police college review · the stated aims of the police college review, as per the terms of...

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Police College Review September 2016

Version 1.2 26th October 2016

Keeping People Safe

Police College Review

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Report Structure

EXECUTIVE SUMMARY 2

CONTEXT 6

REVIEW METHODS 9

REVIEW FINDINGS AND RECOMMENDATIONS

Culture within the Police College

Content of the Student Officer Programme

Verification of Examinations and Assessments

Accreditation and Relationship with the Ulster University

Leadership and Governance

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CONCLUSION 32

APPENDICES

Appendix A: Recommendations by Timescale

Appendix B: Terms of Reference

Appendix C: Stakeholder Consultation

Appendix D: Benchmarking Summary

Appendix E: Actions implemented by Police College in response to Examinations

Issues (June 2016)

Appendix F: Possible Attestation Event

Appendix G: Police Trainee Regulations (Northern Ireland) 2001

Appendix H: Confidentiality Agreement Example Template

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Executive Summary

The Review Team found many examples of good practice in the Police Service of Northern Ireland

(PSNI) Police College with a dedicated team of trainers committed to delivering effective training for

student officers. There is real evidence to support the flexibility and responsiveness shown by

trainers to continuously meet the desires of the wider police family in relation to course content.

Indeed, since the issues of impropriety which instigated this review came to light, there has been

significant momentum to address these and avoid repetition (Appendix E refers).

That said, the Review Team was significantly concerned by certain elements of the prevailing culture

at the Police College which failed, in their view, to provide a safe and supported learning

environment which showcased the values of the organisation. The recommendations made in this

report will address the pervading cultural and quality assurance issues within the Police College. To

this end it is strongly believed that the Police College will be in a position to re-commence

Foundation Training without risk of further compromise.

Culture

The Student Officer Programme is a highly challenging course and places considerable strain on

student officers to pass assessments and subsequently attest as a probationary constable. The crisis

which precipitated this Review was facilitated by a system in which examination questions had

become depleted and enabled by a culture where, amongst other things, lines of integrity had

become blurred. The regime in the College was found to have elements more associated with a

pseudo-militaristic style, with an unhealthy leaning towards punitive discipline. The emphasis on

sanction, with the associated potential for termination of employment, accompanied by a quality

assurance function which was not fit for purpose may have driven the behaviours of some student

officers. In the course of the Review, the team received evidence which amounted to allegations of

potential individual misconduct. This has precipitated the need for further disciplinary investigations

which are now being scoped and assessed by Discipline Branch in accordance with police discipline

regulations.

Content

The current course content, with its strong focus on legislation and procedure, is considered fit for

purpose and 22 weeks is deemed appropriate. Content is regularly reviewed on an informal and

frequent basis with subject matter experts; there is however an opportunity to improve formal


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mechanisms to take and prioritise feedback in terms of the content and quality of the Student

Officer Programme. Students past and present highlighted simulated learning and ‘operational days’

as being the most beneficial elements of the existing programme and the development of these

elements is positive.

Demands on students are in one sense fair and equal, but in another fail to make allowance for the

varying circumstances and demands that undoubtedly individuals face in their personal lives. This is

exacerbated by non-timetabled activity which contributes to an unnecessarily pressurised

environment for some students.

There is an opportunity within the programme to focus on the broader personal development

necessary to equip officers with more than core policing knowledge and skills. Encouragingly

Policing with the Community and the National Decision Model have, at considerable effort by

trainers, been incorporated in lesson plans and trainer notes throughout the entire programme.

However, greater opportunities exist to not only meaningfully embed the concept of Policing with

the Community within the training programme, but to support officers in its actual application. The

Review Team also believes that the programme would benefit from a greater focus on the

application of problem solving techniques; thus mirroring the demands officers will face in their

roles going forward.


The Review Team focused in particular on the previous and current practices around the

management of multiple choice questions. Since June 2016, significant work has been undertaken

to re-configure the systems supporting the examination bank process, as well as to update and

supplement the bank of multiple choice questions that are required going forward. The Review

Team is satisfied that robust processes are now in place that will negate the opportunities for a re-

occurrence of events which led to this Review, and that a sufficient bank of questions will be agreed

by the time of the next examination, should recruiting commence later in 2016.

In terms of other assessments: the current Student Officer Programme is producing high quality

functional officers with core policing skills. There is however some concern that multiple layers of

assessment can lead to significant and unnecessary pressure on students, and that there is limited

assessment of problem solving. With a re-calibration of practical assessments and a rationalisation

of examinations, these issues can be addressed in the short term.


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The Review Team also examined formal discipline under Regulation 6 of the Police Trainee

Regulations (Northern Ireland) 2001. Whilst the Regulations appear fit for purpose, updated

guidance should be created and be openly available to staff and students alike.

Accreditation and Relationship with Ulster University

PSNI has a positive and collaborative working relationship with the Ulster University (UU), the

awarding body for the PSNI qualification in Police Studies. Limitations were identified by the Review

Team in the initial tender specification of requirement, where the awarding body is responsible for

marking the Work Based Assignment but not for intrusive inspection/external verification of all other

assessments. It was found that any pressures in examinations (number, nature and sequence) and

course content are self-imposed and UU are flexible to any required change. It is recommended that

the contract for a Police Studies qualification should be tendered for in 2017 and opportunities

identified for a lesser qualification to be awarded after the 22 week Student Officer Programme and

a higher level qualification be awarded prior to successful completion of probation.1


The Review Team identified that the senior leadership team within the Police College had changed

markedly in recent years and in some cases posts had not been replaced. This appears to have

added additional pressure onto the Police College staff and has contributed to the failure of some

systems, such as Quality Assurance.

The Review Team established that a Police College ‘Strategy and Business Plan 2016-2017’ had been

published and that related monthly performance data is provided to management, however there

appears to be insufficient focus on matters such as risk, priority setting and training governance. To

their credit, the leadership team are budget-focused.

The recruitment of trainers and the appointment of student officers took place simultaneously in

April 2014, therefore restricting opportunities for trainer induction and development. In the months

since, a number of vacancies have arisen as a result of transfers, retirements and the Voluntary Exit

Scheme (VES), thereby placing additional pressure on Police College staff.

1 A two year period undertaken by officers after graduation/attestation. During this time officers work in

operational roles within Local Policing Teams and may undertake attachments to other frontline specialisms.

They will complete additional examinations during two one week periods of post-foundation training and will

work on the development of a professional development portfolio prior to becoming a substantive Constable.


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The Police Learning Advisory Council (PLAC) was introduced in 2002 in response to the Patten Report

with the aim of, “Bringing outside expertise to bear on learning programmes, material and delivery

methods.” The relationship with the Police College has waned in recent months and years, to the

frustration of the PLAC membership. There is an opportunity for PSNI to work in partnership with

the Northern Ireland Policing Board to ensure an effective advisory mechanism is developed and

maintained going forward.


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Context

The Review was commissioned by Chief Constable George Hamilton, sponsored by Assistant Chief

Constable Alan Todd and was led by Chief Superintendent Alan Gibson, Police Scotland, as

Independent Project Lead.

The purpose of the Review was to examine issues which arose at the Police College where a number

of student officers breached the confidentiality agreement2 linked to the examination process in

June 2016. As a result, 54 student officers were found not to have attained the academic standard,

as they had benefited from this impropriety in their resit examination and were required to sit the

student training course from the beginning.

The stated aims of the Police College Review, as per the Terms of Reference (Appendix B), are:

To critically examine issues which arose during June 2016 at the Police College, where a

number of student officers breached the confidentiality agreement linked to the

examination process;

To reassure the public and Northern Ireland Policing Board that any deficiencies are

appropriately remedied; and

To ensure that lessons are learned to avoid any recurrence.

This Review has focused upon the following five areas:

1. Content of the Student Officer Programme

2. Culture within the Police College

3. Verification of examinations and assessments

4. Accreditation and relationship with the Ulster University

5. Leadership and Governance.

The Executive Summary outlines the summary findings and is supported by a body of evidence and

the professional assessment of the Review Team. It is within this context that 34 recommendations

2 The ‘confidentiality agreement’ is a signed contract between the student officer and the PSNI not to disclose

details of the content of examinations without proper authorisation. This is supplementary to the Student

Officer Code of Ethics. Example template provided at Appendix H.


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are made. A full list of these recommendations can be found at Appendix A, along with anticipated

timescales for implementation.

The recommendations are categorised as:

Immediate

Short term (before 30 November 2016)3

Medium term (before end of March 2017)

Long term (to be agreed)

As an immediate priority there is a need for a dedicated implementation team to be established to

develop and progress the recommendations. Membership of this team should be multi-disciplinary

and incorporate both internal and external thinking.

It is assessed that a number of inefficiencies existed in the exams system and the bank of questions

was not adequate to provide sufficient rigour and challenge to the process. A lack of appropriate

quality assurance accompanied by a number of people who acted contrary to the Code of Ethics led

to the compromise of the system.

Overall, the technical elements which contributed to the examination-related matters have been

resolved and the focus has now shifted to improving all elements of the governance, quality

assurance and delivery of the Student Officer Programme.

The actions that have been completed and are currently ongoing and reflected in the overall

recommendations will result in robust systems and training that is reflective of Patten

recommendations, placing Policing with the Community at the heart of the service delivery.

The Project Team comprised senior officers and staff from across the organisation with responsibility

for identified workstreams as follows:

Chief Superintendent Barbara Gray - Project Coordination

Superintendent Philip Knox and Ms Maura Muldoon - Culture within the Police College

D/Superintendent Bobby Singleton – Content of the Student Officer Programme

D/Superintendent Sam Donaldson – Verification of Examinations and Assessments

Ms Yvonne Cooke – Accreditation and Relationship with Ulster University

3 Revised Timeline: Immediate and Short Term actions are to be in place or significantly progressed by a point

at which Student Officer training intakes recommence.


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In addition, two representatives from Police Scotland, Mr Martin Patterson and Sergeant Gary

Morton, were identified by the Independent Project Lead to provide external critical friend support

to the review process.


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Review Methods

The primary methodology utilised by the Review Team is outlined below:

Stakeholder Consultation [Appendix C]

One to One Interviews – Foundation Trainers, Foundation Programmes Management Team,

Training Development Unit, Learning Technologies Unit, Firearms Training, Physical Training,

Personal Safety Programme and Drill Staff

Focus groups with student officers/probationary officers at various stages of training

Online survey to Probationers 2014-2016, Frontline Operational Supervisors and Trainers

Meetings with key stakeholders – Northern Ireland Policing Board, Ulster University, Police

Learning Advisory Council, PSNI Head of Learning and Development, Foundation

Programmes Management Team, Examinations Unit, Trainer Development Unit, Crime

Training, Area Chief Inspectors, Police Federation, Professional Standards Department,

Equality Commission and others.

