[MAC0036]

Written evidence submitted by the College of Policing (MAC0036)

 

Our submission highlights our absolute commitment to address current and longstanding issues of race and policing in order to better protect the public. It provides updates on our work, including efforts to foster equality, diversity and inclusion in recruitment, progression and the exercise of police powers, since our evidence in 2019. It responds to the call for evidence on policing during the pandemic, stop and search, public order and efforts to enhance police and community relations. Our contributions to promoting equality and diversity are set out in the order which officers would experience them; reforms to entry routes, training at all ranks, and finally, activities to help develop future leaders who can inspire the confidence of all communities.

 

1 Introduction 

 

We view increasing diversity within policing and releasing the talent of everyone in the service as a top priority. As a key foundation to police legitimacy and the ability of the service to keep people safe, it is vital that we reflect our communities, build their confidence in policing and ensure the service can benefit from a wide range of perspectives. The service has been implementing a new a strategy for equality, diversity and inclusion, supported by the College and our evidence base since 2018. We have much more to do. 

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2     The College
Who we are and what we do

 

We are the professional body for everyone working in policing in England and Wales.

 

 

 

We are guided by the evidence of what works, and seek to identify and share that across the profession. We are the official What Works Centre for Crime Reduction

The College’s powers to set standards are derived from sections 123–130 of the Anti-social Behaviour, Crime and Policing Act 2014, which amended the Police Act 1996, and the Criminal Justice and Police Act 2001. The Home Secretary has ‘backstop’ powers to decline the exercise of our powers.

 

3 Our Actions

3.1 The evidence base - What Works

The College What works centre for crime reduction collates and shares research evidence on crime reduction and supports its use in practice.  It is part of a network of What Works Centres created to provide robust and comprehensive evidence that will guide decision-making on public spending.

 

Enhancing Legitimacy and Community Confidence

There is a significant volume of evidence in the area of police and community relations. Snapshots of how policing might enhance its legitimacy and community confidence in communities, which inform the College’s work and guidance include:

 

 

 

 

3.2 Overview: SUPPORTING THE STRATEGY

 

Supporting the implementation of NPCC’s Diversity Equality Inclusion (DEI) Strategy 

 

The College is an active member of the NPCC DEI coordination committee supporting the implementation of the 2018 strategy to which all Chief Officers committed. Our work includes peer support, sharing practice, improving data collection and informing the HMICFRS assessment framework to evaluate progress against the goals set out in the strategy. 

 

Peer Support for forces

 

Together with NPCC we initiated a programme of peer support to assist forces in the implementation of the 2018 strategy and to enable them to share promising and effective practice.  The programme begins with force completion of a self-assessment tool and involves delivery of targeted, bespoke peer support based on forces’ identification of need, helping forces to understand how improvements can be made at each stage of the process.  

 

Data collection

 

Data alone cannot effect change but will allow the service to better understand how and where it can improve, what works, and provide a baseline against which progress can be assessed and the service held to account. 

 

In collaboration with the Police Uplift Programme we are trialling new direct data extraction systems. We are also working with the NPCC and the forces to establish a new national data standard and to improve data collection. Through our data dashboards, we are supporting forces to understand workforce diversity and the importance of data in facilitating our understanding of inclusion and diversity. 

 

Assessment framework

 

The College is assisting the HMICFRS in developing the future assessment framework for inspection on progress towards implementation of the strategy. 

 

The College has developed force level dashboards that allow forces to better understand how they are performing in relation to a number of Diversity and Inclusion indicators.  These have been followed up with a number of force visits and presentations where key risks, issues and effective practice are discussed with those forces.

 

3.3 Stop and search and policing during the pandemic

The Committee has asked for updates on stop and search since 2019.

Background

 

We developed guidance on community engagement and scrutiny of stops, guided by public feedback.  With partners, we helped develop the Best Use of Stop and Search scheme, designed to further effective deployment of stops with community confidence and published research on the impact of stops. We published research on the effectiveness of Stop and Search in finding knives and cutting crime.

 

The College has played an important role in improving the manner in which stops are conducted, and recorded / held to account through work to facilitate to spread of body worn video throughout forces. The deployment, publication and monitoring of stops and searches are matters decided by forces and their partners.

 

Our last submission detailed how the College’s Stop and Search Authorised Professional Practice (APP) defines a fair and effective Stop and Search whilst the two-day practitioner training module informs officers how to conduct Stop and Search fairly, legally, professionally and transparently. 

