Deepcut

Inspected 24 November – 1 December 2004. Unannounced return visit 27 – 28 January 2005

Number of phase 2 andphase 3 recruits

820


132


88


Summary reports

85

training to fulfill their role effectively. Some staffview the role of instructing as undesirable andsecondary to operational duty. Staff work verylong hours. Some have become demotivated andacknowledge that their performance can sufferbecause of tiredness.

Driving instructors are not adequatelymonitored while instructing trainees. Recruitsspend considerable time with contracted drivinginstructors during their training. Army staff donot liaise with the contract drivers about recruitsat risk or those causing concern. Contracted staffare not trained to the same standard as militarytrainers and do not have sufficient emphasis oncoaching or care of recruits. Disciplinary issuesare not recorded such as rounding up tuitionhours, inappropriate language or verbal abuse ofrecruits.

Complaints and issues of equality and diversityare not adequately dealt with. Some recruitshave little confidence in the chain of commandto handle complaints effectively. A ‘zero-tolerance’ approach to bullying, harassment orinequality is promoted strongly throughout theregiment. Staff have not, however, had enoughrecent training to enable them to recognisebullying or harassment. Phase 2 recruits receivea short training session on equality during theirinduction week. It does not refer to recentlegislation and is not backed up by furtherformal sessions. The clear procedures andguidelines for responding to complaints areclear, but are not always followed by staff. Staffin the lower ranks are encouraged to resolverecruits’ problems. They sometimes makeinappropriate decisions and do not resolve thecomplaint satisfactorily, record the complaintaccurately or pass it up the chain of command.Where investigations have taken place, reportsdo not identify how complaints were finallyresolved or what action was taken. In manycases the detail of a complaint remains only inthe memory of staff, who are posted to new jobsevery two years.

Recruits aged under 18 are well cared for. Theyare closely monitored by duty staff. Weekendcurfews are rigorously enforced and staff takeprompt action to find anyone who is missing orlate. At weekends, recruits are checked everytwo hours during the night.

Accommodation is unacceptable. It has notbeen well maintained and is now dilapidatedand depressing. Recruits live in barrack blockswith between four and eight to a room. Theyhave very little personal space and some socialareas are too small for the number of recruitsliving in the block. Barracks are in a poor stateof repair, with broken lavatories and showers.Some barrack blocks and floors within blocks arebeing refurbished and are empty or out of use.St Omer accommodation has been poorlymaintained as the barracks have been underthreat of closure for several years. Securityarrangements in the recruits’ accommodationhave improved, with a resultant decrease inthefts and loss of items. The furniture in roomsused for training is old and worn and the roomstoo basic for comfort.

The rehabilitation troop provides good supportto injured recruits. They follow a specificprogramme of development which is closelymonitored and recorded. Of the 116 recruitstreated in the past 12 months, 99 per cent havesuccessfully rejoined their troop and resumedtraining.

Access to firearms and ammunition issatisfactory, with close monitoring of recruitsand good adherence to Army protocols. Foodprovided is satisfactory. Alcohol is onlyavailable to over-18s in the bar on production ofan identity card, and there are regular patrols byduty staff and nominated recruits to ensure thatthere is no drunkenness or under-age drinking.Health and medical facilities are satisfactory.Recruits can easily get to see medical staff, andthey receive prompt service. There are good linkswith local external medical and hospitalservices.

There are no formal arrangements for theassessment of recruits’ literacy and numeracyas they enter phase 2 training. The 85 per centor so of recruits who follow apprenticeships aspart of their training get satisfactory tuition inliteracy, numeracy and key skills. Recruits whosetrade training does not include literacy andnumeracy are less well served.

Arrangements for recruits who leave the Armyare good. Recruits are kept productivelyemployed in squadrons until their future has


86

been decided. Those who are being dischargedor withdrawing from training move to a specialistsquadron in which the ratio of staff to recruits isgood. Most discharges are handled promptly andwith due regard to the needs of the recruits.There is good communication with leavers’parents.

Data are not used effectively to monitor thewelfare of recruits. The proportion of recruitswithdrawing from training is not routinelyanalysed by gender, ethnicity, age, squadron ortrade. There is little comparative analysisbetween the two barracks. The rehabilitationinstructor has analysed some useful data ontypes of injury, and their incidence andrecurrence, but the results have been little usedto date. Similarly, there has been some analysisof the entries in the guardhouse occurrencebook to try to identify trends. Most data is sent tothe Army Training and Recruiting Agency withoutsufficient local analysis. There are a number ofgood new initiatives to improve the recruits’welfare, but these have yet to be fully tested.


Staff have responded particularly well tothe inspection findings and are makingprogress in several areas.

Driving instructors are being more closelymonitored and recruits are moving swiftlythrough the training.

A major refurbishment of St Omer barracksis now in progress. Four of theaccommodation blocks have beenredecorated, newly carpeted and furnished.

Recording of complaints has improved andthere is more careful monitoring of theresolutions made by staff at the lower ranks.Four weeks into the new system and thenumber of complaints recorded is equal tothe previous total for the year.

Staff understanding of equality ofopportunity remains unsatisfactory.

Guarding duty takes better account ofrecruits at risk.

Summary reports

87

The Army Foundation College (AFC) was rebuiltin the late 1990s and officially opened in 2002.It takes recruits aged between 16 and 17 whohave achieved higher entry test scores than theaverage. In the past, most have gone on toinfantry, artillery, armoured corps and guardstraining before joining front-line units, but fromSeptember 2004, the college began takingtechnical entrants and these now make up halfthe intake.

Recruits are organised into sections of about 12,led by a corporal. Four sections are grouped intoa platoon, run by a junior officer and a sergeant,and five or six platoons make up a company. Theannual programme comprises 25 weeks ofmilitary training during which recruits take partin leadership and initiative training andvocational education, as well as a wide range ofextra-curricular activities. Property maintenance,catering, many support services and much of theacademic training are run by civilian companies,as part of a private finance initiative.

JudgementsCompletion rates are satisfactory. Harrogateprovides recruits with a good insight into theirfuture training and Army life. Recruits visitphase 2 training establishments and operationalunits to see how their training will develop. Theinduction covers appropriate welfare matters, butincludes some waiting about, which recruits finddemotivating. During the first six weeks there areweekend recreation activities to assist teambuilding. Parents are involved with trainingduring the first six weeks.

Recruits do not receive accurate information atthe armed forces careers offices about theproportion of military to technical training in

their programmes, and some are disappointed.Some technical recruits do not have the requiredminimum examination grades in English andmathematics. Those who need support are givenit, sometimes in their own time.

There is an excellent range of additional sports,skills and physical training linked with personaldevelopment and, in some cases, leading toformal qualifications. They range from Arabic tocar maintenance. Activities are well supervised,and many lead to subsidised trips abroad.Recreational facilities, including a well-equippedgymnasium and swimming pool, are very goodand well used by recruits.

Recruits have sensitive and constructivesupport from the staff. Most sectioncommanders are seen as approachable. Recruitsvalue their advice and help. There is a very goodleadership and initiative programme which helpsto develop recruits and some of the permanentstaff. The recruits are notably confident and wellmotivated. They recognise, and are proud of,their achievements.

Some staff behave inappropriately to recruits.A few formal complaints have been made overthe past year, and dealt with satisfactorily, butrecruits report that there have been otherincidents that have not been the subject offormal complaint. These range from physicalabuse to collective punishments or throwing ofrecruits’ kit around rooms during lockerinspections.

The suitability of staff to work with youngrecruits is not adequately checked. Some staffare volunteers who have been carefully selectedby their regiments. Others may be posted withlittle regard to their suitability. Postings are short,partly for career reasons and partly because of

The Army Foundation College (AFC) Harrogate

Inspected 12 – 18 February 2005


1202

Number ofunder-18s

1202


280


293



88

the workload, giving staff little time to improvetheir skills.

Recruits are supervised satisfactorily. They mustsign in and out of the establishment. During theearly stages of the programme there are plenty ofstaff available to support and supervise them.The staff work very long hours, particularlyduring the first six weeks, and it is difficult tomaintain this level of support.