Observations

Classroom / Lesson

Practical Training

Personal Safety Programme

Operational Competence Assessment

Chief Inspector’s Parade / Graduation Event

Site Evaluation

Desktop Research

Course content

CLASSIS online learning system

Assessment criteria for written and practical examinations

Police College, Foundation Programmes - internal governance and meeting records

Ulster University – contract management and evaluation

Police Learning Advisory Council - minutes, reports and correspondence

Analysis of longitudinal data, end of course evaluation reports, staff profile

Formal Student Feedback on Programme

Overview Recommendations4

Benchmarking Comparison [Appendix D]

An Garda Síochána’s national centre for police training, development and education

Police: Now National Graduate Leadership Programme (England)

Police Scotland

Queensland Police Service, Victoria Police and South Australia Police

4 Overview is the corporate mechanism for monitoring all external recommendations and those arising from

internal projects which have an efficiency/improvement/business process review angle.


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Review Findings and Recommendations

Culture within the Police College

Findings

It was evident from an early stage that upholding high standards of behaviours, skills and knowledge

was a key driver for the prevailing culture within the training environment. Foundation Training is

clearly focused on ensuring that officers meet the assessment criteria and comply with the

behavioural standards required. Despite this focus, the approach may have inadvertently impacted

upon the overall learning environment as some student officers and trainers described the culture as

not conducive to a safe learning environment.

Whilst trainers are clearly committed to their role there are areas of disconnect between the

training philosophy and the wider ‘Policing with the Community’ ethos espoused as the

organisational delivery style. Consultation involving both trainers and students indicated varying

degrees of confidence that Policing with the Community was effectively integrated into the

programme. There was also evidence of inconsistency of standards and behaviours expected of

student officers as compared to those exhibited by trainers and other visitors to the training

environment including such issues as dress, discipline and terms of address.

Effective discipline management within the training environment is necessary preparation for the

high standards expected of operational police officers. However the Review found that a punitive

discipline and training culture more associated with a pseudo-militaristic training environment had

re-emerged within foundation training. Student officers and trainers have detailed how the first day

of the residential process can involve students performing press-ups in uniform and running

distances in business attire. This is not considered appropriate or conducive to a positive learning

environment, founded on mutual respect. Drill training is currently incorporated throughout the

curriculum, features as extra-curricular activity and student officers routinely march when moving

around the training site. The College approach to the management of standards lacks balance and is

at odds with the supportive developmental style witnessed elsewhere during benchmarking and

indeed wider organisational practices. The control system can tend towards the adult/child

paradigm with student officers feeling that they have to “earn respect”. ‘Show Parades’ are used as

a method of individual and group sanction (applied to an entire course, in response to an individual

student’s performance) and were clearly perceived by students and some trainers as unfair and

unnecessary. Examples were provided of show parades for infractions against unreasonably high


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standards such as water drips in sinks and dust on the floor. Group show parades, often for

extended periods, were evidenced by students and rationalised by a trainer as building a team

ethos, this could be interpreted as all for one in, “just getting out the other end of this.” The Review

Team has concerns that this “one in/all in” approach, within a punitive environment, supports a

negative team culture rather than a positive team ethos that espouses individual accountability

within a supportive team focused on delivering for the greater good. (Recommendations 1 and 2)

Training has not sufficiently evolved to skill new officers or training staff for the problem solving and

collaborative decision making realities of the current operational environment. Whilst curriculum

development is ongoing, it appears reactionary to feedback but without the necessary strategic

clarity upon which to base such changes (Recommendation 5). The training experience appears

weighted towards building upon what you know rather than what you can do with what you know.

This was evidenced in the lack of balance between technical teaching and problem-oriented

learning.

The curriculum could benefit from increased external engagement and awareness. There was found

to be a lack of experiential opportunities to assist with the contextualisation of training. Focus

groups evidenced that a number of student officers had never been inside an operational Police

Station despite extended periods within the training environment. Elements associated with

cynicism and self-protection have infected the learning being received by student officers. During

focus groups, when asked about the most important elements of their learning, students identified

the issue of ‘keeping yourself right’ but rarely commented upon Policing with the Community.

Concerns were raised by some student officers that, when they went out to work in stations, they

would have limited support from peers and supervisors and the public would, by default, meet them

with hostility. Student officers described some trainers as behaving in an overbearing manner

towards them, particularly in the first four weeks of training. They explained this as being designed

to prepare them to deal with antagonistic behaviour from members of the public.

(Recommendation 6)

Student officers reported that the daily routine of life in Garnerville is often prolonged due to

competing demands including class preparation, exam revision, PE, uniform preparation, discipline

sanctions and curfew sign in requirements. Students reported that the working day can regularly

begin at 07:30 and may not finish until 23:30. This culture of long working hours does not support

students to balance personal and family demands, this is particularly pertinent during the

compulsory residential elements during the first four weeks. Whilst training must be sufficiently


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challenging to prepare officers for the stresses and strains of the operational environment, it must

also facilitate a safe and supportive learning experience. (Recommendation 3 )

Despite a number of previous bids to invest in the Garnerville site, no funding was made available

due to the impending relocation of training. As a result, the tired style and décor is not consistent

with a modern, progressive police learning facility, with inevitable impacts on staff and students

alike. This view was supported by an independent visitor who accompanied the Review Team on a

walk around the site.

The physical environment of the College is not used effectively to support or re-enforce

organisational identity, learning or priorities. There is limited evidence of PSNI branding or wider

organisational messaging, notably Policing with the Community and the Chief Constable’s vision.

The policing imagery on display is more balanced towards the past than the present and future.

(Recommendation 4 refers)

Recommendations

1. In order to create a safe and modern police learning environment, the following should be

progressed:

a) Terminology routinely in use within the training environment should be amended to

better reflect a modern police training environment. Examples include: Squad, Drill,

Show Parade, Staff, Recruit, Passing Out Parade, Civilian.

b) The practice of students marching to and from classes has no practical operational

alignment and should cease.

c) Formal Drill training within the curriculum should be reduced and delivered during the

last two to three weeks of the programme. The objective should be to provide student

officers with key practical skills that align to modern day policing demands expected

during ceremonial and operational engagements and the Chief Officer Inspection during

attestation day.

d) It is important that the final day of training continues to be a day of pride and

celebration of achievement for newly attested constables and maintains traditional

elements of police passing out events. The day should focus predominantly on the public

attestation, pride in service and incorporate the Chief Officer inspection in front of friends


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and families. A suggested example is provided at Appendix F.

e) Management of required standards should realign from a negative and punitive style to

a positive and developmental focus that re-enforces PSNI’s ‘Policing with the Community’

behaviours. This specifically includes the cessation of Show Parades as a punitive

method or group sanction. The current intervention process should better utilise positive

re-enforcement to encourage outstanding behaviours and standards. Developmental

interventions should always be clearly understood, fair, consistent, and proportionate

and managed to ensure that individual accountability is a key element.

f) A student officer/trainer standards charter should be developed to document mutual

expectations of behaviour and required standards of dress, timeliness and tidiness and

manner of greeting within the College environment. This should incorporate consistency

and further re-enforce Policing with the Community behaviours relating to accountability

(honesty and integrity), collaborative decision making and courtesy, fairness and respect.

2. The initial stages of the Student Officer Programme (notably induction and intake) should be

restructured to focus on the values, ethos and unique service oriented elements of policing.

This should include the development of a bespoke critical thinking element to challenge

officers’ social and cultural awareness of the context of policing in Northern Ireland. An

officer’s first time in uniform should be a positive experience that re-enforces these elements

and the current practices incorporating tasks within unrealistic timescales should be

removed.

3. The compulsory residential requirement of the course should be removed. Free

accommodation will continue to be available to ensure that student officers can best decide

how to balance their personal and work commitments during the demanding training period.

4. The physical environment of the Police College should be changed to reflect a modern police

service where the vision, values and ethos are front and centre. Imagery should reflect the

PSNI Policing with the Community behaviours. Of particular note:

a) Imagery across the site should be under constant review to ensure currency and

professionalism, with particular emphasis on a notice-board management process.

The glass cabinet in the lobby should be utilised to reflect community initiatives and

to celebrate operational Policing with the Community successes.

b) The design planning for the redeveloped college site should incorporate the


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modernising of the learning environment to better reflect a supportive, progressive,

innovative and collaborative style. This should include modernising study and break-

out areas throughout the site aimed at supporting collaborative working and a group

learning experience. The modern feel of other police learning sites visited

incorporating lighting, colour and artwork undoubtedly impacted positively on the

overall learning experience.


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Content of the Student Officer Programme

Since its inception in 2014 there have been 21 intakes with a total of 649 student officers graduating

from the 22 week Student Officer Programme. After this initial period of training, officers are

attested and commence frontline policing roles in Local Policing Teams across Northern Ireland. This

is supported by two weeks of post-foundation training during each officer’s probationary period.5

The current cost of providing foundation training is estimated at £9000 per student officer (22

weeks).

The aims and objectives of the programme, outlined in the 2014 tender document,6 remain broadly

relevant but are not widely known. They require revision to ensure they reflect the current

organisational delivery style and requirements. (Recommendation 5)

The current course content, with its strong focus on legislation and procedure, is in our view and

that of the wider organisation fit for purpose as evidenced by only a small number of gaps being

identified by trainers, probationers and their supervisors in the survey conducted as part of the

Review. One thematic area which probationers and their supervisors felt could be improved was

around effectively identifying and dealing with vulnerability. Significant work has already been done

by Foundation Programmes in this area at Stages 1, 2 and 3 (incorporating Domestic Abuse, Sexual

Offences, Child Protection, Hate Crime, Missing Persons and Adult Safeguarding) but in light of the

feedback it may benefit from a further focus. (Recommendation 12)

In some areas training goes into a level of detail beyond that required by probationary officers

however this is something which along with timetabling can be addressed by Foundation

Programmes over time. Content is currently regularly reviewed on an informal but frequent basis

with subject matter experts. There is however no formal mechanism to take and prioritise feedback

from operational colleagues in terms of the content and quality of the Student Officer Programme.