 

Below we update on developments since spring 2019.

 

New College guidance on effective community oversight of Stop and Search

 

In April 2019 the Home Secretary asked the College to provide additional guidance to forces on effective community engagement for stop and search. College APP on Public and Community Scrutiny has now been expanded to provide improved guidance with regard to community oversight, engagement, and independent scrutiny and lay observation.

 

The College consulted on the draft and responses included 12 from scrutiny and civil society groups and criminal justice related charities. Responses were generally supportive of the draft APP with most individuals/organisations suggesting that it is easy to follow and understand, and will provide necessary clarity for practitioners on how to engage the public. 

 

We acted upon respondents’ concerns that stronger and more prescriptive language is required, and the need for more details on both community engagement (informing communities about stop and search) and independent scrutiny (opening stop and search practices up to communities). We make clear that the police are legally required to engage with communities (though not specifically in relation to stop and search) and recommends activities incl. community mapping exercises to identify those most likely to be affected.

 

We currently anticipate publishing the updated APP in summer 2020.

Community Engagement

 

The draft APP recommends forces are ‘proactive’ in engaging communities in advance of an authorisation for s60 searches (across a defined area) to assist operational planning and mitigate community concerns. Details of where and when authorisations have been made should be published to provide reassurance, maximise deterrence effect and allow the public to observe s60 operations. Engagement should continue after s60 authorisations, incl. to report back operational outcomes of authorisations.

 

Independent Scrutiny

 

We remind forces that PACE requires them to provide the opportunity for search records to be scrutinised by community representatives and to explain the local use of powers. The APP highlights that any independent scrutiny process for stop and search should consider the following principles:

 

Complaints

 

We recommend that forces set out a straight forward and accessible complaints process and introduce a threshold above which the force must explain their use of stops to local community groups. We suggest that forces develop and publish a policy that ensures those stopped are made aware of the complaints trigger and where to complain and that forces ensure complaints resulting from stops are identifiable on their systems.

 

Best Use of Stop and Search Scheme

 

The Home Office’s 2014 Best Use of Stop and Search Scheme (BUSSS) was jointly developed with the College. The voluntary scheme encourages forces to record additional data on Stop and Search, provide arrangements for a community complaints trigger about stops, and to consider changes to the authorisation process for searches under Section 60 of the Criminal Justice and Public Order Act – which when used, lowers the threshold of grounds for searches for a specified time, within a certain area.

 

Although the scheme was withdrawn in 2019, it is still used to inform practice in some forces.

 

 

3.4 Covid-19 Guidance - Equality Impact Assessments (EIAs)

 

 

Equality Impact Assessments are most meaningful and effective at force level, taking into account local populations and circumstances. For this reason one national EIA would not be viable.  However, forces produce EIAs/Community Impact Assessments relevant to their own communities.  

 

The Covid guidance the College has produced is a description of what powers officers do/do not have and an explanation of the legislation. The Home Office has the responsibility for considering the equality impact of the legislation.

 

The ‘Four E’s (engaging, explaining and encouraging, only using enforcement as a last resort), were created by NPCC to assist in the implementation of Covid19 legislation, to embody the principles of policing by consent. The framework could be applied to what officers do in a wide variety of activity, such as seeking to resolve minor public disorder outside pubs or disputes between neighbours, it is not a new separate policy. The College do not therefore have a separate equality assessment for the 4Es. However, in considering their use within the guidance, we assessed the 4Es against the evidence base. The framework they provide aligns to evidence on procedural justice and police legitimacy, which are associated with building public confidence in policing across different community groups (see 3.1, above). This evidence alignment assured us that the 4Es were suitable for use in guidance.

 

 

3.5 Public Order

 

In the light of the Committee’s interest in the policing of recent protests by both BLM and those described as protecting statues, it may be helpful to outline our role in promoting public safety and confidence in the delivery of public order policing.

 

College guidance and training for managing Public Order Public Safety (POPS) events

 

Bearing in mind the history and significant risks inherent in public order situations, the College has a particularly active role, relative to other policing activities, in ensuring a standardised and consistent approach to Public Order Command learning and accreditation across all forces.

 

Public order operations may only be commanded by those trained to the national curriculum and assessed as operationally competent. Chief Officers must also ensure that trained and competent commanders are available to command public order operations and that they are subject to a continuous professional development programme.