Medical support and health advice are good.There are very clear medical protocols forhandling cases of threatened or actual self-harm.Injured recruits are given individual remedialprogrammes that they understand and follow.Good analysis of injury data has led to changesin some training practices. However, there isinsufficient support for the recruits with long-term injuries or other problems who have tomove to a holding platoon. There are noestablished staff in the holding platoon. Recruitshave to work on their own for periods of timeand are often bored because they do not haveenough to do.

Learning support in the education classes isextensive. Recruits are given helpful financialadvice and the establishment manages thepayment of their salaries to limit the amount ofmoney they have access to in the first fewweeks.

Accommodation is new, purpose-built and wellmaintained. The showers and lavatories aregood. Recruits have satisfactory sleepingaccommodation, individual desks, and sufficientspace and power points. Maintenance isgenerally prompt and to a satisfactory standard,though recruits feel that the system of chargingfor all damages is sometimes unjust. Food issatisfactory.

Physical training is good and allows for theprogressive development of young recruits. It isregularly evaluated and improved by the staff.All activities and facilities are regularly risk-assessed and there are few injuries. However,the assault course is poorly planned andmaintained and the landing areas arecompacted.

Unauthorised access to weapons is a risk.Weapons are sometimes taken into domesticaccommodation where the procedures forcontrolling them are not always followed.Recruits do not carry out armed guard duties.

Some fighting, vandalism and bullying goesunreported and unchecked. Staff dealappropriately with much of this behaviour whenit comes to their attention. Some recruits havebeen involved in serious disciplinary andcriminal matters, often while on home leave.They are dealt with individually, and generallyreceive appropriate support backed up bypunishment where appropriate.

Data on equality of opportunity are notmonitored. Data are not routinely shared withstaff. Equality of opportunity is promoted throughcompulsory staff training and posters in theclassroom. Recruits know the process for makingcomplaints.

Welfare support services are satisfactory andinclude the WRVS and the chaplain, who are inregular contact with the staff. No alcohol isavailable on site and recruits returning to theestablishment are checked for signs of drinking.Recruits at risk of self-harm are monitored anddiscussed at regular welfare meetings.

There is no routine oversight of welfare mattersat a strategic level. Recruits’ welfare issubstantially devolved to the chain of command.The commanding officer takes ultimateresponsibility for welfare, and has a clear andinspirational vision for the future of theestablishment. The welfare officer carries outsome reviews of the provision. Recent newinitiatives that are intended to improve thewelfare of recruits, such as guidance to staff andwelfare meetings, are still to be fully tested.

Summary reports

89

Army Training Regiment (ATR) Lichfield is inStaffordshire. It is one of six Army establishmentswhich offer phase 1 training for recruits. Eachyear approximately 1,400 recruits train there.Recruits follow the common military syllabusand live in accommodation blocks on site, withbetween eight and 12 recruits to a room. Theirbasic training lasts for 12 weeks and those whoare successful move to phase 2 training at otherestablishments.

The regiment has four squadrons: a headquarterssquadron with administration and managementresponsibility, and three training squadrons, eachwith five troops of between 20 and 48 recruits.Each troop is divided into sections led bycorporals.

ATR Lichfield also houses the Initial TrainingGroup Instructor School which provides trainingfor Army instructors, the recruitment selectioncentre which provides a two-day selectioncourse for potential recruits aged from 16 yearsupwards and the Army Youth Team whichprovides residential courses for school pupilsconsidering joining the Army.

JudgementsCompletion rates are good. A third of recruitswithdraw during training, a significantproportion of them for medical reasons. Somerecruits are not asked for sufficiently detailedmedical and personal histories before they jointhe Army, and some are medically discharged inthe first week of initial training as a result of pre-existing health conditions. There is nomanagement information to identify trendsamong recruits who withdraw early.

Data are not used effectively to evaluate theexperience of recruits. Statistical data are

collected and collated at establishment level andsome are fed into the Army’s centralmanagement information system. Results are notpassed back to local level in a form that wouldhelp to identify problems or highlight trendsamong any particular groups of recruits.

The recruitment selection centre providespotential recruits with a good introduction toArmy life. They experience basic training, take arange of tests and stay overnight in the barracks.They are well prepared and clearly understandthe process. However, they do not have achance to talk to existing recruits, and for some,the experience is too brief to enable them tomake a decision about joining the Army. TheArmy Youth Team is a good initiative toencourage young people to join the Army.

Recruits are well supervised during physicaltraining and off-site exercises. Good attention ispaid to their health and safety. Access to firearmsand ammunition is managed well. There arewell-established and effective procedures toensure that recruits can only gain access toweapons, or use them, under strict supervision.

Civilian and military staff work well together tosupport recruits during their phase 1 training,particularly those aged under 18. Greatemphasis is placed on preparation for eventualactive duty, but this is generally well balancedby the staff’s recognition that recruits need plentyof support to achieve this goal.

The tightly packed programme leavesinsufficient time for some recruits to overcometheir homesickness, or to relax and developaway from the rigours of training. Some do nothave time to use the recreation services duringthe early part of their training.

Army Training Regiment (ATR) Lichfield

Inspected 18 – 22 October 2004


326

Number ofunder-18s

76


242


68



90

Recruits are sometimes punished ininappropriate ways, by writing lines orperforming press-ups, for example. There is toolittle communication with recruits’ families,although staff sometimes telephone parentswhen there is a problem. Discussions withrecruits and parents are not always placed on therecruit’s record.

Medical and rehabilitation support for recruitswho are ill or injured during their initialtraining are good. Staff ensure that they are notput under undue pressure to return to trainingbefore they have fully recovered. Recruits whoneed additional recovery time or personaldevelopment to complete their training areplaced in the rehabilitation troop. They arecoached effectively, given basic skills trainingand encouraged to take open learning courses.This helps to speed their recovery and makesgood use of their time.

Recruits leaving the service are well supportedbut the process takes too long and recruits aresometimes given menial tasks to perform whilethey wait.

Accommodation and facilities are generallysatisfactory. However, rooms are too basic.Space for writing is inadequate and there are toofew showers for the numbers of recruits.

Support for recruits’ literacy and numeracyproblems is good. Potential recruits’ literacy andnumeracy skills are tested at the armed forcescareers offices and additional testing takes placein week three of the programme. Recruitsreceive the results of the tests in writing.Additional training sessions are provided by stafffrom a local college. Recruits who have poorEnglish skills, however, are not routinely givenadditional support, and there is no policy forsuch training.

Training for instructors varies. There is somegood training in which policy is promoted welland good development takes place. A clear linkis made between a good instructor and a highlyperforming recruit. There is also some poortraining with a narrow range of teaching styles.Some trainee instructors express inappropriateviews on the duty of care of recruits such asvaluing group punishment when it has been

outlawed. These misplaced views are challengedby trainers.

Many trainee instructors are appointed withoutappropriate pre-employment training.Following training they are not adequatelyassessed on their ability to train and work withrecruits. They are not monitored by the InstructorSchool when they take up their post. There areno women trainers or trainers from minorityethnic groups at the Instructor School.

There is insufficient continuous professionaldevelopment for trainers and instructors to raisethe standard of instruction. Formal feedback onthe course identifies concerns by subject and notby trainer.

Summary reports

91

3 Royal School Regiment of Military Engineeringis based at Gibraltar Barracks in Surrey. Mostrecruits are on a 10-week phase 2(a) course incombat engineering, involving bridging, minewarfare, water supply, watermanship anddemolition. The school is staffed by personnelselected from the field army.

During inspection, 148 recruits were in thecontinuation training troop, also on site, awaitingfurther trade training. A further 74 recruits wereon driver training courses away from thebarracks.

JudgementsCompletion rates are very good. Recruits areguided well from phase 1 to phase 2 training.The personnel selection officer from GibraltarBarracks visits recruits in the third week of phase1 training, discusses their trade preferences andnotes any welfare concerns. Recruits can alsospend a day visiting the regiment; those whotake part in this find it very useful.