Formal evaluation and assessment of the currency of course content currently only takes place with

students at the end of their course. Student evaluation only takes place by way of questionnaire and

5 Officers are classified as Probationary Constables during the two year period after graduation/attestation.

During this time they work in operational roles within Local Policing Teams and may undertake attachments to other frontline specialisms. They will complete additional examinations during two one week periods of post-foundation training and will work on the development of a professional development portfolio prior to becoming a substantive Constable. 6 Refers to Tender Specification Documentation for PSNI Qualification in Police Studies for Police Trainees

(Central Procurement Directorate: Project Reference 13786)


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there is no formal process to identify longer term themes. The existing Student Staff Consultative

Forum7 is not currently utilised as a means of gathering such feedback. These measures would help

maintain a fit-for-purpose and agile course. (Recommendations 8 and 9)

As it stands practical exercises and simulated learning account for just under half of the existing

course. Students past and present highlighted simulated learning and operational days as the most

beneficial elements of the existing programme. Credit must go to the Foundation and Combined

Operational Training officers and staff for development of these elements. In terms of the balance

between classroom and practical / simulated learning, 52% of the probationers, their supervisors

and trainers surveyed feel that current opportunities for students to develop practical skills were

insufficient. The Review Team recognises the resource implications but feels that the existing course

content should be enhanced by incorporating more non-assessed practicals and simulated learning

within the course, focused in particular on problem-solving rather than linear scenarios, using a

wider range of outcomes. (Recommendation 6 and 7)

In terms of the suitability of a 22 week programme, 73% of probationary officers felt current course

intensity was appropriate compared to 27% who felt it was not.8 Timetabled activity largely

comprises class room based learning, Physical Education (PE), Drill, practical policing exercises,

simulated learning, a range of assessments, self-study and examinations. Non-timetabled activity

regularly undertaken by students included pre-reads, uniform preparation, additional compulsory

PE, academic course work for the University Advanced Diploma, ‘Show Parades’, Room Inspections

and additional ‘Drill’ practice. The Review Team was struck by the volume of learning student

officers were expected to assimilate in a very short space of time. During consultation, students

reported that current pre-reading material (now provided in the form of printed notes as opposed to

electronically on the CLASSIS system in response to student feedback) requires a minimum of two to

three hours of study. The ‘missing persons’ pre-read, for example, is 75 pages long. At times, pre-

reading on multiple topics is required for the next day, thereby increasing the time required to be

spent on class preparation. Demands on students are in one sense fair and equal but in another fail

to make allowance for the varying circumstances of students. It was the view of the Review Team

that in the early weeks of the course non-timetabled activity contributes to an unnecessarily

pressurised environment for some students. Probationers who felt the intensity was inappropriate

did feel it had an adverse effect on family lives. Whilst Foundation Training does currently examine

7 This is a monthly group which is held between Police College faculty staff and a representative from each

class of students. This affords an opportunity to address issues arising and is provided for under Student Standing Orders. 8 Statistics derived from online survey


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the progress, development, discipline and welfare needs of individual student officers it is felt that

there would be benefit in a more formalised approach to manage overall performance issues.

(Recommendation 11)

There is currently a limited focus within the programme on the broader personal development

necessary to equip officers with more than core policing knowledge and skills. Whilst not exhaustive

this may include emotional intelligence, presentation skills, self-reflection, project management,

collaborative working, problem solving, personal resilience, negotiation skills and bespoke learning

styles. (Recommendation 10)

In terms of organisational ethos, Probationers believe they have sufficient knowledge and

understanding of the concepts of both Policing with the Community (PWC) (92.5%) and the National

Decision Model (NDM) (96.3%). Encouragingly PWC and NDM have, at considerable effort by

trainers, been incorporated in lesson plans and trainer notes throughout the entire programme.

However whilst there is a strong focus on the elements of courtesy, fairness and respect there is, it

appears, an insufficient emphasis placed on the importance of collaborative decision making,

partnership working and accountability as evidenced by the fact that only 57.2% of probationers

surveyed felt they had a sufficient knowledge of collaborative working. Student officers currently

have no authentic interaction with the general public during their training and some graduating

officers have never been to a police station. It was the conclusion of the Review Team that greater

opportunities exist to not only meaningfully embed the concept of Policing with the Community

within the training programme but to support officers in its actual application. This would result in

student officers completing their training with a better understanding of how to apply the concepts

in practice. (Recommendation 6)

Recommendations

5. A strategic objective should be developed, outlining the aim and objectives of student officer

training and the style of police officer required by PSNI. This should be regularly reviewed to

ensure that it meets the current operational requirement.

6. The current Policing with the Community content and emphasis should be enhanced to

meaningfully embed the ethos and to ensure student officers understand the centrality of

partnerships, collaborative decision making and accountability.

a) The existing input should be re-designed by trainers following continuous professional

development on Policing with the Community, organisational vision, values and strategic


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intent.

b) Foundation Programmes should develop an interactive group problem solving exercise.

This exercise should incorporate station and community visits and should be developed

to provide student officers with a greater appreciation of the context in which they will

operate.

7. Over time student notes, lesson plans and assessments should be rationalised to maintain

their currency as part of a continuous quality assurance process for the course. This should

include a training needs analysis, incorporating the views of students and practitioners, and

supported by an annual systematic review process thereafter. As part of this process:

a) The CLASSIS on-line learning system should be developed to its full potential as an

interactive learning tool as opposed to simply being an online repository for study notes.

Resources should be allocated to develop and maintain relevant material to better

support student learning.

b) A review of teaching methods, models of development and the balance of practical and

academic elements of the course should also be incorporated.

8. Existing processes to obtain student, probationer, trainer and operational feedback should be

improved and formalised in order to obtain timely and accurate user perspective on course

content and the wider learning experience. Information should be utilised to its full

potential, to identify recurring themes and to ensure continual improvement. Formal

quarterly and annual reports should be provided to key stakeholders.

9. The Head of Training and Development should regularly chair formal interim reviews of

course content to screen requests from within Foundation Programmes and the rest of the

organisation for the amendment of course material. These review meetings should

incorporate the expertise of subject matter experts.

10. In order for Foundation Training to continue to meet the emerging demands of policing, a

range of personal development inputs should be introduced including emotional intelligence,

learning styles, self-reflection, project management, collaborative working, problem solving,

personal resilience and negotiation.

11. A fortnightly formal Student Development and Support Panel, chaired by the Head of


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Foundation Training, should be established to actively manage the progress, developmental,

discipline and welfare needs of individual student officers.

12. A further focus on equipping probationers to deal with vulnerability is needed in response to

feedback in the Review survey (e.g. missing persons, concern for safety, mental health and

nuisance anti-social behaviour.)


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Findings

Whilst all aspects of examinations and assessments were considered, the Review Team focused in

particular on the previous and current practices around the management of multiple choice

questions. On speaking to officers and staff involved, it was clear from the outset that the depleted

bank of questions and the pressure on students to pass examinations had been the major drivers to

the issues which arose in June. Whilst Examinations Unit staff and management were aware that

the bank of questions had depleted (and was continuing to deplete), the degree of risk does not

appear to have been properly identified, nor were sufficient steps taken prior to June to address the

gaps.

Since June, significant work has been ongoing to amend and update the bank of multiple choice

questions - an external company have been contracted to provide 200 new questions per month

with a view to reaching 1,100 questions by early 2017. In addition to new questions, an Inspector

and a Sergeant have also been temporarily appointed to the Examinations Unit. They have focused

on managing the integrity of the examinations and this should already mitigate the risk of

confidentiality issues arising in the future. The Review Team is satisfied that processes are now in

place to ensure that the same questions are not used on repeat examinations and that the plan to

replenish the examination bank will negate opportunities for a reoccurrence of recent events.

However, whilst the steps taken to mitigate the risks are commendable, a formal process to review

the question bank on a more regular basis is vital to maintain confidence going forward and

assurance must be provided to both the relevant Assistant Chief Constable and the accrediting body

on an annual basis.

The current position where students are not permitted (in accordance with the confidentiality

agreement) to discuss questions and are not provided sufficient individual feedback on their

multiple choice examination performance is not considered by the Review Team to be conducive to

development. It is also not reflective of practices in Police Scotland which are based on a facilitative

feedback system. As long as the confidentiality agreement remains in place, students (and trainers)

are likely to be: confused around the use of past papers; unclear on the formation of study groups

(these appear to have been informal and sporadic); and, on occasions, be tasked with repeating an

examination without the benefit of knowing how they specifically failed in the first instance. The


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newly implemented processes will prevent a student seeing the same question twice; and the

replenishment of the question bank will negate the risks which arose in June. (Recommendation 14)

The Review Team is therefore satisfied that when the question bank has been replenished to 1,100

and a plan is in place to continue to review and refresh this bank, the confidentiality agreement

should be removed in partnership with the accrediting body. This act will provide clarity to students

and trainers alike and will encourage the formation of study groups. As per current arrangements in

Police Scotland, Examinations Unit staff will at this point also be able to provide more specific

feedback to students in order to prepare them for repeat examinations and to be mindful of areas

requiring development for operational purposes. (Recommendation 14)

In terms of the breadth and relevance of examination questions, the Review Team recommends that

the current focus on knowledge of law and procedure via student notes and examinations could,

over time, be rebalanced against a student’s ability to make operational decisions and apply Policing

with the Community behaviours. Whilst it is vital that probationers are able to understand and

apply basic legislation, some of the matters being tested by way of the multiple choice examinations

in particular are unnecessarily complex and relate to matters which, in reality, a supervisor’s advice

would often be sought. Supplementing multiple choice examinations with additional situational-

judgement-type questions would in the longer term better reflect the reality of policing as a

probationer. (Recommendations 13 and 15)

It is vital that students reach sufficient standards during the programme. The Review Team is

satisfied that the current Student Officer Programme (and the related assessments) is producing

functional officers with core policing skills. Three levels of assessment are in place, namely:

1) Formal pass/fail tests including written examinations, occupational competency assessments

(OCAs)9, definition tests, the University Work Based Assignment and the completion of the

Professional Development Portfolio (PDP)10;

2) Skill-based tests including the Personal Safety Programme (PSP), Physical Competency Assessment

(PCA) and a number of developmental rather than pass/fail practicals (which often result in action

plans); and

9 Occupational Competency Assessments are scenario based competency assessments. Officers are required

to display their practical understanding and ability to apply what they have been taught across scenarios including search, arrest, custody etc. 10

The Professional Development Portfolio is collated by students during training as a body of evidence which demonstrates competence at skills and practical tasks. It is focused on self-reflection and development. The PDP continues throughout the officer’s probationary period as a means of supervisory assessment. Completion is a pre-requisite for confirmation as a substantive Constable.