As well as scenario based training, public order commanders learning incorporates academic research into crowd science, crowd dynamics and crowd psychology, supplemented by reference to the ‘Guide on the case-law of the European Convention on Human Rights’ (pub. 24/4/20). Training courses focus on decision making based on the consideration of human rights, application of UK legislative powers and policies, and management of risk to the public, officers and public confidence.

We mandate annual refresher training for Commanders. Our most recent updates focussed on community engagement, benefits of early engagement with stakeholders and de-escalation planning.

 

Commanding POPS events

 

There is no one single prescribed tactical option for any given scenario, due to the wide range of variables in any given operational setting.  As a result, decision making rests with the POPS Commander and their assistant who are both trained in the proportionate, legitimate, accountable, necessary and ethical tactics necessary for policing POPS events.

 

Each event will be unique but the commander would be expected to consider the relevant legislation, risks and benefits associated with the tactical options available, knowledge and advice in respect of the demeanour of the crowd and likely impact of police action or inaction on public order and public safety. 

 

The commander would also need to consider the criminal justice strategy developed for the event and the potential for securing evidence to support post event investigations and prosecutions when considering the timing of arrest interventions.

 

 

4 The College’s work on diversity and inclusion

This section updates on our 2019 submission which detailed our work to tackle race inequality and increase diversity throughout the service.

 

We set the standards and the curriculum for entry into policing. We worked with partners including HMG to ensure that the ongoing Uplift programme ‘widens the gate’ without lowering the standard. We are determined to seize the generational opportunity of the uplift to build a diverse service. Our newly broadened entry routes include new pathways which research suggests may hold greater appeal for BME candidates. Our Fast track and Direct entry schemes have rapidly brought greater diversity into the ranks: the Internal Inspector programme attracted nearly three times the proportion of BME people than there are at inspector rank (see confidential appendix 2 for further detail).

4.1 Diversity and New Entry Routes into Policing

 

 

Widening access

 

 

 

 

 

 

Evaluation of New Routes (Diversity)

 

PEQF Initial Entry Routes: Learning to Date examined the impact of new routes (June 2020). 

 

The College attempted two data collection exercises to understand recruitment diversity under the new entry routes. Unfortunately, the limited data returns did not include figures for all of the protected characteristics so provides inadequate analysis in key areas. The limits of data quality in this instance have led us to revisit how both the College and policing collect data and what support forces might need in this area.

 

Our second data collection exercise was carried our as part of the PCDA evaluation and conducted in seven-early adopter forces (Notts, Northants, Northumbria, South Wales, Gwent, West Midlands, Staffordshire). The evaluation collected data from individuals on both the PCDA and IPLDP – the IPLDP cohort were recruited just before or alongside those on the PCDA. 8% of officers on the Initial Police Learning and Development Programme were BAME. A slightly higher percentage (10%) of officers recruited onto the PCDA were BME. See appendix 1 for further detail.

 

 

Findings

The impact of the PCDA on workforce diversity is in an early stage and any conclusions made risk being premature because most evaluation forces recruited from an existing pool of candidates who had already applied and gone through previous filters

 

However, the force that had used a targeted approach in recruitment to the new entry routes, recorded a significant increase in the proportion of BME applicants (22%), compared with their previous recruitment campaign (12%). 

 

Recruitment during the pandemic

 

Initial Police Constable Recruitment – from physical assessment centres to online assessment centres

 

Design, analysis and careful monitoring on new online assessment process

The College have worked with police officers and staff, and representatives from staff associations, national support networks, legal teams and diversity and inclusion leads to ensure that all testing is fair, impartial and inclusive.  We have worked with the early adopter forces to review cut scores, and carefully monitor any adverse impact on candidates and attrition rates.

 

Supporting entry into the service: Special Constables and Widening Access

 

Next Steps 

 

The Police Uplift Programme presents a generational opportunity to increase diversity. We will continue to collaborate with the Police Uplift Programme team to ensure widening participation is a cornerstone of recruitment – this is a goal shared by all partners and HMG.

 

Improving Data Collection: The College is committed to overcoming the data challenges encountered so that we can understand and act to increase equality of opportunity. Working with the NPCC, we will improve the collection and sharing of protected characteristic information across the workforce to enable monthly monitoring of the numbers of those with such characteristics recruited across forces.