The procedures for selecting and traininginstructors are good, and unique in the Army.There is a long-standing tradition of selecting themost able soldiers to be instructors, in terms oftheir professional knowledge and their ability tocommunicate and manage others. The instructor-training programme is extensive. Training staffare highly motivated and skilled, and see theirposting as a positive career move. Instructorsgive good practical help and encouragement tohelp recruits complete work to a high standard.They closely monitor recruits’ work and givefeedback on how it can be improved. Theircoaching skills are good.

Recruits get good support to develop theirliteracy and numeracy skills. A number of

instructors have had relevant training, and thereis also an informal ‘buddy’ system that linksrecruits who experience difficulties with thosewho are more able. Instructors make good use ofspecialist resources for recruits who are dyslexic.

The systems for co-ordinating and monitoringmatters of recruits’ welfare are too informal.Complaints, incidents and welfare problems arenot systematically recorded. Staff do not use thesame criteria to decide whether a matter is trivialor serious. The Army’s policy on recruits agedunder 18 is not implemented properly. Few staffare aware that it exists, and the non-commissioned officers who have day-to-dayresponsibility for recruits do not have copies.

Arrangements for the promotion and practiceof equality of opportunity are inadequate. Theestablishment does not have a trained equalopportunities adviser. Its policy on equality ofopportunity is out of date and does not refer torecent relevant legislation. There is no equality ofopportunity action plan. Equality is given a lowprofile in training, welfare and duty of care.

The physical training programme is wellorganised and structured. Fitness levels areassessed at entry and recruits are kept wellinformed of their progress. Actions that theyneed to take to improve their performance andpersonal fitness are clearly explained to them.The sports and recreational facilities are good,and include all-weather playing surfaces, aswimming pool, and squash and tennis courts.

Accommodation is poor. Many of the blocks areold and awaiting refurbishment. Repair andmaintenance work is often delayed.

Medical support for recruits is good and themedical facilities are satisfactory. A training

3 Royal School Regiment of Military Engineering, Minley

Unannounced inspection 10 – 14 January 2005


298

Number ofunder-18s

75


111


195



92

injuries review group meets every three monthsto identify any significant trends in injuries. Auseful range of preventive educationalprogrammes is offered, including programmes onsexual health, drugs, alcohol and smoking.

Recruits have access to a good range of welfareand recreational facilities, staff and servicesincluding a shop, WRVS staff, a cinema thatshows up-to-date films, a chaplain, and aChristian recreation and catering facility. Dutyofficers who support recruits out of hours havenot been adequately trained for their role anddo not fully understand it or appreciate itsimportance.

The continuation troop contains aninappropriate mix of recruits. Some are waitingto begin their trade training while others areawaiting disciplinary action, civilian courtappearances or discharge, or undergoingmedical rehabilitation. They shareaccommodation and there are problems withboredom, low morale and discipline, as thedisaffected and demotivated recruits influencethe others.

There is no system for collecting data from allfunctions, and in particular those involvingrecruits’ welfare and duty of care. However, thecommanding officer makes good use ofinformation that comes from a monthlytri-service survey of recruits. A detailed actionplan is produced, which outlines the specificresponsibilities of officers for dealing with issueswithin defined timescales.

Summary reports

93

Army Training Regiment (ATR) Pirbright is one ofsix Army establishments which offer phase 1training for recruits. The regiment has eight sub-units, including six training sub- units whicheach comprise between four and six trainingteams. Training teams have up to 48 recruits andare divided into four sections led by corporals.The corporals report to a sergeant, who reportsto a junior officer. The training sub-units are ledby an officer commanding, who reports to thesenior management of the establishment, whichis led by the commanding officer. This is thechain of command. Phase 1 training lasts for 12weeks and successful recruits move on to phase2 training at other establishments.

JudgementsOverall, completion rates are satisfactory. Therate for under-18s, which stands at 70 per cent,is too low. Similarly, the first time pass rates aretoo low, at 62 per cent overall and 56 per centfor under-18s.

Potential recruits are not assessed rigorouslyenough. Insufficient account is taken of theirliteracy and language skills. Overseas recruits,who make up 30 per cent of recruits, must passa literacy test and an interview, but some stillhave significant difficulty in understanding theirinstructors. They get no introductory training andinsufficient language support. Some armed forcescareers offices give incorrect information, suchas telling recruits to buy equipment they do notneed. Some recruits are accepted for tradetraining and then allocated to a different tradejust before they arrive. Recruits’ medical recordsare not always available when they arrive at theestablishment; this delays their training. Somerecruits have been discharged on arrival afterpre-existing medical conditions were identified,

despite having been passed as medically fitduring recruitment.

Recruits with literacy and numeracy problemsdo not receive sufficient help. Forty per cent ofthem are below level 1 in literacy and numeracy,and 11 per cent have a reading age of seven orless. During the past twelve months, 20 per centof recruits have been identified as havingdyslexia. The structure of the 12-week trainingprogramme and the lack of qualified staff meanthat few recruits have any extra support. Only sixrecruits were receiving literacy support at thetime of the inspection.

Physical training is good. The intensity oftraining is increased gently to allow the recruitstime to adapt, and they are given carefulinstructions in order to prevent injury. Sessiontimetables do not, however, take account of theamount of drill that the recruits do each day.

Injured recruits are well supported. They aregiven a clear activity programme to follow,designed for their specific injury. Their progressis monitored carefully and they are interviewedeach time they visit the remedial gymnasium.The incidence of stress fractures is high. Data arenot maintained on trends behind these injuries.

Recruits who fall behind with their trainingreceive good support. Section commandersprovide additional individual instruction, often intheir own time. Recruits who have failed a testtwice are given good individual remedial tuitionand retake the test after one or two weeks. Ifsuccessful, they join another troop to pick uptheir training where they left it. Most go on tocomplete their training successfully.

Non-commissioned officers (NCOs) have toolittle training in instructing recruits and

Army Training Regiment (ATR) Pirbright

Inspected 2 – 9 February 2005


891

Number ofunder-18s

172


292


93



94

managing their welfare. The course they attendbefore appointment and a two-day induction onarrival do not provide enough information onworking with women, under-18s and recruitsfrom overseas. They are expected to attend aninstructors’ course within two months ofappointment, but some wait up to four months.A mentoring system is only applied for newphysical training instructors. Instructors areexpected to grade recruits’ performance but arenot given any significant training on how to dothis. All instructors are observed at least once ayear and given constructive advice to improvetheir teaching but they do not receive sufficientsupport in their work. Their teaching resourcesare poor. There is little recognition of the positivework they do or of their excessively long hours.Poor performance is often highlighted butachievements are rarely celebrated.

Accommodation, welfare and recreationfacilities are satisfactory. Many of the sports andrecreation facilities are not, however, available atweekends. Food is adequate in quality andquantity. Management of under-age drinking isadequate. There are few disciplinary problemsinvolving alcohol. No alcohol is available to buyon site and recruits only have one weekend offsite during their training course. Medical staff,WRVS workers, and the chaplain hold fewmeetings to review recruits’ welfare. Few recruitsuse the empowered officers.

Recruits’ welfare and progress are notadequately monitored. Central incident recordsare incomplete. The chain of command is notaware of serious incidents that affect recruits’welfare. Staff tend to work in isolation and thereis little sharing of information across theestablishment. Section commanders havedifferent approaches to welfare matters, leadingto inconsistency, confusion and inappropriatetreatment. Records of progress are notmaintained consistently. The criteria for awardinggrades are not clear. Recruits who make poorprogress usually receive clear warnings abouttheir performance, but overseas recruits often donot understand why they have to repeat sectionsof the course. Recruits are not adequatelysupervised when waiting to leave the Army.

Management of firearms and ammunition isunsatisfactory. Recruits take weapons into their

accommodation blocks, either to clean them orto store them before booking them back intoarmoury. This is inappropriate. Having said that,the potential for unauthorised possession ofammunition is small. Recruits do not carry outguard duties.

Gambling machines are too easily accessed byrecruits. Staff do not check the age of users. Themachines generate an average monthly profit ofaround £4,500, which is used to buy goods andservices which benefit recruits, such astelevision sets.

