FAQs for new recruits

How will training for new recruits be different to the current system?

The majority of areas that serving officers were taught when they joined will remain the same but will be updated.

The main differences between current training and what will come in future is a reflection of the changes we have seen in the past 12 years. The new curriculum will include digital policing, wellbeing and vulnerability.

Every aspect of the new training has been created by the College of Policing working with forces and serving police officers.

For new recruits doing an apprenticeship, how much time will be spent doing the job?

A common misconception is that a degree just means sitting in lectures but for the majority of time the new apprentice recruits will be in force on frontline duties in the same way probationers work now.

A criticism that officers have made of police training is that it does not contain sufficient face-to-face training. Taking that on board, there will be face-to-face training for new recruits that may include attending a higher education establishment some of the time.

The minimum amount of time spent off the job training will be 20 per cent but each force will work with the higher education establishment to agree an exact figure. Off the job could include work-related projects, which could help tackle local crime or anti-social behaviour problems.

What will potential new recruits be assessed on?

New recruits will largely be assessed on their practical work, similar to the current system.

Before new recruits can apply to join one of the new entry programmes, they will be required to attend the same assessment centre which current recruits go through to test for initial abilities including common sense approaches, reading and writing skills.

How inclusive are these entry routes?

The College of Policing has noted that the introduction of this kind of system could increase the diversity of those joining. Participation in higher education is rising amongst ethnic minority applicants, faster than their 'share' of the population, and students from disadvantaged backgrounds have increased their participation in higher education at a faster rate than those from more privileged backgrounds. Market testing carried out by some forces has also shown encouraging signs. Forces have started to adopt these new entry routes.

Applicants from black, Asian and minority ethnic (BAME) backgrounds who applied for the police apprenticeship in Derbyshire and Nottinghamshire made up 15 and 22 per cent of applicants. It is hoped this will increase BAME representation in the service which is currently at six per cent.


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