 

The key data source to enable both monitoring and progress in this area is the Home Office Police Workforce Census, usually published in July. This publishes robust data on workforce demographics which includes data against race, age, disability and sex. We have worked to ensure it is now fully compatible with data, including on diversity, for new entry routes and we expect it to be published from early 2021 for the 2019/20 entrants and on an ongoing basis after that.

 

Leadership: The College’s Head of Diversity, Inclusion and Engagement has been appointed Diversity Lead for Uplift. Her focus will include richer and more consistent data collection and analysis of diversity factors; ‘declaration’ rates; exit interviews and flexible working.

Positive Action: Refreshed, user friendly Positive Action Guidance was shared with forces and stakeholders in March and will be developed to capture and share best practise in the future. The Attraction and Outreach Handbook and Hub also support the attraction of underrepresented groups.

We will publish the Equality Impact Assessment of new entry routes this summer.

 

 

4.2 The College’s Fast Track (FT) Programme and Diversity

 

Our Fast Track programme supports talented individuals to advance to the most senior ranks of the Police Service. The programme is available to serving constables, who if successful on the programme, will be fast tracked to inspector within two years. Those who are accepted onto the programme are considered as having the ambition and potential to reach superintendent rank and must be able to demonstrate a range of abilities, skills and characteristics of a future leader. Of all the accelerated promotion schemes that have been used in recent years the one that has shown most promise in supporting increasing diversity at more senior ranks is the internal Fast Track programme.

 

The FT Internal programme (cohorts 1 to 5) recruited existing officers to join the programme at a rate nearly three times the proportion of people from a BME ethnic background (36 out of 252 programme members, 14%) than represented nationally at inspector rank (5%). The proportion of programme members from a BME background was the same as national population figures (14% - census data 2011) – more detail available in confidential appendix 2.

 

 

4.3 Initial Training and the Policing Education Qualifications Framework, PEQF

 

 

 

In our original response to the Committee’s inquiry, we considered how the College and its predecessor body had worked to address Macpherson’s recommendations in relation to the investigation of hate crime, dealing with victims and witnesses and training on racism awareness and cultural diversity, including through initial recruit training.

Since our submission in spring 2019, College has launched the new Police Education Qualifications Framework, the new professional framework for training of police officers and staff which has considerably more, and richer content in regard to diversity. At the time of writing, there are 22 police forces using the Police Constable Degree Apprenticeship (PCDA) routes for the training of newly recruited PCs. There are also currently nine forces utilising the Degree Holder Entry Programme.

 

The PEQF has largely been developed to support the development of a more highly skilled and flexible workforce, capable of meeting the professional requirements of 21st Century Policing. However, it has also provided the opportunity to promote a values-based ethical approach to policing and the values underpinning new police education are based upon the Competency and Values Framework, discussed in our previous response. The PEQF places fundamental emphasis upon adopting an ethical approach to policing as set out in the College’s Code of Ethics, and centred upon serving, supporting and protecting the public. Within the Code, Policing Principles including Objectivity, Fairness, Integrity and Openness, and Standards of Professional Behaviours including Equality and Diversity, and Conduct provide those in the service with a clear understanding of the values which should guide the decisions of everyone in policing.
 

The confidential appendix 3 presents the modules in the PCDA relating to training on equality, diversity and the importance of understanding cultural and community differences. These are key themes weaved throughout the curriculum. The previous curriculum used in the Initial Police Learning and Development Programme (IPLDP) contained limited content set out in standalone modules on diversity, ethics and race and cultural considerations. The old programme stands in contrast to the more holistic approach of the PEQF PCDA, which contains considerably larger and richer content relating to diversity, which, aforementioned, is spread across numerous topic areas.

 

While topic areas of diversity, ethics and race are still distinct, key learning on these subjects is threaded throughout modules such as decision-making and problem solving. This approach addresses unconscious bias and related learning considerations which underpin knowledge, skills and behaviours.

 

The new approach has also allowed the College to match initial learning, including on knowledge, skills and behaviour to professional role profiles throughout the police service such as in the fields of investigation and intelligence. This consistency allows for the core values of diversity and associated knowledge, skills and behaviours encountered at entry to the service to be reinforced throughout a police career. 

 

Notable new topics within the PEQF curricula to equip officers with knowledge and skills in relation to diversity include are highlighted in appendix 3 (confidential), alongside all areas abstracted from the full curriculum related to ethics, racism-awareness training, understanding the needs to different communities, police legitimacy, disproportionality, professional standards. 