Many recruits are reluctant to complain. Thecentral incident log contains allegations ofbullying, harassment and physical assault, few ofwhich have resulted in formal complaints whichhave been investigated. Insufficient investigationof instructors who have repeatedly been accusedof unacceptable behaviour takes place, becausethere have been no formal complaints. Somecomplaints have been mishandled, and there hasbeen inadequate recording, insufficientinvestigation and inappropriate resolution ofserious incidents involving assault and racialabuse.

Additional remedial training given as apunishment by instructors and regimentalpolice is not always recorded. Grouppunishments are given for individualmisdemeanours, and in some cases theperpetrator is made to watch while colleaguesare punished. Lockers are often emptied andtheir contents strewn around.

The approach to equality of opportunity isunsatisfactory. The equality and diversity policyand action plan are not specific to Pirbright anddo not refer to current legislation. Little actionhas been taken to promote race equality.Regimental police officers receive no training inequality. Some instructors have had no equalitytraining although they have been in post for sixmonths. Officers do not know what proportionof recruits are black British. Inspectors observedstaff using intimidating and inappropriatelanguage with recruits.

The strategic management of the regimentalpolice is poor. Four regimental police officershave supervisory, administrative and disciplinary

Summary reports

95

roles. There are no explicit job criteria for therole. They do not receive any specific training indealing with young recruits or in equality. Therehave been a number of recent incidents andallegations involving the regimental police.Regimental police maintain the daily occurrencebook. It contains a number of entries relating tobullying, harassment and assaults, but these arenot recorded in a consistent way and do notshow the action taken.

Poor use is made of data. They are not used toexamine potential areas of concern, or analysedwith a view to improving performance. Data onself-harm are not routinely collected. Trends inperformance are not analysed by gender, age orethnicity. There is no register of recruits at risk offailing to complete their training, and no forumto review individual welfare cases. There is noanalysis of recruits’ reasons for withdrawing fromtraining, although the rates have increased overthe past three years.


96

Army Training Regiment (ATR) Winchester is oneof six Army establishments which offer phase 1training for recruits. The regiment has fourcompanies/squadrons. The headquarterscompany is responsible for administration andmanagement, and the remedial platoon. Threetraining companies/squadrons support a total of15 training teams. A team has between 20 and40 recruits and is divided into three or foursections, each led by a corporal. Phase 1 traininglasts for 12 weeks and successful recruits moveon to phase 2 training at one of over a dozenother establishments. Recruits follow thecommon military syllabus.

JudgementsCompletion rates are good. There is a well-structured system for monitoring recruits’progress, which is applied effectively. Therecruits’ immediate commanders produce aweekly progress summary, using a wide range ofobjective measurements such as fitness, weaponsproficiency and discipline. The completedrecords are used well by the chain of commandto identify any individual concerns.

Recruits’ records are not always available atWinchester before they arrive. Information fromthe careers office or the recruitment selectioncentre is not used to plan training and supportfor recruits. For example recruits’ literacy,numeracy and language skills as identified bythe armed forces careers office do not alwaysmatch up to those identified by staff at the unit.This can lead to confusion and inappropriateassistance, or at least to wasted effort.

Although the processes for literacy andnumeracy support are generally satisfactory,there are some inconsistencies in practice.

Attendance at support classes is optional. Theintention is that each recruit should achieve atleast a level 1 qualification in literacy andnumeracy within three years, but recruits havelittle time during training to make any significantprogress.

Recruits are supervised well in training andexercise, and in social areas. Facilities,procedures, staff and training all contribute toproviding a safe and generally supportiveenvironment, motivating recruits and keepingthem focused on success. The personal healthand safety of recruits is reinforced during allbriefings. No alcohol is available to recruits ofany age and this appears to have led to a drasticreduction in the number of cases of minorindiscipline. Men and women are trainedtogether.

Group punishments are given, although thiscontradicts Army policy. Punishments are notalways recorded and some recruits view theirtreatment as bullying. Formal complaints byrecruits are treated seriously. Allegations ofbullying, when made, are investigatedthoroughly, and the action taken is appropriate.Equality of opportunity is not sufficientlypromoted, particularly within the main trainingcourse. Recruits have one training session on thetopic, which also covers the complaintsprocedures.

Physical training is good, with some very goodfacilities for the main training programme andfor rehabilitation work. Demands placed onrecruits are carefully increased during thetraining period. There are some inappropriatediscrepancies between the prescribed fitnessstandards at ATR Winchester and the next levelsof training. During phase 1 training, recruits are

Army Training Regiment (ATR) Winchester

Inspected 1 – 5 November 2004


280

Number ofunder-18s

63


170


72


Summary reports

97

expected to be able to run 1.5 miles in aspecified time, yet in phase 2 the running timesrequired increase for some recruits and decreasefor others depending on the career they havechosen.

Instructors arriving at Winchester are oftenpoorly prepared for their roles. They come froma wide variety of backgrounds and most havedemonstrated previous competence andexpertise in their technical field. Their teachingskills, however, have rarely been assessed.Instructors are inadequately monitored.Instructors should be observed teaching andassessing twice a year but this does not routinelyhappen. Results of observations are not used toimprove performance. Inappropriate behaviour,language or conduct are not consistentlyidentified and corrected. Unqualified instructorsshould be supervised when working with recruitsbut this does not always happen.

Accommodation is generally good, althoughthere is sometimes a shortage of hot water andtoo few showers for busy periods. Internal fittingsare deteriorating. Food is satisfactory, althoughsome recruits have to rush their meals. Theprocedures for safe handling of weapons andammunition are satisfactory. Recruits only haveaccess to weapons for specific, supervisedtraining activities.

Staff provide good support for recruits wholeave training early. Each leaver has an actionplan and a final interview with the commandingofficer to confirm that they have madearrangements for future employment anddomestic life.

Data are not used to identify trends in referralsto the welfare services or to review action thathas been taken. There is almost no analysis atestablishment level of completion rates bygender and ethnicity, points of withdrawal in thecourse, or withdrawal rates between companies,to identify potential care and welfare issues.

Appendices

Directions home – signpost made by the Scots Guards in ShaibahLogistics Base, Basra, Iraq


100

AppendicesArmy establishments• Armour Centre, Royal Armoured Corps,

Bovington (including Recruiting OfficerSchool)

• Army Foundation College, Harrogate

• Army Training Regiment Bassingbourn

• Army Training Regiment Lichfield

• Army Training Regiment Pirbright

• Army Training Regiment Winchester

• Black Watch Regiment, Battlebury Barracks,Warminster

• HQ Army Welfare Service, HQ LandCommand, Salisbury

• Infantry Training Centre Catterick

• Lichfield Recruiting Selection Centre

• Royal School of Military Engineering,Combat Engineering School, Minley

• Sandhurst Officer Cadet School

Royal Air Force (RAF) establishments• RAF Halton

• RAF Honington

• RAF St Athan

• RAF Shawbury

Royal Navy establishments• Commando Training Centre, Royal Marines,

Lympstone

• HMS Raleigh

• HMS Sultan

• Maritime Warfare School, HMS Collingwood

• Royal Marines School of Music

Defence establishments• Defence College of Aeronautical

Engineering, Arborfield

• Defence College of AeronauticalEngineering, RAF Cosford

• Defence College of Logistics, Deepcut

Training agencies• Army Training and Recruiting Agency,

Upavon, Wiltshire

• Naval Recruiting and Training Agency,Portsmouth

• Training Group Defence Agency, RAFInnsworth, Gloucester

Defence agencies• Director General Training and Education

• Directorate of Service Personnel PolicyStrategy

• Directorate of Service Personnel PolicyService conditions

• Defence Naval Recruiting

• Defence Centre of Training Support (andAmport House, Andover)

Police forces• Defence Police

• Navy Police

• RAF Military Police

• Royal Military Police

Armed Forces Careers Offices• Grimsby

• Hull

• Lincoln

• Bloomsbury, London

• Manchester

• York

Appendix 1

Establishments and organisations visited during the survey

Appendices

101

Status of trainees• The proportions of the recruits covered by the

responses was: Royal Navy 27 per cent; Army52 per cent; Royal Air Force 17 per cent;Royal Marines 4 per cent.

• 407 recruits were male (90 per cent) and 447(99 per cent) were white; two recruits were ofAsian ethnicity and four were of mixedethnicity.