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3) Uniform, accommodation and communication standards, all of which are permanently being

observed and assessed, resulting in discipline sanctions if required standards are not met.

These multiple layers of assessment can lead to significant and unnecessary pressure on students

during the 22 weeks and this is not conducive to an adult learning environment. Notably, the Ulster

University (UU) position is that the number of assessments has been driven by PSNI and is arguably

too high.

In terms of the general assessment culture, students are usually assessed on an individual basis,

which often does not reflect the reality of policing. ‘Fear of failure’ was expressed by many during

consultation, with the prevailing belief (which was often communicated by staff) that single mistakes

or individual failures will result in termination of employment. Whilst recent changes in the College

approach go some way to addressing this issue, there is still some work to do to redress this balance.

In terms of practical assessment, the current model is primarily based on a transactional compliance

process that does not allow students to demonstrate or apply decision making based on the

circumstances encountered. This was evidenced by the ‘check-list’ approach to practical

assessments where the key to success is often simply following the right process. This type of

approach may be appropriate in some circumstances, for example where legislative requirements

apply, however decision making opportunities are limited and as one student commented, “[we

sometimes] act as robots during the assessments.” In addition, the majority of practical assessment

(estimated by some trainers at approximately 80%) is focused on dealing with suspects which is

inconsistent with current demand analysis (witnesses, victims and vulnerable people).11 Feedback

from students also suggested that too many of the practicals terminated with a predictable arrest or

search, thereby restricting the student’s ability to develop bespoke problem solving solutions,

implement alternative criminal justice outcomes or rationalise their approach to the trainer.

Evidence shows the University Work Based Assignment has been tactical and complex. There is an

opportunity to relate the assessed assignment to Policing with the Community and have a problem

solving focus (ideally connected to a problem which has been discussed and progressed during the

programme by way of a group exercise and presentation). (Recommendation 16)

In terms of the Probationer Development Portfolio (PDP), trainers and students alike commented

that it was generally fit for purpose, however there was some negative feedback from students

11

According to demand analysis completed for the period 2015 – 2016, 36% of all calls for service within that

time period involved an element of vulnerability.


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around the marking of written material by trainers, with examples cited of statements and notebook

entries in particular being marked inconsistently by different trainers. Whilst the Review Team

recognises that differences of opinion in terms of appropriate content will often exist, there is an

opportunity to further engage with subject matter experts to ensure corporacy in terms of both

content and the fairness of marking/feedback. (Recommendation 17)

As part of the terms of reference, formal discipline under Regulation 6 of the Police Trainee

Regulations (Northern Ireland) 2001 where a student’s services may be terminated was also

examined during the Review. The Regulations do appear fit for purpose however unanimous

feedback from students, trainers, management and Federation representatives suggest the guidance

developed by PSNI is convoluted and open to interpretation. A number of examples were cited by

consultees highlighting the length of time taken to progress some matters and the varying

approaches to actual investigations which were in existence. To ensure that students are treated

fairly and that investigations are progressed expeditiously, clear guidance should be created as a

matter of urgency and be openly available to staff and students alike. (Recommendation 18)

Recommendations

13. To further develop assessment in the longer term, and in line with any changes made to the

Student Officer Programme, the number and nature of examinations should be reviewed,

based on the following parameters:

a) The number of assessments/examinations should be rationalised.

b) There should be a greater focus on the use of developmental assessments.

c) The use of multi-method assessments (e.g. situational judgement, open book etc.)

would better assess the suitability of students to become officers.

14. As part of the overall quality assurance approach, and in order to ensure the integrity of

examinations:

a) A robust quality assurance process should be put in place to oversee and review the

examination question bank and related processes. This should be supplemented by

an annual review by the relevant Assistant Chief Constable and the accrediting body.

b) As per practice in Police Scotland, once current work to replenish the examination

bank is complete (and a plan is in place to continue to review and refresh this bank),


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more specific, detailed and meaningful feedback should be provided to students on

individual examination performance as a means of better supporting development.

c) Once current work to replenish the examination bank is complete (and a plan is in

place to continue to review and refresh this bank), and in partnership with the

accrediting body, the confidentiality agreement should be removed and the use of

study groups should be encouraged.

15. The number of formal (pass/fail) assessments should be reduced and the number of non-

assessed practicals should be rebalanced and redesigned to:

a) Promote a more problem-solving oriented approach.

b) Permit and encourage the involvement of more than one student officer.

c) Incorporate a range of flexible non-linear outcomes rather than finishing predictably

with arrest and prosecution.

d) Allow for formal and informal accounting for actions and rationale using the national

decision model.

e) More accurately reflect operational demand and practice relating to suspects,

victims and witnesses.

16. The University Work Based Assignment should be related to Policing with the Community

and have a problem solving focus (ideally connected to a problem which has been discussed

and progressed during the programme by way of a group exercise and presentation).

17. In order to ensure corporacy around the assessment of, and feedback on paperwork and

assessed practicals, Foundation Programmes should seek to build upon existing engagement

with subject matter experts across PSNI and partner agencies on a regular basis to establish

a shared understanding of best practice, which should be communicated clearly to training

staff.

18. To address the existing issues around the application of discipline regulations, a working

group, comprising the Head of Foundation Programmes, the PSNI Employment Lawyer,

representatives from the Police Federation, Professional Standards Department and Human

Resources, should be established to revise PSNI guidance on the Police Trainee Regulations

(Northern Ireland) 2001. It should be clear, open and transparent and communicated to all

students prior to commencement of their training.


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Accreditation and Relationship with the Ulster University

Findings

The PSNI is required, under the Police Trainee Regulations (Northern Ireland) 2001, to ensure police

trainees obtain a qualification in Police Studies at the end of their initial training (145 days). Up until

2014 the Ulster University (UU) awarded the Student Officer Programme with a Level 4 qualification.

Central Procurement Directorate launched a procurement process in 2014 (for a Level 4 or higher

qualification) valued at approximately £276,404 (up to £404,000 with extensions). UU secured the

contract for ‘PSNI Qualification in Police Studies for Police Trainees’, a Level 5 qualification. This is a

three year contract (with provision for two one year extensions) and the current contract has just

entered into the first one year extension.

The Review Team identified limitations in the initial tender specification of requirement, where the

awarding body is responsible for marking the Work Based Assignment but has no responsibility for

intrusive inspection/external verification of all other assessments (constituent parts of the

accredited programme). It is the view of the Review Team that the criteria ‘acceptance that PSNI

will set all pass marks’ creates vulnerabilities for both organisations. PSNI and UU pass marks do not

necessarily need to be the same; however the pass marks adopted by PSNI should be endorsed by

the awarding body as fit for purpose. It is noted however that the current contract does not provide

for this and leaves examination marks squarely with the PSNI. (Recommendations 19, 20 and 23)

Overall, there appear to be positive relations between UU and PSNI and there is significant evidence

of a truly collaborative approach. UU operates a range of partnerships in relation to its course

provision. These include validated courses, taught by a partner institution with institutional

approval, leading to a University award. The Advanced Diploma in Policing is a validated award, and

students belong to PSNI College with Associate Student of the University status. The Review Team

has found UU to be committed to developing training and advocating for policing in Northern

Ireland. There are regular interactions between UU and Foundation Programmes management,

however feedback from students and trainers suggest limited engagement with the University.

Student officer expectations may need to be managed as to what they can expect from the

University as ‘associate students’. It has been found that the lack of contact time with UU is

negatively impacting upon the University’s reputation amongst student officers. One area of

particular concern for students was a perceived lack of support from UU in preparing them to


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complete the Work Based Assignment. It is understood that this criticism may be inappropriately

placed however, as such support from UU does not form part of the existing contract.

(Recommendation 21)

It was found that some pressures perceived in the Student Officer Programme regarding the number

and nature of examinations and course content are self-imposed and that UU are flexible to PSNI’s

needs. Following benchmarking and exploration with UU it is the view of the Review Team that

student officers could obtain a lesser qualification in policing at the end of the 22 week programme,

as required by the Police Trainee Regulations (Northern Ireland) 2001. The ceremony at the end of

22 weeks would therefore be focused on attestation with an academic graduation at the end of

probation. Further time could be afforded during the probationary period for student officers to

attain higher level policing qualifications, for example An Garda Síochána through Limerick

University award a Bachelor of Arts in Applied Policing at the end of probation.

The Review Team found that quality assurance is an area requiring significant work and investment,

with limited evidence of a strategic framework, governance and approach overseeing quality

assurance for foundation programmes. Examples of which are; feedback is collected from student

officers by way of a questionnaire at the end of each programme, however there is no formal

process to identify longer term overarching themes for attention; nor is the existing Student Staff

Consultative Forum effectively used to gather such feedback.

The Review Team acknowledges that since June 2016 management in the Police College have taken

some steps to seek to address these issues. Whilst the decision to move the Examinations and

Quality Assurance function under Foundation Programmes has had a short term positive impact, it is

the view of the Review Team that the Quality Assurance Team should sit outside of Foundation

Programmes. The importance of quality assurance and the related implications to confidence in

training and policing necessitates further development and investment in this area.

(Recommendation 22)

A contract exists for the provision of role actors. Some feedback has been received from student

officers and trainers that the current pool is restricted in terms of age, gender and ethnicity. The

Review Team believes that this role offers great opportunity for individuals from underrepresented

communities to get an exposure to policing. There are significant costs incurred for this contract and

it is incumbent upon PSNI to ensure the role actors received reflect the diverse range of individuals

probationers will engage with. (Recommendation 25)


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Recommendations

19. The academic contract should be put out to tender in 2017, after the completion of the

current plus 1 year commitment period. This timeframe will reflect recommended changes to

the overall Student Officer Programme. Any new contract should include:

(a) A qualification in Policing Studies to be awarded at the end of the 22 week programme to

facilitate the attestation into the role of Constable (as per the Police Trainee

Regulations).

(b) Options for higher level qualifications to be undertaken during the probationary period.

A minimum higher level qualification should be identified as a prerequisite to successful

completion of probation. An academic graduation should be provided for by the

awarding body. Options for additional qualifications should be available in the instance

that student officers wish to commit to further academic study in policing.

(c) A requirement to quality assure all assessments which form part of the accredited

programme.

20. In partnership with Central Procurement Directorate, regular contract management

meetings should be arranged between PSNI and UU to formalise current engagement.

21. It is recommended that there is increased engagement between the Ulster University and

PSNI students/trainers, to supplement existing input during Induction Day. 12 Trainers and

University staff should provide additional support to students by delivering a joint input

relating to the preparation of assignments e.g. referencing system. It is recognised that this

may require an alteration to the existing contract.

