Case Study – Avon & Somerset Police

The new Public and Personal Safety Training (PPST) represents a transformative shift in police officer training, moving away from traditional, fragmented instruction towards a dynamic, scenario-led, and student-focused approach. This “once in a generation change” aims to underpin public confidence and address long-standing criticisms regarding new recruits’ engagement and hands-on skills.

Context and Rationale for the New Training

The impetus for this overhaul stems from significant concerns around officer and staff safety. A 2018/19 review, prompted by an increase in recorded assaults against officers and staff, revealed widespread dissatisfaction with existing training. Over 40,000 officers surveyed reported high rates of assault, with 88% experiencing an assault during their careers and 39% in the last 12 months, leading to substantial sick leave. A notable 34% were “very dissatisfied” or “fairly dissatisfied” with their training.

In response, the College of Policing, in partnership with the National Police Chiefs’ Council (NPCC), developed the new PPST curriculum, emphasising improved officer safety, satisfaction, and consistency. The core pedagogical approach, designed by Professor Chris Cushion, is student-focused and prioritises decision-making proportionate to threat and risk, rather than being solely tactic-focused. This approach aims for more effective and inclusive training, allowing officers to decide on tactics based on their rationale, rather than a prescribed curriculum.

Key Features and Methodology

The new training is characterised by several innovative methodologies:

• Scenario-Led Learning as a Vehicle for Learning: Unlike previous scenarios that functioned as tests, the new approach uses scenarios as a “vehicle for learning” with a clear end goal. This allows for the practice of a whole range of complex skills – physical, mental, and verbal – mirroring real-world situations. Trainers can simplify or exaggerate scenarios based on learner needs.
• Rewinding and Repeating: A crucial element is the ability to “rewind the position to bring that learning outcome and go play again”. This provides an experiential learning opportunity to redo something and “make it better”. This immediate repetition and chance to self-correct significantly aids learning and confidence.
• Building Failure into Scenarios: The training deliberately incorporates “no win” situations and failure into practice drills. This helps address an “overinflated view of their own capabilities” and serves as an “inoculation” – providing a controlled “dose” of challenging situations to prepare officers for real life, rather than letting them have a “moment of realisation in real life”. This concept, while liked, requires careful management at the start of the training day.
• High Repetition and Speed: Scenarios are often “fast and fast moving,” with rapid transitions (e.g., “15 second, boom, 15 second next one, boom”). This maximises “contact time and mat time,” keeps learners enthused, and makes “time flew”. The high number of repetitions is seen as “really beneficial” for exploring different avenues and recognising the best options.
• Layering and Complexity: Trainers can establish different “layers” within a role-play or scenario, allowing continuous progression and exposing learners to “multiple pockets of risk”. This moves away from a “very linear approach” to foster “360 awareness”.
• Interleaving Learning: The sessions can dynamically switch between physical elements and knowledge-based topics like legislation, medical implications, powers, and policy, ensuring these crucial aspects are woven back into the scenario-based training.
• Emphasis on De-escalation and Communication: The training focuses heavily on negotiation, de-escalation, interpersonal communication, and conflict management to resolve situations safely without resorting to force, thus limiting the need for police equipment. Officers are equipped to provide rationale and explain legislation, leading to a statistically significant 11% reduction in use of force during the pilot.
• Environment and Resources: The importance of careful setup and space for scenarios, including using varied environments like cells, rooms, and even objects like broken bottles or furniture, is highlighted. This contextual environment drives student motivation. However, it also demands substantial resources, including “black wall” to maintain variety.