• 211 recruits were still in basic training (47 percent); 197 (44 per cent) were in technicaltraining; 20 (4 per cent) were with operationalunits; 14 (3 per cent) were waiting to re-entertraining, three of them due to injury, and 11 (2per cent) had left the services.

Information provided toparents/recruits before starting training • 57 parents (13 per cent) felt that they had not

been given enough information about generalservice life before their son or daughter left fortraining.

• 37 parents (8 per cent) felt that their son ordaughter was not given enough informationabout what the training would involve beforethey left home.

Information provided to parents duringthe training• Before their son or daughter left for a training

establishment, 38 per cent of parents weregiven a contact address so that they couldwrite to them; 62 per cent were given anaddress after arrival.

• 83 per cent of parents were given the contactname and address of training staff.

• 47 per cent of parents were given a unittelephone number for contact purposes; 52per cent had only a recruit’s mobile phonenumber; 1 per cent had no telephone number.

• Asked whether they were easily able tocontact their son or daughter during training,88 per cent said yes.

• 8 per cent had trouble contacting their son ordaughter directly. In 12 of these instances itwas because of poor mobile phone receptionon the training unit.

• 163 parents (36 per cent) contacted thetraining unit of their son or daughter. Of thatnumber 90 per cent reported that theircontact with the training unit was very goodor satisfactory, while 12 parents (7 per cent)felt that were dealt with ‘poorly’. Fourparents tried to contact a training unit withoutany luck.

Appendix 2

A questionnaire survey of the parents of recruits aged under 18

The Adult Learning Inspectorate sent out approximately 1,000 confidential questionnaires to theparents of recruits aged under 18. By this means parents were asked for their opinions and experiencesof the way the armed services care for recruits at training establishments. Four hundred and fifty-threequestionnaires were returned to the Adult Learning Inspectorate (a return rate of 45 per cent).

Son’s/daughter’s preparation before training

Well prepared Adequately prepared Not well prepared

% % %

Physically prepared 50 45 5

Understanding of regime 46 50 4

Emotionally prepared 44 46 10


102

Problems experienced by trainees during their training

SERVICE Bullying % Harassment % Discrimination %

Royal Navy (n=121) 7 7 1

Royal Marines (n=15) 0 0 0

Army (n=232) 12 11 2

RAF (n=77) 12 13 6

Tri-service AVERAGE 10 10 2

Percentage of parents who said that their son or daughter has suffered:

Problems reported by gender

SERVICE Bullying % Harassment % Discrimination %


Royal Marines (n=15) 0 0 0

Army (n=221) 13 12 2

Royal Air Force (n=71) 10 11 6

Male Tri-Service (n=400) 11 10 2


Army (n=11) 0 0 0

Royal Air Force (n=6) 33 33 17

Female Tri-Service (n=45) 7 11 2

Percentage of parents who said that their son or daughter has suffered:

Mal

eFe

mal

eG

end

er

Quality of care/support/facilities during training

Very good Satisfactory Unsatisfactory Don’t know

% % % %

The way armed services 50 45 3 2cared for son/daughter

Care support 51 41 4 4

Social facilities 43 42 5 10

Accommodation 36 49 8 7

AppendicesAppendices

103

Appendix 3

The Adult Learning InspectorateWelfare and Duty of Care Survey of Ministry of Defence Training Units

The Adult Learning Inspectorate (ALI) is a civilian organisation which inspects post-16education and training provided in colleges, jobcentres, learndirect centres, prisons, adultand community providers, and by employers, in England. We are now carrying out anindependent survey of Royal Navy, Royal Marine, Army and Royal Air Force training units.We have been asked to look particularly at how the military cares for recruits while they aretraining.

The survey work includes visits to training units and interviews with recruits and staff. Usingthis questionnaire, inspectors are also seeking views from the parents of recruits under 18years old. We would be grateful if you would take a few minutes to complete thequestionnaire and return it in the FREEPOST envelope provided.

The ALI will not pass your answers and comments to the Ministry of Defence or any of theirunits. We will keep them in confidence but a summary of the answers will contribute to afinal report on how the Ministry of Defence cares for recruits. The ALI will present the reportto the Minister for the Armed Forces by Easter 2005.

If you want to contact us about any aspect of this survey, please feel free to call the ALI’smain office on 0800 376 1818. Alternatively, you can e-mail us [email protected]

The questionnaire is anonymous, but if you would like an inspector to contact you, pleaseprovide your name, address and telephone number:

Name:

Address:

Telephone number:

Thank you.

How to complete the questionnaire

• Please tick the box that best answers the question • Please write your comments or the details needed in the space provided • Please leave any questions that you cannot answer• Please return your completed questionnaire in the FREEPOST envelope provided

Questionnaire


104

The following questions ask for details on your son or daughter who joined the services:

Question 1Are you your child’s Father/ Mother/

Guardian Guardian

Question 2Is your child Male Female

Question 3When s/he joined the services, how old were they?

Question 4Which branch of the services did they join? RN RM Army RAF

Question 5When did they join? Month/Year

Question 6Which one of the following best describes your son’s or daughter’s background?

White White British White Irish White Other

Mixed Ethnic Background Black or Black British

White & Black Caribbean Caribbean

White & Black African African

White & Asian Any other Black background

Any other mixed background

Asian or Asian British Chinese or any other Ethnic Group

Indian Chinese

Pakistani Fijian

Bangladeshi Any other (please indicate)

Any other Asian background

Question 7Are they (please complete just one option):

a. still in basic recruit training

b. waiting to re-enter training

c. in technical training

d. with an operational unit/regiment/ship

e. out of the services

Appendices

105

Question 8If waiting to re-enter training are they:

a. injured

b. suspended

c. waiting for a course

Question 9If they have left the services, please explain why:

Question 10

If they are still in the services, with which unit are they?

The following questions ask about events before your son or daughter left for training:

Question 11Were you given sufficient information about general service life before your son or daughter left for training?

Question 12In your opinion, was your son or daughter given sufficient information about what the training would involve before they left home?

Question 13Did you have an address to write to your son or daughter?

Before they left After they arrived Never

Question 14Did you have a contact name and address for the training unit staff?

Question 15Did you have a telephone number for your son or daughter?

A unit telephone number Their mobile None

Yes No

Yes No

Yes No


106

Question 16In your opinion, how prepared was your son or daughter for the training?

a. Physically

very well prepared adequately prepared not well prepared

b. Understanding what they were about to undertake


c. Emotionally


The following questions ask about experiences during training:

Question 17Were you able to contact your son or daughter easily during their training?

Question 18Were you able to contact them directly, rather than through the training staff?

Question 19If you had any difficulties contacting your son or daughter, please explain the difficulties:

Question 20Did you ever have to contact your son’s or daughter’s training unit?

Question 21If you did contact the training unit, how was your query dealt with?

very well

satisfactorily

poorly

I couldn’t get hold of anyone

Yes No

Yes No

Yes No

Appendices

107

Question 22To the best of your knowledge, did your son or daughtersuffer from bullying during their training?

(bullying is when one or more people use their rank, status, strength or strengthin numbers to upset or frighten others)

Question 23To the best of your knowledge, did your son or daughtersuffer from harassment during their training?

(harassment includes any unwanted, unreasonable or offensive behaviour thatmakes a person or people feel offended, humiliated, frightened or threatened)

Question 24To the best of your knowledge, did your son or daughtersuffer from discrimination during training?

(discrimination is when a person is treated less favourably because of theirgender, race, religion, or age)

Question 25If your son or daughter suffered from bullying, harassmentor discrimination, did they make a formal complaint?

Yes No

Yes No

Yes No

Yes No

Question 26If they made a formal complaint then, in your opinion, how was it dealt with?

very well satisfactorily unsatisfactorily

The following questions ask about your son’s or daughter’s general experience in theservices:

Question 27How satisfied are you in the way that the services cared for your son or daughter?

very satisfied satisfied unsatisfied

Question 28In your opinion, how good was the care support at the training unit (someone to turn to,military or civilian, and to give help if your son or daughter had problems)?

very good satisfactory unsatisfactory


108

Question 29In your opinion, how good were the social facilities at the training unit?

good satisfactory unsatisfactory not sure

Question 30In your opinion, how good was the living accommodation at the training unit?

good satisfactory unsatisfactory not sure

Question 31In your opinion, what was particularly good about the training unit?