22. In order to provide reassurance to all stakeholders that all assessment, training and

development remains current, valid and responsive, an appropriate overarching framework

for the management of Quality Assurance should be agreed and implemented. In order to

oversee and monitor the consistent application of appropriate Quality Assurance procedures

(under the overarching framework) an appropriate governance committee should be

established to carry out that role. It is further recommended that:

a) A suite of consistent quality assurance procedures should be developed and collated into

a Quality Assurance ‘manual’ available to all trainers to help establish implementation of

12

Induction takes place four weeks prior to the commencement of training. Student Officers and their families

attend the Police College for a site and course familiarisation. A number of information sessions are delivered

to students, including an input by Ulster University.


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common processes.

b) To ensure independence and impartiality, the Quality Assurance Function and

Examinations Unit should sit outside of Foundation Programmes within the Police

College. Whilst the decision to move both functions under Foundation control, has had a

positive impact, it is the view of the Review Team that if effectively led, structured and

resourced both functions would be more appropriately placed outside of Foundation

Programmes.

c) The Police College quality assurance function should maintain a connection with

Corporate Support Branch to ensure alignment with the broader organisational

governance and audit functions and resources.

23. A review of student officer examination pass marks is recommended, to ensure a consistent

and evidence based approach is applied to all examinations. A suitably qualified

independent expert should be identified by PSNI, in partnership with the Ulster University.

24. Consideration should be given to increasing the interval between examination and resit

beyond the current one week period, in the event that the Student Officer Programme

schedule is altered.

25. PSNI should have access to a sufficiently diverse and reflective pool of role actors. To that

end the current role actor contract should be reviewed for suitability.


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Findings

In April 2014, student officer training recommenced. With effect from this date, student officers and

new trainers commenced simultaneously in the Police College which negatively impacted upon

opportunities for trainer induction and development. Between May 2014 and August 2016 there

have been regular intakes of student officers every five weeks. During this time College Leadership

has changed considerably and key posts were either suppressed or not filled. (Recommendation 26)

The theme of resourcing has been highlighted repeatedly during the Review by trainers and

management at the College. There have been three distinct elements –

1) Due to the number of assessments and shortage of trainers, staff report being under

pressure to mark assessed elements of the course to the point that a significant amount of

overtime is used. During 2015/16, police officer overtime for Foundation Programmes

totalled £122,000; allocated budget for 2016/17 is £130,000 and spend FYTD is £63,587 (N.B.

this was overall overtime spend). There is also evidence that a small number of training

delivery staff regularly work 5-6 hours of unpaid overtime per week.

2) The impact of the Voluntary Exit Scheme (VES) on key staff roles has resulted in experienced

staff leaving the Training & Development function.

3) The roles of Sergeant and Constable trainers is blurred with limited guidance around which

ranks are responsible for training and which are responsible for quality assurance and

supervision. (Recommendation 32)

The Police College has published a ‘Strategy and Business Plan 2016-2017’. The document is tactical

in nature and within it, although there is reference to ‘Foundation Programmes’, there is no

indication of how the programmes contribute to organisational priorities. The Head of Training and

Development holds monthly ‘Senior Management Team Meetings’ (SMTs) and the meeting content

appears relatively generic and somewhat unfocused. There is, however, a strong emphasis on

financial matters which is to be commended. In line with the ‘Strategy and Business Plan’, a monthly

performance report is created. It is recognised that the current format is subject to ongoing

refinement, however the current iteration adds questionable value to the leadership team in terms

of improving performance and providing meaningful, actionable data. (Recommendations 27, 28


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and 29)

During the Review it has been observed that there are inconsistencies in terms of how police officers

of all ranks are deployed into the function. It is also apparent that some officers have entered into

the function with limited operational experience, whilst others have been in role for many years,

thus eroding their currency in terms of operational experience. (Recommendations 30, 31 and 33)

The Police Learning Advisory Council (PLAC) was introduced in 2002 in response to the Patten Report

with the aim of, “Bringing outside expertise to bear on learning programmes, material and delivery

methods.” In the early days, the membership of PLAC consisted of approximately 60 members with

representatives from community, business and learning sectors. The numbers have reduced over

the years and the terms of reference have been refined over time. Some within the organisation

have intimated that PLAC currently adds limited value to the training and development function.

The Review Team met with a group of PLAC members from a range of public and private sectors who

have a counter view; they believe that they provide valuable and different perspective from a range

of professional viewpoints. It is worth noting that the Northern Ireland Fire & Rescue Service is

represented on PLAC at a senior level. There is an opportunity for PSNI to work in partnership with

the Northern Ireland Policing Board to ensure an effective oversight mechanism is maintained.

(Recommendation 34)

Recommendations

26. To provide necessary levels of strategic oversight and leadership to recommendations

arising from this Review, both now and in the longer term, and to maintain pace and

currency with national policy and College of Policing developments, it is recommended that

a suitably experienced Chief Superintendent or Police Staff equivalent be appointed to the

Police College. This should be supported by an appropriately resourced Senior Management

Team.

27. The ‘Training and Development Strategy & Business Plan’ should be aligned to strategic

priorities going forward. A work plan should stem from this with clear activities, deliverables,

owners and milestones.

28. Monthly SMT processes and systems should be implemented to focus on matters such as

governance, priority setting, risk management, resourcing, current / future demand, delivery,


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emerging issues and quality assurance. Further, decisions should be logged and

accountability / timelines need to be more explicit.

29. The performance framework should be revisited to ensure it provides sufficient focus to

activity, particularly the Student Officer Programme, on a risk-based approach.

Consideration should be given to both quantitative and qualitative data to illustrate the

Training and Development ‘story’, including its impact and journey towards supporting

organisational priorities.

30. A resourcing review of the Police College should be commissioned to explore:

a) If there are sufficient resources, including specialist roles in place to deliver the

‘Training and Development Strategy & Business Plan’ as required by the

organisation.

b) If there are opportunities to outsource training functions or activity to other

providers as a means of increasing capacity.

c) If there are roles within the Police College currently being performed by police

officers which could be performed by suitably trained staff.

31. Staff selection processes for training and development roles should be based on the

requirements of the role. Tenure should be introduced to ensure that operational experience

is refreshed on a regular basis.

32. The role of Sergeant / first line manager should be re-aligned and focused on supervision and

support rather than on training delivery.

33. Staff should be afforded regular Continuous Professional Development. Early focus should

relate to the reinforcement of ‘Policing with the Community’ and the strategic priorities of

the organisation. In addition, the performance of training staff should be meaningfully

observed by both a line manager and by the Trainer Development Unit on a regular basis and

feedback given.

34. PSNI and the Northern Ireland Policing Board should assess the role of the Police Learning

Advisory Council to ensure it meets the needs and aspirations of the organisation, partners

and the community going forward, and the original Patten recommendation.


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Conclusion

Having led the Review into the PSNI Police College, it is apparent to me that the Student Officer Programme is rightly demanding, however the current delivery model puts significant and unnecessary strain on the students and staff alike. There are opportunities to review and re-focus the assessable elements of the course and potentially spread the demands across the probationary period.

Most worryingly, it is clear to me that there are significant variations in terms of the means by which standards and discipline are maintained and addressed at Garnerville. Not only that, but the overarching approach is overly militaristic in nature and focussed, by some staff, on punitive measures to gain compliance. This approach is not, in my opinion, conducive to the safe and professional learning environment which the new officers need and should expect. This clearly poses risk to the PSNI in terms of equality, fairness and respect, not to mention public confidence. As such this is an area for immediate organisational focus and a values-based re-calibration.

In general terms the content of the course fulfils the requirement to prepare officers to serve their communities across Northern Ireland. There is an effective range of blended training methods employed, such as immersive learning and practical exercises. The course would however benefit from more non-assessed opportunities to provide officers the opportunity to develop skills, experience and confidence.

I believe that the relationship with the Ulster University is strong but there would be benefit from a greater collaboration around preparing students for the rigours of the academic elements of the course.

The staff at the Police College are to be commended for their dedication to their roles, often working long hours to support the demands of the Student Officer Programme in particular. I have recommended a resourcing review to address this issue.

Overall, the technical elements which contributed to the examination-related matters have been resolved and the focus must now shift to improving all elements of the Police College culture, leadership, governance, quality assurance and delivery of the Student Officer Training Programme.

In closing, I would like to record my sincere thanks to all the students, staff and partner organisations who have assisted in this review.

Chief Superintendent Alan Gibson

Head of Training, Leadership & Development


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# Recommendation Workstream Timescale

1 In order to create a safe and modern police learning environment, the following should be progressed:

a) Terminology routinely in use within the training environment should be amended to better reflect a modern police training environment. Examples include: Squad, Drill, Show Parade, Staff, Recruit, Passing Out Parade, Civilian.

Culture Short

b) The practice of students marching to and from classes has no practical operational alignment should cease. Culture Immediate

c) Formal Drill training classes within the curriculum should be reduced and delivered during the last two to three weeks of the programme. The objective should be to provide student officers with key practical skills that align to modern day policing demands expected during ceremonial and operational engagements and the Chief Officer Inspection during attestation day.

Culture Medium

d) It is important that the final day of training continues to be a day of pride and celebration of achievement for newly attested constables and maintains traditional elements of police passing out events. The day should focus predominantly on the public attestation, pride in service and incorporate the Chief Officer inspection in front of friends and families. A suggested example is provided at Appendix F.

Culture Short

e) Management of required standards should realign from a negative and punitive style to a positive and developmental focus that re-enforces PSNI’s ‘Policing with the Community’ behaviours. This specifically includes the cessation of Show Parades as a punitive method or group sanction. The current intervention process should better utilise positive re-enforcement to encourage outstanding behaviours and standards. Developmental interventions should always be clearly understood, fair, consistent, and proportionate and managed to ensure that individual accountability is a key element.

Culture Immediate

f) A student officer/trainer standards charter should be developed to document mutual expectations of behaviour and required standards of dress, timeliness and tidiness and manner of greeting within the College environment. This should incorporate consistency and further re-enforce Policing with the Community behaviours relating to accountability (honesty and integrity), collaborative decision making and courtesy, fairness and respect.

Culture Immediate


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2 The initial stages of the Student Officer Programme (notably induction and intake) should be restructured to focus on the values, ethos and unique service oriented elements of policing. This should include the development of a bespoke critical thinking element to challenge officers’ social and cultural awareness of the context of policing in Northern Ireland. An officer’s first time in uniform should be a positive experience that re-enforces these elements and the current practices incorporating tasks within unrealistic timescales should be removed.