The National Police curriculum (extracts provided in confidence as an appendix)

 

Diversity and ethics are also prominent themes in some of the more operational and practical learning in the curriculum. These themes form an important part of modules on public protection, managing conflict, victims and witnesses, response policing, conducting investigations and communication skills, allowing the core values of diversity and understanding communities to be emphasised throughout police training.

 

4.4 Supporting Under-Represented Groups at All Levels In Policing

 

The College has undertaken a wide range of activity over recent years (detailed below) to bring together leadership development opportunities to ensure they are accessible, as well as redesigning content so it is current and fit for purpose. This has also included a strong focus on identifying and putting in place a range of support to promote workforce diversity through our new Senior Leaders Hub and Aspire scheme. For example:

 

 

Background

 

We have invested in identifying the barriers to progression and retention; finding what works, and starting the long-term programmes, which can yield inspiring, inclusive and diverse leaders in the future. Following a range of interventions, applications for promotion from BME members of the service have increased. We have delivered the National Police Wellbeing service (hosted by Oscar Kilo) and support staff associations playing an important role in supporting every individual in policing with the pressures in their working life.     

 

The evidence base: what works in promoting greater diversity in recruitment, retention and progression?

 

This is ongoing work for the College. We shall use our peer support networks and dashboards to identify and explore potentially effective practice. Early indications from our BME officer survey indicate that the provision of mentors and the development of professional networks is key to improving progression and retention for underrepresented groups. 

 

We are also building case studies of promising practice – presently, few, if any, long term evaluations of recruitment, progression and retention initiatives have been conducted.  Our aim of identifying promising practice could/will lead to more long term studies. 

 

The Uplift programme has sped up work on exit interviews to enable us to better understand the reasons for exit from the programme or service; providing another basis for evidence which can inform better practice.

 

 

Mentors and Professional Networks

 

The College holds a national database of mentors which can be accessed by anyone in policing seeking a mentor. The College’s senior leadership team has also recently set up and are taking part directly in a reverse mentoring scheme for officers and staff from BME backgrounds who have registered with the College’s leadership hub.

 

We have developed and delivered coaching skills workshops for managers in association with the Police Superintendents’ Association.  Over the last three years we have trained over 1000 managers and each manager has committed to mentoring at least 3 colleagues from groups currently under-represented in policing. The programme is being evaluated longitudinally by the Home Office.

 

We are working with the Uplift programme to support forces in outreach activity with communities (this seems to have positive benefits in increasing recruitment).  On retention, we are working with NPCC on issues of disparity in professional standards and the factors contributing to disparity.  The Police Uplift Programme has encouraged more detailed work on exit surveys as forces do not, at present, collect data in a standard way.

 

Toolkit for under-represented groups

Following the success of our senior leadership initiative, we are ready to launch an ‘Aspire for everyone toolkit’, developed for those from under-represented groups at all ranks. The toolkit is available to all in policing, including via App stores. The toolkit offers support, hints, tips and information incl. developing self-confidence, managing upwards, and influencing. 
 

Action Learning Sets Facilitator Training

So far in 2020 we hosted 10 regional events to train facilitators locally to facilitate action learning sets within their region. The 74 delegates each had to set up local action learning sets for under-represented groups as a condition of joining the training. These outcomes are yet to be delivered due to covid-19.

 

BME Women in Policing Events

 

The College and the NPCC held BME Women in Policing Workshops to support forces’ work in addressing under representation of BME females across policing, both in front line and senior roles, and to help realise mentoring and professional networks. 233 attended.

BME women in policing from all ranks and roles, chief officers, equality & diversity leads and Human Resources leads heard inspiring talks from police officers and staff, and details of all resources and opportunities available to assist in supporting and inspiring BME women. The event also allowed the service to learn from delegates’ experiences, obstacles and solutions in relation to:


Events yielded very positive feedback; many described them as empowering and inspiring.

 

 

 

 

4.5 Diverse Leadership

 

 

Background

 

We run the course, which sets the legal requirement for promotion to the most senior ranks. Course entry is low, but a range of evidence based, regularly reviewed and improved programmes have seen applications from under-represented groups rise and some of the most diverse cohorts yet apply for, and enter courses since 2018. 10.9% of officers who applied to enter the gateway for the UK’s most senior command course (SPNAC) in 2020 were BAME. The Code of Ethics for policing which we set out equips the service to effect cultural change; providing assurance that anyone can ‘call out’ unethical behaviour, including racism, at any rank.