Question 32In your opinion, what was unsatisfactory about the training unit?

Question 33If you have any other comments about your son’s or daughter’s time in training that you feelmight be of interest to us, please add them below:

Thank you very much for completing this questionnaire

AppendicesAppendices

109

IntroductionThe Minister of State for the Armed Forces (TheRt Hon Adam Ingram MP) announced on 24May 2004 the appointment of the AdultLearning Inspectorate (ALI) to conductindependent inspection and oversight of thearmed forces’ training establishments. Amemorandum of understanding will be drawnup with the ALI for an annual rollingprogramme of independent inspections toinclude the initial training establishments. Thefirst inspections will begin in October 2004 andwill focus on the care and welfare of recruits ininitial training.

The appointment of the ALI follows a report bythe Surrey Police into the deaths of four youngsoldiers at Deepcut Barracks, which among itsrecommendations included independentoversight of the standards of care for youngsoldiers.

The Minister commissioned the Director ofOperational Capability (DOC) in October 2002to conduct an audit of initial training across thearmed forces, followed by a reappraisal insummer 2003. The DOC will carry out a furtheraudit in autumn 2004 on the progress made.

The House of Commons Defence SelectCommittee (HCDC) is also carrying out aninquiry into the three armed services and howwell they look after their recruits and howeffective are the systems of support. The HCDCwill report in early 2005.

Terms of ReferenceThe ALI inspection of duty of care and welfarewill:

• Identify the effectiveness of the care, welfareand support given to recruits and traineesduring initial training in the armed forces

• Identify the effectiveness of the managementof the care, welfare and support to recruitsand trainees during initial training in thearmed forces

• Inspect a sample of the training of trainersand officer training

• Seek evidence from current recruits andtrainees, those who failed to completetraining, their parents or guardians and allrelevant stakeholders

• Use the Common Inspection Framework (thenational framework for inspection of post-16education and training) to measure standardsof initial training relevant to the context ofinitial training in the armed forces

• Make reference to the national carestandards and the consultation document’Every Child Matters’

• Make judgements on the strengths and areasfor development of the initial training

• Inspect and re-inspect, where appropriate,all phase 1 initial training establishments anda sample of phase 2 and phase 3 units

• Research background literature and data

• Research initial training arrangements for thearmed forces and uniformed services incomparable western countries

• Inspect independent of the DOC and HCDCaudits

• Liaise with DGTE on the schedule of visits toavoid compromising the integrity ofinspection with the DOC and HCDC audits

• Report on the progress of the inspectionsmonthly

• Publish the final report to the Minister byEaster 2005 including the findings fromindividual units, and recommendations

• Oversee the implementation of action plansresulting from inspection

Appendix 4

Terms of Reference for the Ministry of Defence Duty of CareInspection by the Adult Learning Inspectorate

Scope of the InspectionThe ALI inspection will start in Autumn 2004and will include all phase 1 initial trainingestablishments and a sample of phase 2 andphase 3 establishments. In August andSeptember the ALI will notify and prepare thechosen establishments for inspection. Up totwenty-five establishments will be inspectedbetween 18 October 2004 and 7 March 2005.Inspections will consist of announced andunannounced inspections. Follow up visits maytake place where necessary. In addition the ALIwill meet with the three training agencies, asample of recruitment centres and a sample ofsupport agencies to further research the care andsupport to recruits and trainees. The ALI reservesthe right to change the schedule of inspection inlight of evidence during the period of inspection.

MethodologyThemesInspectors will investigate two main themesthroughout the inspection:

• The impact of the initial training and thearrangements for care and welfare forrecruits, trainees and their families

• The adequacy of the organisation of initialtraining and welfare on recruits, trainees andtheir families

Inspectors will focus on such issues as:

- Recruitment and selection

- Initial advice and guidance

- Culture of the armed services promoted torecruits and trainees

- Training, assessment and feedback

- Administration of initial training

- Supervision, discipline, bullying andharassment

- Welfare support from services and referralagencies

- Relationships and development of socialskills

- Health and wellbeing including mentalhealth

- Failure and withdrawal of recruits andtrainees

- Management response to failure andwithdrawal

- Management of equality of opportunity anddiversity

- Management of bullying, harassment,self-harm and accidental death

- Testing and support for basic skills

- Scope and accuracy of record-keeping

- Record-keeping for health and safety

- Access to firearms and rules for guard duties

- Accident and near-miss recording

- Implementation of procedures to supportcomplaints

- Use of records to monitor trends

- Accommodation and domestic arrangements

- Social facilities and entertainment

- Physical conditioning and fitness

- Health, wellbeing and nutrition

- Communication, use of jargon

- Implementation of policy and procedures

PreparationThe ALI will produce guidance to theestablishments on the process and content ofinspection. Inspectors will work with eachchosen establishment to ensure they are fullyprepared for the inspection and to keep themfully informed of the developing findings. Eachestablishment will have feedback each day.Interim key strengths and weaknesses will be fedback to each unit at the end of inspection.Urgent issues will be notified to thecommanding officer and if appropriate theMinister. In December inspection findings todate will be summarised for the Minister. Areport will be produced for each establishmentinspection which will form an annex to the finalpublished report. Reports remain confidential tothe ALI and the establishment until publication.

NomineeEach establishment will have one nominee, whowill liaise regularly with the inspection team,before and during the inspection. Training fornominees will commence in September 2004.The nominee is likely to be the second incommand of an establishment, with sufficient


110

Appendices

111

authority to provide evidence for the inspectionand effectively support the inspection team.

Inspection teamsInspection teams will consist of experienced andspecialist inspectors in post-16 education andtraining including specialists in care, health andphysical fitness. Each team will be led by one ofthree lead inspectors previously involved in theMOD pilot inspections of summer 2003.Inspectors from Her Majesty’s Inspectorate ofConstabulary (HMIC) and the Commission forSocial Care Inspection (CSCI) may also bemembers of the team.

Site visitsInspectors will typically spend a week, whichmay include weekends, at an establishment,interviewing, observing, reviewing documentsand feeding back to the commanding officer andnominated linked officer. Inspectors will accessthe breadth of a recruit’s experience during theirtime in initial training. This will include out ofhours and silent hours. Establishments may bevisited more than once. Some visits will beunannounced at short notice.

InterviewsInspectors will complete private, confidentialand un-attributable interviews with recruits,instructors, welfare support staff, agency staffand commanding officers. Feedback will also besought from parents of teenage recruits and otherrelevant parties. Interviews will includetelephone and questionnaire methods. Welfareand training sessions will be observed andgraded according to the Common InspectionFramework.

Evidence Evidence gathered from inspection will remainconfidential to the ALI. Findings will not beattributable to individuals. All evidence will betriangulated prior to the establishment ofjudgements.

Reporting and accountabilityThe ALI will report each month on the progressand outcomes of the inspection to the Minister.Interim findings will be presented in December2004. The final report will be presented by 24March 2005.

The ALI will communicate regularly with DGTEofficers and civilian staff for administrativepurposes, to ensure the smooth running of theinspection. The ALI will be mindful tomaintaining the independence of inspection atall times.

Report publicationThe final report will be published at a date to beconfirmed by the Minister in Spring 2005. Thefinal report will include annexes of theindividual unit reports.

AppendicesAdult Learning Inspectorate

112

Amnesty International, United Kingdom: Under18s. Report on the Recruitment andDeployment of Child Soldiers, EUR 45/57/00(Amnesty International Report, 2000).

Ashley-Croft Lt Col., “Injuries in womensoldiers: We know the problem, but do weknow the solution?”, In Focus, BFGHS HealthPromotion Newsletter, no.8 (September 2002).

Australian Government Department of Defence,Australian Defence Force Mental HealthStrategy (Canberra: Defence Health Service,Department of Defence, 2000).

Bergman B. and St J. Miller S., “Equalopportunities, equal risks? Overuse injuries infemale military recruits”, Journal of PublicHealth Medicine, 23, no. 1 (1 March 2001),pp. 35-39.