Culture Short

3 The compulsory residential requirement of the course should be removed. Free accommodation will continue to be available to ensure that student officers can best decide how to balance their personal and work commitments during the demanding training period.

Culture Immediate

4 The physical environment of the Police College should be changed to reflect a modern police service where the vision, values and ethos are front and centre. Imagery should reflect the PSNI Policing with the Community behaviours. Of particular note:

a) Imagery across the site should be under constant review to ensure currency and professionalism, with particular emphasis on a notice-board management process. The glass cabinet in the lobby should be utilised to reflect community initiatives and to celebrate operational Policing with the Community successes.

Culture Short

b) The design planning for the redeveloped college site should incorporate the modernising of the learning environment to better reflect a supportive, modern, innovative and collaborative style. This should include modernising study and break-out areas throughout the site aimed at supporting collaborative working and a group learning experience. The modern feel of other police learning sites visited incorporating lighting, colour and artwork undoubtedly impacted positively on the overall learning experience.

Culture Long

5 A strategic objective should be developed, outlining the aim and objectives of student officer training and the style of police officer required by PSNI. This should be regularly reviewed to ensure that it meets the current operational requirement. Content Short


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6 The current Policing with the Community content and emphasis should be enhanced to meaningfully embed the ethos and to ensure student officers understand the centrality of partnerships, collaborative decision making and accountability.

a) The existing input should be re-designed by trainers following continuous professional development on Policing with the Community, Community Based Restorative Justice, organisational vision, values and strategic intent.

Content Medium /

Long

b) Foundation Programmes should develop an interactive group problem solving exercise. This exercise should incorporate station and community visits and should be developed to provide student officers with a greater appreciation of the context in which they will operate.

Content Short

7 Over time, student notes, lesson plans and assessments should be rationalised to maintain their currency as part of a continuous quality assurance process for the course. This should include a training needs analysis, incorporating the views of students and practitioners, and supported by an annual systematic review process thereafter. As part of this process:

Content Long

a) The CLASSIS on-line learning system should be developed to its full potential as an interactive learning tool as opposed to simply being an online repository for study notes. Resources should be allocated to develop and maintain relevant material to better support student learning.

Content Medium

b) A review of teaching methods, models of development and the balance of practical and academic elements of the course should also be incorporated.

Content Medium

8 Existing processes to obtain student, probationer, trainer and operational feedback should be improved and formalised in order to obtain timely and accurate user perspective on course content and the wider learning experience. Information should be utilised to its full potential, to identify recurring themes and to ensure continual improvement. Formal quarterly and annual reports should be provided to key stakeholders.

Content Short

9 The Head of Training and Development should regularly chair formal interim reviews of course content to screen requests from within Foundation Programmes and the rest of the organisation for the amendment of course material. These review meetings should incorporate the expertise of subject matter experts.

Content Short


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10 In order for Foundation Training to continue to meet the emerging demands of policing, a range of personal development inputs should be introduced including emotional intelligence, learning styles, self-reflection, project management, collaborative working, problem solving, personal resilience and negotiation.

Content Medium

11 A fortnightly Student Development and Support Panel, chaired by the Head of Foundation Training, should be established to actively manage the progress, developmental, discipline and welfare needs of individual student officers.

Content Immediate

12 A further focus on equipping probationers to deal with vulnerability is needed in response to feedback in the Review survey (e.g. missing persons, concern for safety, mental health and nuisance anti-social behaviour.)

Content Short

13 To further develop assessment in the longer term, and in line with any changes made to the Student Officer Programme, the number and nature of examinations should be reviewed, based on the following parameters:

a) The number of assessments/examinations should be rationalised.

b) There should be a greater focus on the use of developmental assessments.

c) The use of multi-method assessments (e.g. situational judgement, open book etc.) would better assess the suitability of students to become officers.

Verification of

Exams &

Assessments

Medium /

Long

14 As part of the overall quality assurance approach, and in order to ensure the integrity of examinations:

a) A robust quality assurance process should be put in place to oversee and review the examination question bank and related processes. This should be supplemented by an annual review by the relevant Assistant Chief Constable and the accrediting body.

Verification of

Exams &

Assessments

Short

b) As per practice in Police Scotland, once current work to replenish the examination bank is complete (and a plan is in place to continue to review and refresh this bank), more specific, detailed and meaningful feedback should be provided to students on individual examination performance as a means of better supporting development.

Verification of

Exams &

Assessments

Immediate


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c) Once current work to replenish the examination bank is complete (and a plan is in place to continue to review and refresh this bank), and in partnership with the accrediting body, the confidentiality agreement should be removed and the use of study groups should be encouraged.

Verification of

Exams &

Assessments

Medium

15 The number of formal (pass/fail) assessments should be reduced and the number of non-assessed practicals should be rebalanced and redesigned to:

a) Promote a more problem-solving oriented approach.

b) Permit and encourage the involvement of more than one student officer.

c) Incorporate a range of flexible non-linear outcomes rather than finishing predictably with arrest and prosecution.

d) Allow for formal and informal accounting for actions and rationale using the national decision model

e) More accurately reflect operational demand and practice relating to suspects, victims and witnesses.

Verification of

Exams &

Assessments

Medium /

Long

16 The University Work Based Assignment should be related to Policing with the Community and have a problem solving focus (ideally connected to a problem which has been discussed and progressed during the programme by way of a group exercise and presentation.)

Verification of

Exams &

Assessments

Short

17 In order to ensure corporacy around the assessment of, and feedback on paperwork and assessed practicals, Foundation Programmes should seek to build upon existing engagement with subject matter experts across PSNI and partner agencies on a regular basis to establish a shared understanding of best practice, which is communicated clearly to training staff.

Verification of

Exams &

Assessments

Short

18 To address the existing issues around the application of discipline regulations, a working group, comprising the Head of Foundation Programmes, the PSNI Employment Lawyer, representatives from the Police Federation, Professional Standards Department and Human Resources, should be established to revise PSNI guidance on the Police Trainee Regulations (Northern Ireland) 2001. It should be clear, open and transparent and communicated to all students prior to commencement of their training.

Verification of

Exams &

Assessments

Short


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19 The academic contract should be put out to tender in 2017, after the completion of the current plus 1 year commitment period. This timeframe will reflect recommended changes to the overall Student Officer Programme. Any new contract should include:

a) A qualification in Policing Studies to be awarded at the end of the 22 week programme to facilitate the attestation into the role of Constable (as per the Police Trainee Regulations).

Accreditation &

Relationship

with UU

Long

b) Options for higher level qualifications to be undertaken during the probationary period. A minimum higher level qualification should be identified as a prerequisite to successful completion of probation. An academic graduation should be provided for by the awarding body. Options for additional qualifications should be available in the instance that student officers wish to commit to further academic study in policing.

Accreditation &

Relationship

with UU

Long

c) A requirement to quality assure all assessments which form part of the accredited programme. Accreditation &

Relationship

with UU

Long

20 In partnership with Central Procurement Directorate, regular contract management meetings should be arranged between PSNI and the UU to formalise current engagement.

Accreditation &

Relationship

with UU

Short

21 It is recommended that there is increased engagement between the Ulster University and PSNI students/trainers, to supplement existing input during Induction Day. Trainers and University staff should provide additional support to students by delivering a joint input relating to the preparation of assignments e.g. referencing system. It is recognised that this may require an alteration to the existing contract.

Accreditation &

Relationship

with UU

Immediate


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22 In order to provide reassurance to all stakeholders that all assessment, training and development remains current, valid and responsive, an appropriate overarching framework for the management of Quality Assurance should be agreed and implemented. In order to oversee and monitor the consistent application of appropriate Quality Assurance procedures (under the overarching framework) an appropriate governance committee should be established to carry out that role. It is further recommended that:

Accreditation &

Relationship

with UU

Short

a) A suite of consistent quality assurance procedures should be developed and collated into a Quality Assurance ‘manual’ available to all trainers to help establish implementation of common processes.

Accreditation &

Relationship

with UU

Short

b) To ensure independence and impartiality, the Quality Assurance Function and Examinations Unit should sit outside of Foundation Programmes within the Police College. Whilst the decision to move both functions under Foundation control, has had a positive impact, it is the view of the Review Team that if effectively led, structured and resourced both functions would be more appropriately placed outside of Foundation Programmes.

Accreditation &

Relationship

with UU

Short

c) The Police College quality assurance function should maintain a connection with Corporate Support Branch to ensure alignment with the broader organisational governance and audit functions and resources.

Accreditation &

Relationship

with UU

Short

23 A review of student officer examination pass marks is recommended, to ensure a consistent and evidence based approach is applied to all examinations. A suitably qualified independent expert should be identified by PSNI, in partnership with the Ulster University.

Accreditation &

Relationship

with UU

Short

24 Consideration should be given to increasing the interval between examination and resit beyond the current one week period, in the event that the student officer training programme schedule is altered.

Accreditation &

Relationship

with UU

Medium


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25 PSNI should have access to a sufficiently diverse and reflective pool of role actors. To that end the current role actor contract should be reviewed for suitability.

Accreditation &

Relationship

with UU

Medium

26 To provide necessary levels of strategic oversight and leadership to recommendations arising from this Review, both now and in the longer term, and to maintain pace and currency with national policy and College of Policing developments, it is recommended that a suitably experienced Chief Superintendent or Police Staff equivalent be appointed to the Police College. This should be supported by an appropriately resourced Senior Management Team.

Leadership and

Governance Short

27 The ‘Training and Development Strategy & Business Plan’ should be aligned to strategic priorities going forward. A work plan should stem from this with clear activities, deliverables, owners and milestones.

Leadership and

Governance Short

28 Monthly SMT processes and systems should be implemented to focus on matters such as governance, priority setting, risk management, resourcing, current / future demand, delivery, emerging issues and quality assurance. Further, decisions should be logged and accountability / timelines need to be more explicit.

Leadership and

Governance Immediate

29 The performance framework should be revisited to ensure it provides sufficient focus to activity, particularly the Student Officer Programme, on a risk-based approach. Consideration should be given to both quantitative and qualitative data to illustrate the Training and Development ‘story’, including its impact and journey towards supporting organisational priorities.

Leadership and

Governance Short

30 A resourcing review of the Police College should be commissioned to explore:

a) If there are sufficient resources, including specialist roles in place to deliver the ‘Training and Development Strategy & Business Plan’ as required by the organisation.

b) If there are opportunities to outsource training functions or activity to other providers as a means of increasing capacity.

c) If there are roles within the Police College currently being performed by police officers which could be performed by suitably trained staff.