 

The Evidence: Recent Diversity of the Strategic Command Course (SCC)

 

The SCC is the legally necessary ‘gateway’ to the most senior ranks in all forces in England and Wales and the entry process to join SCC is SPNAC (Senior Police National Assessment Centre). Numbers remain low, but focussed and innovative work has helped deliver some considerable successes in terms of both the diversity of those applying for, and attaining entry to this prestigious course.

 

We have seen increasing levels of diversity on the SCC with the 2018 cohort containing the largest number of BME attendees to date (5 officers/staff, approximately 14%). Successful applicants to the 2020 course contained the largest proportions female officers and staff to date (18 officers/staff, approximately 46%). Please see appendix 4 fig.1 for more information.
 

Applications to join the SCC through the Senior Police National Assessment Centre (the SPNAC process)

 

Possibly due to the introduction of the Senior Leaders Development Centre and other College led initiatives to increase diversity at the top of the service, we have increased numbers of applications from BME officers/staff and superintendents whilst the number of applications from female officers/staff and staff members in general have remained steady.

 

We have seen the proportion of applications from BME officers/staff increase from just over 3% in 2018 to nearly 11% in 2020. We had the highest number of applications from superintendents to date (19) in 2020, with the proportion of applicants at this rank more than doubling between 2018 (eight officers, approximately 9%) and 2020 (19 officers, approximately 21%). Please see appendix 4 fig. 2 for further information).

In 2019, 39 of the applicants attended a Senior Leaders Hub positive action initiative - over a third of applicants were therefore from an underrepresented group.18 of the 39 successful applicants in the 2019 assessment processes attended a Senior Leaders Hub initiative – therefore nearly half (46%) of successful candidates were involved in positive action support.

 

4.6 Our responses: addressing the diversity of leaders from multiple angles

 

Research and Review

 

In 2017 we undertook research on chief officer appointments including the attitudes of those applying and recruiting, which subsequently informed a full review of the gateways to senior leadership ranks; the Senior Police National Assessment Centre (PNAC) and the Strategic Command Course (SCC). This research also influenced the establishment of the Senior Leaders Hub in 2018.

 

Senior Leaders Hub

 

Increasing the volume and diversity of the talent pipeline through to chief officer level is a core aim of the (virtual) Senior Leaders Hub. It has already delivered changes and a range of initiatives (below) which have demystified and improved access to leadership development programmes and the assessment processes for the SCC. Through the Hub, we have also rolled out a specific offer for members of under-represented groups.

 

Whilst a number of these initiatives are very recent, they are already having a positive impact.  Since the introduction of this suite of initiatives, we have seen an improvement in the number of individuals from underrepresented groups successfully progress onto the SCC. We look forward to the Hub facilitating further progress on diversity in the future.  

 

Career pathway workshops: Introduced in 2017 for those from under-represented groups (chief inspector, superintendent, chief superintendent rank and police staff equivalent) interested in progressing to the most senior ranks. The workshops demystify the content and approach of the assessment process for senior leadership courses, enabling potential candidates to make an informed decision about whether a career pathway into the higher ranks is for them.

 

Senior leaders development centre: Offered to those from under-represented groups at superintendent rank and police staff equivalent who may be considering applying to the SCC in the next five years, this mirrors an executive level assessment centre to provide a realistic experience of the SCC assessment processes. Attendees receive feedback and the opportunity to reflect on personal development. Following the development centre, support is provided to participants by a chief officer mentor and executive coach.

 

Additional pre Senior PNAC support for BME candidates to senior selection centres: pilot event: In 2019 the College piloted offering additional support to the Nine BME applicants to the SCC. Seven candidates accepted the College offer and attended an event with BME Chief Officers and College staff. One of these candidates passed the 2019 assessment centre.

In 2020 this offer was reviewed and revised in collaboration with the newly established Senior BME forum. As a result, the Senior BME forum will now offer mentoring and guidance to all BME applicants to the SCC.  The Senior Leaders Development Centre will continue to support underrepresented groups at superintendent rank and police staff equivalent who may be considering the SCC within the next five years.