Blatchley N.F., Ward V.R. and Fear, N.T., Suicideand Open Verdict Deaths among Males in theUK Regular Armed Forces, 1984-2003 (Bath:Defence Analytical Services Agency, 2004).

British Army, Values & Standards of the BritishArmy (London: Ministry of Defence, 2000).

British Army/MORI, Trainee Survey Six MonthlyReport (MORI, January 2005).

Burke, T., “Mental Health/Combat Stress”,presentation by Col. Burke made at the 2004TRICARE conference (Washington D.C.: January2004).

Defence Analytical Services Agency (DASA),Deaths in the Armed Forces, from websitewww.dasa.mod.uk (2004; accessed 15November 2004).

Directorate of Army Personnel Strategy,Continuous Attitude Survey: Serving Personnel,AG/DAPS/TR/56/2004 (Winchester:Headquarters Adjutant General Command,August 2004).

Directorate of Operational Capability, Appraisalof Initial Training D/DOC/10/64 (London:Ministry of Defence, 2003).

——, Appraisal of Initial Training: DepartmentalFollow-up Progress Report – March 2003D/DGT&E/4/20 (London: Ministry of Defence,March 2003).

——, Appraisal of Initial Training: DepartmentalProgress Report, D/DGT&E/4/20 (London:Ministry of Defence, 14 July 2003).

——, Re-Appraisal of Initial Training:Departmental Follow-up Progress Report – July2003 D/DOC/10/64 (London: Ministry ofDefence, July 2003).

——, Re-Appraisal of Initial Training - October2004 (London: Ministry of Defence, October2004).

Fear T. and Williamson S., Suicide and OpenVerdict Deaths among Males in the UK RegularArmed Forces (Bath: Defence AnalyticalServices Agency, 2003).

Geary K.G., Irvine D. and Croft A. M., “Doesmilitary service damage females? An analysis ofmedical discharge data in the British armedforces”, Occupational Medicine, 52, no. 2 (1March 2002), pp. 85-90.

Gemmell I.M.M., “Injuries among female armyrecruits: A conflict of legislation”, Journal of TheRoyal Society of Medicine, 95, no. 11 (January2002), pp. 23-27.

Health & Safety Executive, Public Services –Armed Forces – Live Issues: The GeneralAgreement, from website www.hse.gov.uk(2004; accessed 16 November 2004).

House of Commons Defence Select Committee,“Duty of Care: Uncorrected transcripts of OralEvidence”, evidence sessions between 26 Mayand 15 December 2004, from websitewww.parliament.uk/index.cfm

Appendix 5

Select bibliography

Appendices

113

Ministry of Defence, Modernising DefenceTraining: Report of the Defence Training Review(London: Ministry of Defence, 2001).

——, Leaflet 35: Health & Safety of YoungPersons, Ministry of Defence Health and SafetyHandbook, JSP375, 2 (London: Ministry ofDefence, 2001).

——, Women in the Armed Forces, Directorateof Service Personnel Policy Service Conditions(London: Ministry of Defence, May 2002).

——, Delivering Security in a Changing World,Defence White Paper, Supporting Essays, Essay5: People, 12/03, C16147 (HMSO, 2003).

——, Personnel Working with Children &Vulnerable Persons Employment Checks with theCriminal Records Bureau: Ministry of DefencePolicy Guidelines, D/SP Pol SC/2/1/38 (London:Ministry of Defence, 19 July 2003).

——, Guidelines for the implementation of asupervisory care regime for recruits and traineeswithin Defence phase 1 & 2 trainingestablishments, D/DGTE/4/20 (London: Ministryof Defence, 26 February 2004).

——, Defence Guidelines for Remedial Trainingfor Phase 1 & 2 Training Establishments,D/DGTE/4/20 (London: Ministry of Defence, 22March 2004).

——, Race Equality Scheme 2002-2005:Progress Report 2004 (London: Ministry ofDefence, 2004).

——, Service Personnel Plan (London: Ministryof Defence, 1 April 2004).

——, Defence Recruiting Strategy (DraftDocument Version 1.1), D/SP Pol. Strategy/DRC(London: Ministry of Defence, January 2005).

Royal Air Force (RAF), Ethos, Core Values andStandards of the Royal Air Force, Air Publication1, 10/03 (RAF, 2003).

——, Summary of extended analysis of 2003Sexual Harassment, Sexual Discrimination andBullying Survey, TC/496162/4/P&T POL (RAF,July 2004).

Surrey Police, Surrey Police DeepcutInvestigation: Final Report (Surrey Police, March2004).

Ward V.R. and Fear, N.T., Suicide and OpenVerdict Deaths among Males in the UK RegularArmed Forces, 1984-2002: Methods Used toCommit Suicide (Bath: Defence AnalyticalServices Agency, 2004).

NOTEIn addition to documents in the public domain,an extensive range of restricted-accessdocumentation was provided by the Ministry ofDefence, the Director General Training &Education (DGTE), the Army Training andRecruitment Agency (ATRA), the Training GroupDefence Agency (TGDA), the Naval Recruitingand Training Agency (NRTA) and the individualtraining establishments for scrutiny by the AdultLearning Inspectorate. A thorough review ofrelated armed forces recruitment literature wasalso undertaken.


114

accommodation 5, 8, 13, 17, 19, 21, 34-5, 41, 51, 54-5,57, 59, 60-3, 65, 68, 70-2, 74-6, 78, 80-3, 85-6, 88-9,92, 94, 108Adult Learning Inspectorate (ALI) vii, x, 6, 18, 33, 41, 44-5, 48-9

evidence base 21, 26, 111; inspection team 21, 26,111; recommendations vii, 3, 8, 26, 50, 82, 109;terms of reference 1, 109-11

Army 2, 5, 7-8, 12-15, 20-6, 28, 30-4, 37-44, 47-52, 75-96, 100-2

Arborfield 13, 19-20, 27, 36, 43, 48, 75-6, 100;Bassingbourn 13, 19, 24, 27, 29, 31, 34, 37, 40, 43,77-8, 100; Bovington 13, 27, 43, 48, 79-80, 100;Catterick 13, 19-21, 26-7, 31-4, 36, 38, 40-3, 49, 81,100 ; Deepcut 1, 4, 13, 18-21, 24, 27-8, 34, 37-8,40, 42-3, 46, 48-9, 84, 100, 109; Harrogate 13, 27,31-2, 34-5, 41, 43, 45, 75, 81, 87, 100; Lichfield 13,20, 26-7, 33, 43, 49, 89, 100; Minley 13, 21, 24-5,27, 32, 40, 42-3, 48, 91, 100; Pirbright 13, 21, 27,29, 34, 38, 40-1, 43, 45, 75, 84, 93-4, 100; PrincessRoyal Barracks (see Deepcut) ; St Omer Barracks (seeDeepcut); Winchester 13, 19, 27, 29, 31, 35, 43, 49,96-7, 100

bullying and harassment 4, 6, 9, 15, 24-5, 29, 43, 45-6,51, 54-5, 59, 66, 80, 85, 88, 94-6, 102, 107, 110

by staff 6, 43, 45; by other recruits 35, 45-6; ‘zerotolerance’ 6, 43, 45, 51

careers office (see recruitment services) commanding officers 4, 8-9, 22-6, 29, 35, 38, 42, 49,50-1, 79, 88, 92-3, 97, 110-11complaints 6, 9, 21, 29, 46, 52, 55-6, 85-7, 96, 107, 110

formal procedure 9, 28, 46, 52, 63, 87, 94, 96, 107;informal procedure 6, 46, 65, 72, 82, 91; recordingof 4, 24, 46, 52, 59, 66, 82, 85, 94

completion rates 9, 54, 56, 58-64, 67, 69, 71, 73, 75, 77,79, 81, 84, 87, 89, 91, 93, 96-7, 109

data 6-7, 24-6, 31, 40, 43, 46-9, 50-2, 55-7, 66, 68-70,72, 80, 88-9, 109

lack of 4, 6, 12, 24-5, 29, 31, 47, 49, 65, 72, 88, 92;strategic use of 6-7, 9, 24-6, 48-9, 50-2, 55-7, 59, 68-70, 74, 76, 78, 80, 82, 86, 88-9, 92-3, 95, 97