Leadership and

Governance Short


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31 Staff selection processes for training and development roles should be based on the requirements of the role. Tenure should be introduced to ensure that operational experience is refreshed on a regular basis.

Leadership and

Governance Short

32 The role of Sergeant / first line manager should be re-aligned and focused on supervision and support rather than on training delivery.

Leadership and

Governance Short

33 Staff should be afforded regular Continuous Professional Development. Early focus should relate to the reinforcement of ‘Policing with the Community’ and the strategic priorities of the organisation.

In addition, the performance of training staff should be meaningfully observed by both a line manager and by the Trainer Development Unit on a regular basis and feedback given.

Leadership and

Governance Immediate

34 PSNI and the Northern Ireland Policing Board should assess the role of the Police Learning Advisory Council to ensure it meets the needs and aspirations of the organisation, partners and the original Patten recommendation.

Leadership and

Governance Short


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OFFICIAL [PARTNERS]

TERMS OF REFERENCE

FOR THE REVIEW OF THE POLICE COLLEGE

CONTEXT

The purpose of this Review is to critically examine issues which recently arose at the

Police College, where a number of student officers breached the confidentiality

agreement linked to the examination process. As a result, 54 student officers were

found not to have attained the academic standard, as they had benefited from this

impropriety in their re-sit examination, and were required to complete the student

training course from the beginning.

This incident has profoundly impacted upon the confidence of the public and the

Policing Board. The aim of this Review is therefore to restore this confidence by

remedying any deficiencies while ensuring that lessons are learned to avoid any

recurrence.

Whilst the size of the examination question bank and student studying practices

were some of the pre-cursors to this incident, the Review will take a much broader

scope.

The content of the Student Officer Programme, the culture and learning environment

within the Police College, academic accreditation and benchmarking will all form part

of this fundamental Review to satisfy the Chief Constable and Policing Board that

high ethical and academic standards are being maintained.


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SCOPE OF THE REVIEW

The Review will focus upon the following five areas:-

1. Content of the Student Officer Programme

2. Culture within the Police College

3. Verification of examinations and assessments

4. Accreditation and relationship with the Ulster University

5. Benchmarking

If any additional issues arise outside of these areas, they must be brought to the

Chief Constable who will give further consideration to their inclusion in the Review.

SPECIFICATIONS OF THE REVIEW

It is the expectation of the Chief Constable that the Review team specifically

consider each of these five areas and where appropriate to suggest remedial action

in the form of recommendations. The Review team are encouraged to be innovative

in their role and not feel fettered by the current structures or status quo.

1. CONTENT OF THE STUDENT OFFICER PROGRAMME

• Review and redefine the aims and objectives of student officer training.

• Examine the relevant importance and balance within the course structure

between academic content and practical policing skills.

• Ensure that adequate focus is placed on problem solving and collaborative

working, which will prepare student officers for their role in serving the public.

• Consider the overall assessment process and whether it provides a holistic

and balanced assessment of student officer performance.

• Review the timetabling of student officer training, particularly the intensity of

the course and the associated consequences.


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• Review the input by training staff and other contributors to ensure cultural

alignment with the aims and objectives.

• Examine the operation of the 'Regulation 6' dismissal process and the

associated appeals process.

2. CULTURE WITHIN THE POLICE COLLEGE

• Review the current culture within the Police College (student officers and

training staff) and ensure that it is aligned to any revised aims and objectives

of student officer training.

• Ensure that the culture within the Police College is aligned to PSNI principles

of integrity, equality, diversity, human rights, keeping people safe and policing

with the community.

• Examine the Police College culture to ensure that it is appropriately balanced

to prepare student officers for coping with the adversity associated with a

demanding profession whilst still creating a safe learning environment.

• Review the physical environment of the Police College, its presentation and

appearance to ensure that these are aligned with PSNI values and principles.

3. VERIFICATION OF EXAMINATIONS AND ASSESSMENTS

• Review the examination and assessment process, particularly the relevance

and breadth of the examinations question bank.

• Examine current student officer practices of 'study groups', the use of past

papers and whether these are considered to be ethical and in keeping with

acceptable revision practices.

• Consider current examination standards and the reinforcement of examination

'Confidentiality Requirements'.


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4. ACCREDITATION AND RELATIONSHIP WITH THE ULSTER UNIVERSITY

• Examine the academic accreditation provided by the Ulster University and

whether the number and frequency of examinations and the intervals between

examinations and re-sits are appropriate.

• Review whether the achievement of this academic qualification during initial

training remains practical or whether this should be extended to run

throughout the probationary period ie graduation upon being confirmed as a

Constable.

5. BENCHMARKING

• Benchmark the provision of initial recruit training and student officer

standards with those in England and Wales and Scotland.

• Consider the role of external parties in supporting strategic direction and

providing independent advice on police training.

• Explore the appointment of external leads to assist in research and

recommendations.

FAST TRACK ACTIONS

In anticipation of the commencement of the Review a number of fast track actions

were immediately implemented to ensure that the integrity of the current Student

Officer Programme was maintained. These actions have already been completed,

but will be subject to further consideration during the Review.

These completed fast track actions are listed as follows:-

• Conduct statistical scrutiny of recent examinations to identify any anomalies

that may require further investigation.


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• Examine any allegations/suggestions made in press/media/social media to

identify issues that may require further investigation

• Introduce new questions to expand the 'bank' of examination questions to

ensure in the short term that duplication in re-sit examinations is removed.

• Procure external assistance to further expand the 'bank' of examination

questions to prevent recurrence of issues.

• Conduct statistical scrutiny of upcoming examinations to examine that the

short term remedial action has been effective.

• Enhance prominence of 'Confidentiality Requirements' to reinforce the

expected standards.

TIMING OF THE REVIEW To provide the Review with the necessary time and space to conduct its work, the

Chief Constable considered a further suspension of student officer intakes and

recruitment at the Service Executive Board on 16 August 2016. The decision was

made to further suspend student officer intakes until December 2016 and delay the

new recruitment campaign until January 2017.

This decision was balanced against the fact that further delay to training new police

officers would exacerbate critical staff shortages and have a detrimental impact on

the PSNl's ability to fulfil its statutory duties and keep people safe.

The Review will be completed by 30 September 2016. It is anticipated that this will

provide adequate time for any recommendations to be considered and implemented

to the satisfaction of the Policing Board, prior to new squad intakes and recruitment.

The timing of student officer intakes and recruitments will be kept under review by

the Service Executive Board.


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COMPOSITION OF THE REVIEW TEAM AND OVERSIGHT PANEL

The Review team will be comprised of a group of Senior and progressive officers

and staff who are not currently part of the training arrangements. The following

leads have been appointed to each of the areas of the Review:-

Project sponsor: Assistant Chief Constable Alan Todd

Project lead: Chief Superintendent Alan Gibson - Police Scotland

The Oversight and Assurance Panel will include:-

Chief Superintendent Alan Gibson - Head of Police Training (Police Scotland)

Academic Lead - TBC with Chief Superintendent Alan Gibson

Academic Lead - Ulster University

Policing Board Member

Policing Board Official

Support as required by Chief Superintendent Alan Gibson

The Project Team will include:-

Work stream Co-Ordination - Chief Superintendent Barbara Gray supported by:

Content of the Student Officer Programme and Benchmarking - D/Superintendent

Wendy Middleton

Cultures within the Police College - Superintendent Phil Knox and Ms Maura

Muldoon

Verification of Examinations and Assessment - Superintendent Sam

Donaldson

Accreditation and Relationship with Ulster University - Ms Yvonne Cooke


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Please Note: Following consultation with Northern Ireland Policing Board, Terms of

Reference were updated to reflect that Board Members were no longer required to

participate on an Oversight and Assurance Panel. In addition, D/Superintendent Wendy

Middleton was replaced on the Review Team by D/Superintendent Bobby Singleton.

Appendix C: Stakeholder Consultation

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Stakeholder Consultation

Student Officer

Programme

Wider Police

College Training PSNI External

Head of Training and

Development

Head of Crime

Training Head of Human Resources

University of Ulster

Head of Foundation

Programmes

Police College

Administration Team

Policing with the Community

Project Lead

Police Learning Advisory Council

(PLAC)

Foundation Programmes

Course Director

Personal Safety

Programme Staff Police Federation representatives Equality Commission

Head of Learning Development

(former and temporary post

holders)

Firearms Training Equality and Diversity Unit

Commission for Flags, Identity,

Culture and Tradition (Co-Chair)

Student Officer Programme

Trainers13

Physical Training

Staff

Professional Standards Unit An Garda Síochána

Trainer Development Unit

Occupational Health and Welfare Police:Now Programme

Examinations Unit Area Chief Inspector (H District) Queensland Police Service

Student Officers14

Frontline Operational

Supervisors15

South Australia Police

Probationary Officers16

Probationary Officers (2014–16)

17

Victoria Police

3 One to One Interviews were conducted with 40% of the student officer teaching faculty.

4 Focus Groups were held with a total of 60 student officers and 20 probationary officers.This sample equates

to 32% of the student faculty attached to the Police College at the time of the Review. 5 An Online survey was sent to all Frontline Operational Supervisors, Trainers and Probationary Officers. A

total of 298 responses received. Frontline Operational Supervisors engaged in Neighbourhood and Local

Policing Team roles comprised 21% of the returned sample. 6 Focus Groups were held with a total of 60 student officers and 20 probationary officers, at various stages of

training. This sample equates to 32% of the student faculty attached to the Police College at the time of the

Review. 7 Of the 298 responses received to the online survey, 63% of the returned sample were completed by

Probationary Officers (2014-2016).


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Benchmarking Summary

Police:Now

The Review Team conducted a benchmarking visit to the Police:Now programme in London.

Police:Now’s mission is, “to transform communities, reduce crime and increase the public’s

confidence in policing, by recruiting and developing an outstanding and diverse group of individuals

to be leaders in society and on the policing frontline.” Originally established by the Metropolitan

Police Service, the programme is now adopted by 19 forces in England and is constituted as an

independent social enterprise. Police:Now is a six week-long intensive programme and trains

graduates with leadership potential to be, “inspirational police officers and outstanding crime

fighters.”

The Police:Now programme includes legislation (there is both a pre-entry and an end-of-course

examination), basic policing skills (including interview, arrest, stop and search, notebooks,

statements etc.) and attachments to operational stations; however the fundamental difference with

traditional training is that it centres around problem solving and a policing with the community style.