Mentors for BME applicants to Senior selection centres: The Senior Leaders Hub is supported by the Women’s Chief Officer Network (WCON) and Senior BME Forum, and members of these groups now offer mentoring and guidance to all BME and women SCC applicants. All female BME candidates are offered a Chief Officer Mentor from the Women’s Chief Officer Network and a Senior BME Forum mentor.

Aspire Leadership Development programme launched in 2019. Aspire includes a series of professional and personal development training modules to support and develop talented officers from under-represented groups at the rank of chief inspector, superintendent and chief superintendent and police staff equivalent. All delegates were offered three sessions of executive coaching to support their future development through the programme.

All delegates were offered three sessions of executive coaching to support their future development through the programme. 175 people have participated in Aspire Programme and a formal evaluation has taken place.  This showed the Impact on career development as follows:

 

5 Next Steps: Our Commitment to Change

 

We recognise this is an overdue moment for change. We are building on progress made over recent years and nurturing future leaders but recognise there is much more to do now. Some changes will take time but we are committed to the course. Diverse, fair, and considerate policing that draws from the strengths of, and enjoys the confidence of every community is good policing that keeps everyone safer.  We look forward to working with the Committee’s recommendations and making further progress, including on the steps below. 

 

This is a moment for action, we are committed to:

 

 

 

Appendix 1: PEQF Evaluation and diversity

 

 

Comparing ethnicities of those entering policing and being trained under the new (PDCA) and old (IPLDP) curricula in a sample of forces in 2018/19.

 

This relates to section 4.1 of our submission: Diversity and New Entry Routes into Policing, on page nine.

 

 

Figure 1: PCDA Student Officers and IPLDP Student Officers by race 2018/19 in seven forces. [4]

 

Ethnicity

PCDA student officers (%)

n=181

IPLDP student officers (%)

n=137

White

88

91

BAME

10

8

Prefer not to say

n<5

n<5

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Appendix 4: Applicants to Senior Leadership training by diversity

 

These tables provide a breakdown of applications to the Strategic Police National Assessment Centre (SPNAC) and the consequent composition of the Strategic Command Course (SCC), 2018-2020 by diversity.

They relate to section 4.5 of our submission: ‘Diverse Leadership’ (page 15).

 

Fig 1: SCC composition 2018 – 2020 [5]

SCC Breakdown of Attendees

2018 (35 Successful Applicants)

2019 (53 Successful Applicants)

2020 (39 Successful Applicants)

BAME

5 (approx. 14%)

1 (approx. 2%)

2 (approx. 5%)

Female

14 (40%)

19 (approx. 36%)

18 (approx. 46%)

Superintendents

7 (20%)

3 (approx. 6%)

6 (approx. 15%)

Police Staff

4 (approx. 11%)

6 (approx. 11%)

4 (approx. 10%)

 

 

Fig 2: Applicants to join the SPNAC[6]

SCC Breakdown of Attendees

2018 (91 Applicants)

2019 (98 Applicants)

2020 (92 Applicants)

BAME

3 (approx. 3%)

9 (approx. 9%)

10 (approx. 11%)

Female

39 (approx. 42%)

29 (approx. 30%)

31 (approx. 34%)

Superintendents

8 (approx. 9%)

17 (approx. 17%)

19 (approx. 21%)

Police Staff

16 (approx. 18%)

8 (approx. 8%)

15 (approx. 16%)

 

 

July 2020

 

 


[1] College of Policing Engagement and Communication APP. Engagement – 3.1.1 Police Effectiveness. Available at https://www.app.college.police.uk/app-content/engagement-and-communication/engaging-with-communities/

[2] College of Policing Engagement and Communication APP. Communication – 2. Face-to-Face Communication. Available at https://www.app.college.police.uk/app-content/engagement-and-communication/communications/#face-to-face-communication

[3] Tuffin, R., Morris, J. and Poole, A. (2006) An Evaluation of the Impact of the National Reassurance Policing Programme. London: Home Office. Also available at https://whatworks.college.police.uk/Research/overview/Documents/WW_overview_Visible_patrol.pdf

 

[4] College of Policing (2020) Policing Education Qualifications Framework: Initial Entry Routes – Learning to Date: development and implementation, 2016 to 2019. Available at https://www.college.police.uk/What-we-do/Learning/Policing-Education-Qualifications-Framework/Documents/PEQF-Learning-to-date.pdf#search=peqf%20evaluation p. 33.

[5] College of Policing Workforce Directorate

[6] Ibid.