Defence Training Review 8, 12-13Director General of Training & Education (DGTE) 8, 12-13, 24, 100, 109, 111, 113Directorate of Operational Capability (DOC) 2, 26, 28,109discharge/drop-out from forces 7, 9, 12, 25, 48-9, 52, 77-8, 81, 92

high rates of 12, 48, 57; medical discharge 24-5, 39-40; support for leavers 7, 49, 75; voluntary discharge7, 25, 49

discipline 20, 25, 35-6, 45, 48, 51, 54, 63, 80, 85, 88,92, 94, 96, 110discrimination 12, 28, 33, 43, 59, 65, 102, 107‘Duty of Care’ 2, 25, 37, 54-5, 61, 63, 65-8, 72, 74, 76,84, 90-2, 103, 109

equality of opportunity 4, 8-9, 12, 25, 28-9, 38, 50, 55-7,61, 72, 75, 78, 80, 85-6, 91

gender 4, 9, 22, 24, 39-40, 43, 49-52, 55, 66, 72, 74,76, 78, 82, 86, 95, 102, 107; ethnicity 4, 24, 28-9,55, 68, 74, 80, 86, 95, 97, 101; monitoring 9, 29,55-6, 72, 88; promotion of 8, 28, 59, 63, 65, 72, 88,91, 94, 96; training in 8, 28-9, 50, 61, 85, 94-5

firearms and ammunition 6, 15, 21, 41-2, 47-8, 51, 55,57, 59, 61, 63, 65, 67, 73, 80-1, 85, 89, 94, 110food/meals 19, 55, 57, 59, 61, 63, 68, 70, 72, 74, 76,80, 82, 85, 88, 94, 97

dietary supplements 17, 35, 82; quality 19, 35, 57,65, 72, 78

group punishments 45, 51, 57, 88, 90, 94guard duty 21, 41-2, 47, 55, 59, 61, 65, 67, 69, 72-3,80-2, 84, 86, 88, 94, 110

induction/open days 5, 28, 31-2, 33, 46, 50, 54, 56, 58,63-5, 72, 77, 79-80, 82, 85, 87, 94 inspections/return visits 3, 21, 57, 68, 82, 86, 109-11instructors/training staff vii, 1, 4, 8, 25-27, 29, 49, 50-1,56, 59-94, 97, 111

length of posting 8, 26, 91; monitoring 9, 55, 58, 97;selection & training 4, 8, 25-6, 50, 56, 58, 97;supervision of recruits 39, 51, 54, 57-8, 61-2

Iraq, Basra 1, 5, 21, 32, 36, 42, 99

jargon 22, 110

leadership and management 4, 24, 26, 28, 50, 82, 87literacy & numeracy 5, 15, 22, 24, 31-2, 50, 76-8, 93, 96

assessment of 24, 32, 56, 67-8, 73, 85, 93; support 5,31-2, 50, 54, 71, 77, 79, 81, 90-1, 93

medical care 17, 24, 39-40, 54-57, 59-61, 63, 65, 68-73,76-85, 88-94Ministry of Defence vii, 1, 3, 5, 8, 12, 13, 21, 29, 43,103, 109, 111, 113

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parents/families 29, 31-33, 50, 61, 101-8contact with 21, 33, 61, 90; feedback from vii, 33,35, 45-6, 101-8; information to 31-3, 50, 79, 86;involvement of 21, 31-33, 50, 77, 87

pastoral care (see support & welfare)phases of training 13, 42, 48, 52, 67

links between phases 7-8, 13, 14, 48, 52physical injuries 6, 24, 40, 56, 61, 62, 64-5, 69, 78-9,82, 88, 92-3 physical training 6, 19, 22, 39, 48, 51, 55, 57, 59-65, 71-75, 78-9, 87-89, 91, 93-4, 96

gender-free/gender-fair approaches 22, 39-40, 51

questionnaire surveys 6, 21,101-8, 111ALI survey 1, 6, 21, 45-6 101-8, 111; ContinuousAttitude Surveys 24, 44; Recruit Training Surveys 6,43, 49, 59, 92

recommendations vii, 1, 8-9, 50-1, 66, 82, 109by ALI 3, 8-9, 50-1; by DOC 26, 28, 35

recreation 5, 20, 35, 51, 59, 64, 75, 87, 89, 92, 94recruitment services 5, 9, 12, 25, 29-30, 33, 48-50, 52,58, 62-3, 68, 73, 89, 93, 96, 110, 113

Armed Forces Careers Office information 5, 21, 30-2,50, 60, 62, 69, 73, 75, 77, 87, 93, 96, 100; screeningand assessment of recruits 31, 56, 62, 68-9, 90, 96

recruits a typical day 17-18; feedback from 1, 21, 30, 49, 52,55, 60, 71, 111; overseas 28-9, 32, 93-4;homesickness 5, 18, 20, 31, 34, 38, 89

Royal Marines 7, 12-13, 15, 25-6, 28, 30-3, 38, 40, 45,100

Lympstone 13, 19-20, 26-8, 30, 31-3, 36, 38, 40, 45,60-3, 100; School of Music 27-8, 54, 62-3, 100

Royal Navy 7, 12-13, 15, 22-34, 38, 41-44, 47-9, 54, 56-9, 100-2

HMS Collingwood 13, 19-21, 24, 27, 31, 36, 38, 54-55, 100; HMS Raleigh 13, 19-21, 27, 35-6, 41-2, 45,54, 56-8, 100; HMS Sultan 13, 19-20, 27, 32, 35, 58-9, 100

Royal Air Force 7, 8, 12-13, 15, 22, 24-34, 38, 41-44,47-8, 64-74, 100-2

RAF Cosford 13, 25, 27, 31-2, 34, 36-7, 39, 47, 64-5,100; RAF Halton 13, 19-21, 24, 27-8, 31, 33, 38, 40,42, 47-8, 64, 67-8, 100; RAF Honington 13, 19-20,27, 30-3, 40, 69-70, 100; RAF Shawbury 13, 19-20,24, 27, 31-2, 34, 36, 41, 73-4, 100; RAF St Athan 13,19-20, 27, 32, 37, 42, 71-2, 100

self-harm 7, 9, 38, 46-8, 52, 66, 80-2, 84, 88, 95, 110Soldier Awaiting Trade Training (SATT)sports facilities 21, 29, 37, 55, 59, 64, 74, 76, 78-9, 84,87, 91, 94suicide 7, 38, 46-8, 52

comparisons with overseas forces 7, 46-8; decrease inrates 7, 48

support & welfare (see also literacy & numeracy) 6, 8-9,21, 37-9, 51

chaplain/padre 20, 28, 37, 56, 73, 79, 83-4, 88, 92,94; empowered officer 22, 37, 39, 51, 79-80, 84;HIVE 38, 73; range of services 78, 92; Women’sRoyal Voluntary Service (WRVS) 37-8, 77, 79, 84, 88,92, 94

terminology 22, 37training agencies (ATRA, NRTA and TGDA) 3, 12, 26, 28,78, 86, 100, 111, 113training of instructors/trainers 4, 8, 25-6, 50, 56, 58, 80,85, 90, 97, 109

pre-employment 70, 78, 90; quality of 2, 25, 28training of recruits

prior knowledge of 20, 30-2; quality of vii, 2, 13, 28,54, 102

unannounced inspections3, 21, 41, 54, 56-7, 67-8, 81-2,84, 86, 91, 110-11under-18s 24-5. 38-9, 42, 58, 60, 63-5, 67, 77, 80, 84-5,89, 91, 93-4, 101-8

access to alcohol 5, 18, 21, 35-6, 55, 57-8, 63, 65,71-2, 82; access to gambling 36-7, 51, 55, 58, 63,65, 77, 80, 82, 94; data 25, 80; involvement offamilies 9; segregation of 38-9

Spring Place, Coventry Business Park, Herald Avenue, Coventry CV5 6UB Tel: +44 (0) 24 7671 6600

Fax: +44 (0) 24 7671 7828 E-mail: [email protected] Website: www.ali.gov.uk

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