Officers graduating from the programme are allocated directly to geographical neighbourhoods

where they assume responsibility as a ‘beat manager’. They complete their normal probation period

with service-specific assessments and, in addition, they continue to attend development training

with the Police:Now programme which focuses on communication skills, advocacy, engaging

partners and problem solving. They are also required to attend an impact event every 100 days

during which each officer must provide a presentation to peers, police commanders and the public

on their personal contribution to policing their neighbourhood.

The Police:Now programme does not guarantee promotion post-probation, however, it does

guarantee highly motivated officers with very relevant skills. The programme is undoubtedly

challenging and may not be appropriate for every officer being recruited to a police service.

Nonetheless, a similar type of programme for PSNI would present clear opportunities to recruit and

develop high potential. In addition, and perhaps most significantly, the policing with the community

principles of the programme are certainly in keeping with PSNI’s own ethos.


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An Garda Síochána

Members of the Review Team spent two days with An Garda Síochána (AGS) at their Foundation

Training College at Templemore as guests of Chief Superintendent Margaret Nugent (Head of

College). AGS have recently undertaken the significant 'AGS Training & Development Review'

incorporating European benchmarking and involving a high level, multi-disciplinary advisory group.

This was a fundamental root and branch review. Recent investment in training was evident

including resourcing, extensive recruitment and broader training philosophy and content

development.

The College objective is to deliver a problem oriented training environment that prepares officers for

the service delivery role they will face operationally. The first four weeks of the training course are

focused on behavioural and broader skills development including critical thinking, problem solving,

communication and presentation skills. At a very early stage, focus is placed on the external

environment. On the second day of training Trainee Garda are required to undertake a task

identifying local community issues involving external engagement. Findings are then presented back

to their colleagues. Throughout the residential training experience operational experiential inputs

were timetabled including station visits and operational accompaniments.

The programme consists of three phases, according to the following timescales:

Phase 1 - 34 weeks

Phase 2 - 17 weeks assisting, 17 weeks assisting

Phase 3 - 36 weeks autonomous (including 5 weeks back at College)

The physical environment of the college maintained the historic elements of the site but the internal

layout had a modern college feel including art and soft furnishing break out areas. A separate

College museum focused on policing in its broadest international sense.

Trainee Garda present for weekly inspection in patrol uniform and this includes marching. Standards

were promoted through positive reinforcement with students. This included being both being

complimented and provided with developmental advice. 78% of all behavioural or standards

interventions were positive and merit based. Trainee Garda do not march around the site other

than during the limited marching practice. Rooms are inspected on an ad-hoc basis and are required

to be kept 'neat and tidy'.


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Queensland Police Service, Victoria Police and South Australia Police

Benchmarking was conducted with Queensland, Victoria and South Australia Police Services.

Examples of good practice that were identified and influenced this review include:

The Commissioner or Deputy Commissioner of Queensland Police Service meets each new

intake on their first or second day. During this they clearly articulate the values, ethics and

behaviours required of a police officer. The focus is exclusively on serving the community.

Their motto is With Honour We Serve.

A Graduation breakfast takes place during the last week of each Queensland Police Service

course. All Service Executive Team members are invited alongside other representatives

from statutory and voluntary groups. The focus is once again on the ethos and behaviours

expected for public service and this event marks the academic achievements. Three days

later is the ‘passing out’ event when officers are in full uniform with friends and family

present. This is a more formal event as officers complete their attestation.

Queensland Police Service has a strong legislative focus during training to ensure officers

have the basic knowledge required to fulfil their duties on appointment. Victims, harm and

vulnerability are focused on across a number of different modules of learning. Notably, a

total of 15 hours is dedicated to mental health.

Victoria Police has developed an excellent public service leadership programme. It is aimed

at middle and senior managers but the learning from collaborative decision making and

cross sector working is essential and is reflected in initial foundation training.

South Australia Police conducts weekly Probationer Management Panels, chaired by the

Head of Training. These are essentially case conferences which track progress and monitor

the development needs and action plans of student officers.

None of the police services practice show parades and have not done so for many years.

Queensland Police Service was the only service which conducted room inspections, these

are held approximately once in every 8 week period and are primarily driven by vermin

control issues in the locality.

South Australia conducts sporadic uniform inspections and holds a morning inspection

approximately once a week. This lasts for no longer than five minutes.

South Australia Police is developing ethical training and support to assist newly attested

officers to identify good and bad role models.

As pre-requisite to joining Queensland Police, an online agreement regarding standards,

behaviours and specifically plagiarism.

Appendix E: Actions implemented by the Police College in response to

Examinations Issues (June 2016)

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Removed all compromised questions from our exam banks

Reduction of two exams to one for week 20. This was completed for the same reason as the OCA reduction. To reduce the pass fail elements whilst still maintain the quality of the course.

A project to write exam questions and check existing questions was launched in June 2016. Phase I commenced on 14th June initially for 10 days in order to generate 150 questions for the week 16 examination papers. This was increased to a total of 164 questions with a deadline of 24th June. This was achieved. Phase II commenced on 24th June with three milestones to generate a further 369 questions including week 8, week 16 and week 20 examinations First Milestone 4th July - week 16 questions – delivered ahead of schedule Second Milestone 9th July – week 8 questions – delivered ahead of schedule Third Milestone 16th July – week 20 questions – delivered. As this progressed after Phase 3 in excess of 600 700 questions have been generated so far across both Phases and are currently being fed into examination papers as part of the validation process. This project has now been taken on [by] Pertemps who will deliver [200] questions per month for the duration of the contract. All of this work is to get the examination bank to a suitable level to deliver exams that do not use the same question during a 22 week rolling period. It has had the added advantage of making them more meaningful.

All hardcopy notes provided electronically to Pertemps

Extensive internal audit and quality assurance measures have been put in place in exams unit (more information can be provided if needed)

Confidentiality agreement now signed at the start of each exam at the front of exam paper

Inspector and Sergeant each with a training qualification and an exam writers course put in charge of exams unit report to Chief Inspector Foundation Training

Work around ethical situation judgement testing to be introduced to selection tests by Deloittes – this is currently underway

Two pieces of ethical work have been designed in conjunction with PSD; one will sit within SOTP and is based on an ethical scenario not too far removed from what happened in the college in June. This was designed to replace the work based project that is currently undertaken in conjunction with UU. One will sit in Phase training and is currently in place

Feedback now given to all students in a more detailed format

Exam study clinics have been reinstated

All courses now sit a re-sit papers with 100% new material on it to avoid the temptation to attempt to remember questions from the original paper

Head of Foundation Programmes

4th October 2016

Appendix F: Possible Attestation Event

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Approx. Timings

Item

Comments

0900-1000

Informal breakfast with Service Executive Team Rear Canteen

Students to wear normal patrol uniform. Course trainers to be present i.e. 1 x Sgt, 3 x Cons 1 x Student Officer delivers a short, informal speech on experiences of the course during training. Chief Constable makes short, informal speech congratulating officers on completion of their training and welcoming them into the police family.

1000-1100

Arrival of families who should be greeted by students. Arrival of other invited guests met by trainers. Front canteen

Students change into number 1 uniform (not tunics or hats). Tea/coffee/buns provided. SET and guests to remain and mix with families. All to be seated in assembly hall by 1100.

1100-1200

Formal attestation as police officers. Assembly Hall

Families and other guests to be seated first. Chief Constable, SET, Head of Training, Head of Foundation Programmes, course trainers and students to enter together. Possible agenda:

Welcome by Head of Training and Development

Formal attestation by JP

Individual hand-out of Identity Cards to Constables on stage. Each officer to salute, receive handshake and have photo taken with CC on stage.

Award of academic prize and baton of honour.

Closing speech by CC.

1200-1230

Formal Course Inspection Parade ground

New Constables lead families to parade square and show them to seats by 1200hours. Constables march onto the parade square. Constables called to attention and presented to CC for inspection. Following inspection officers are dismissed including hats in the air. Constables gather for course photograph in front of the traditional crest.

1230 Closure New Constables and families depart for private lunches and functions.

Appendix G: Police Trainee Regulations (Northern Ireland) 2001

(Regulation 6)

OFFICIAL

Source: www.legislation.gov.uk

Police Trainee Regulations (Northern Ireland) 2001

Regulation 6

6.—(1) Subject to standing orders made under regulation 7, the Chief Constable may by giving one week’s notice to a police trainee, terminate that person’s period of service as a police trainee if—

(a)the Chief Constable considers that the police trainee is not likely to become an efficient or well-conducted constable on completion of his period of service as a police trainee; or

(b)the police trainee has, on three or more occasions, failed to comply with a requirement to attend training imposed by any standing orders made under regulation 7 or any schedule issued under regulation 4, without—

(i)being entitled to be absent under Part III (leave), or

(ii)having obtained the consent of the Chief Constable to his absence, or

(iii)being suspended under provision made by standing orders under regulation 7; or

(c)the period of service of the police trainee has been extended in accordance with paragraph (2) of regulation 5, and having resumed training after the absence described in that regulation, the police trainee is absent from training for five or more days; or

(d)the police trainee refuses, without reasonable excuse, to undergo an examination by a medical practitioner appointed by virtue of regulation 7(4)(h); or

(e)following an examination by a medical practitioner appointed by virtue of regulation

7(4)(h) the Chief Constable considers that the police trainee—

(i)is not fit, physically or mentally, to be a police trainee, or

(ii)is not likely to be fit, physically or mentally, to be a constable on completion of his period of service as a police trainee; or

(f)the penalty of termination of service is imposed on the police trainee in accordance with standing orders about cases in which it is alleged that the conduct of a police trainee did not meet the required standards of conduct.

(2) A police trainee may end his period of service as a police trainee by giving one week’s notice to the Chief Constable.

Appendix H: Confidentiality Agreement Example Template

OFFICIAL

Foundations of Policing

Examination

Course 6-16

25th August 2016

It is vital that all candidates participate on an equal basis and feel confident that all

assessment processes are robust and have integrity.

Any documentation or information relating to the assessment process, that you will have sight

of and participate in must not be disclosed to anyone.

Anyone found to have disclosed information will be in breach of the Code of Ethics and will

be dealt with accordingly.

Please now read the following words carefully and sign below to demonstrate your

understanding of the above and your willingness to abide by these instructions.

" I have read the above and am willing to abide by the restrictions and agree not to divulge

any confidential matter, as I understand the integrity of the whole process would then be

brought into question. I further understand that failure to abide by the above will be

considered as breach of the Code of Ethics and I will be held accountable as such.”

Signature………………………….…………... Number ……………..…………

Print Name……………………….……….…… Date………………..…………...

police college review · the stated aims of the police college review, as per the terms of...

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