Professional Policing student shares Project Zulu experience

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We are grateful to Molly Diamond, a third-year Professional Policing Degree (PPD) student at UWE Bristol, for reflecting on her experience last August with the volunteering scheme Project Zulu.

The Professional Policing degree is a pre-join programme designed to prepare students for roles in the police and wider criminal justice sector after completing their studies. Project Zulu offers students from a range of disciplines the opportunity to volunteer in township schools in KwaZulu-Natal, South Africa.

As part of the safeguarding project, Molly worked alongside two fellow UWE Bristol students from other programmes. During her time there, she delivered lessons to schoolchildren on safety and sexual harassment, presented at a conference for teachers, and discussed safeguarding strategies with school principals. Molly was a real asset to the project, and here she reflects on the experience and the impact it had on her.

Why I took part in Project Zulu

Project Zulu is an organisation that collaborates with various departments at UWE to provide educational support and resources to schools in South Africa. I applied knowing it would be a once-in-a-lifetime opportunity, even though I was also in the middle of my application to join the police specials. When I received an offer to start training, I had to make a difficult decision — the dates clashed with my trip to South Africa. Ultimately, I chose to turn down the offer, trusting that I could reapply later and that this trip was something I couldn’t miss.

Arriving in KwaZulu-Natal

Before leaving, I felt a mix of nerves, excitement, and anticipation. I expected to run a few sessions with the support of Tim, Matt, and the other girls who were offered a place Erin and Emily.  I was anxious about flying solo for the first time and being far from family. Thankfully, the flights were smooth, and meeting the Project Zulu team immediately put me at ease.

Delivering safeguarding education

Working in the schools and leading conferences, workshops, and meetings was more manageable than I expected. I’m not someone who thrives on improvisation, and the first workshop tested me: our presentation failed, the children didn’t speak English, and we had 25 more students than planned. It was overwhelming, but with support from Matt, Tim, and the team, we adapted and restructured our workshops to better suit the classrooms.

Engaging with the teachers brought its own challenges, though the language barrier was less of an issue. One conference didn’t go as planned, but we made the most of it and sparked meaningful conversations about the issues children face.

What I learned from the experience

This trip has made me more confident, patient, and flexible. Working alongside Emily, Erin, Matt, and Tim was a privilege, and I’m deeply grateful for the experience. It was filled with hard work, early mornings, and moments of anxiety — but also laughter, growth, and unforgettable memories.  If you are thinking of applying, I recommend you go for it, I will never forget this and had the best time ever. 

Thank you, Molly, for sharing your experiences and for being such a positive representative of the UWE Bristol PPD programme.

Interested in the PPD at UWE Bristol?

UWE Bristol are regional pioneers of the national transformation in police education. If you would like to find out more about the Pre-join Degree in Professional Policing, you can follow this link

Editorial team

Paul Williamson (Editor-in-Chief); Claudia McCready (Lecturer); Claire Bowers (Senior Lecturer); Eve Smietanko (Joint Programme Leader & Senior Lecturer) and Ian Lowe (Senior Lecturer).

National Apprenticeship Week

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To mark the NAW2026 Apprentice Wednesday theme, we are sharing another snapshot of life on the Police Constable Degree Apprenticeship (PCDA). In this blog, apprentice officer Tom Owen from our June24 cohort, reflects on the variety and pace of frontline policing, busts a common myth about the journey into the role, and explains how academic learning, reflective practice and real-world experience combine, often under pressure, to shape professional judgement. Over to Tom…

Favourite part of the role

Variety – no two days feel the same. You might be writing coursework, reflecting on your experiences one day, and the next you’re then seeing how the theory translates into practice as you juggle safety, legislation, and investigation at the scene of a roadside collision. That overlap between academic thinking and frenetic frontline policing is demanding, but it makes the PCDA feel like real professional development, not just policing with university on the side.

One Myth to bust

It’s a long road to becoming a police officer. That’s definitely not been my experience. Day one, its impressed upon you that you’re an officer – with the accountability and responsibility that comes with it. The expectations are rightly high even as you learn the basics.

Day in the life

There’s no standard day, and no easy ones either! You might be on a nine-hour shift, with no possibility of rest and no guarantee of finishing on time. During that you’ll work collisions, assaults, thefts, and anything else that you’re thrown at and whether you’re with your tutor (in the early days) or out on your own, you’re constantly applying what you’ve learned to some really chaotic situations. You may never have experienced real conflict before, but you’ll suddenly find yourself trying to remember how a complex piece of legislation fits the circumstances you find yourself in and gets you to a good outcome for the people involved. If you’re not on shift and back in an academic cycle the pressure doesn’t lessen. Sure, you may not be in harm’s way, but you’ll have assignments and deadlines that keep the pressure on. It’s so important to find ways of balancing it all, managing that stress, but it’s worth it. It really is.

Top 3 learning moments

Reflective writing helps you. It feels strange and perhaps less than relevant when you begin writing reflections as part of the apprenticeship programme. Lean into it: It’s a crucial skill. It teaches you to take a moment and breathe, to learn what you can from a situation and to recognise the things that are within (or beyond) your control. You’ll need that every day you’re on duty.

Keep de-escalating. Find new ways to try to calm a situation. Even if you’ve tried, even if you’re repeating yourself, even while you’re having to physically intervene just keep trying to calm them.

Theory and Practice: it’s fair to say that some models you look at in university don’t quite land cleanly out in the world. Policing is messy and chaotic and you’ll scratch your head trying to find the relevance of a particular model. Take the pieces of each of them that apply to a situation though and you’ll quickly find yourself building better ways of approaching problems that come up again and again.

Challenges

The hardest part of the process is workload. The University periods seem well contained, but managing your reflective practice and selecting evidence to meet competencies while being bounced from incident to incident can prove challenging. The work of response policing alone can be challenging to be honest, if somewhat expected. The best advice is to speak with your tutor and supervisor early and check in if you need to.

Advice for applicants

Get comfortable with planning your work in advance – even on district. If you have investigations, you’re managing then understand who you need to speak to, where you need to go to advance them and do it before the radio calls you to the next demand on your time. It’s fair that even the best laid plans rarely survive a busy shift but keep a record of outstanding tasks and get to them when you can – it’ll save you a headache later as you try to catch up and the radio’s calling.

Thanks to Tom for sharing such an honest and thoughtful snapshot of life on the PCDA. If you are interested to find out more, you can follow these links to #NAW2026 and the Police degree apprenticeship route.

Editorial team

Paul Williamson (Editor-in-Chief); Claudia McCready (Lecturer); Claire Bowers (Senior Lecturer); Eve Smietanko (Joint Programme Leader & Senior Lecturer) and Ian Lowe (Senior Lecturer).

Celebrating National Apprenticeship Week 2026

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We are thrilled to be supporting the start of National Apprenticeship Week with a two-part series celebrating Police Constable Degree Apprenticeship (PCDA) officers from Avon & Somerset Police. Each piece offers an honest look at early career frontline policing, what they enjoy most, what a typical shift can involve, key learning that has shaped their practice, and the realities of balancing degree study alongside operational demand.

First up is Coral Forde, reflecting on teamwork, the pace and variety of response policing, and the practical lessons picked up on the programme.

Favourite part

My favourite part of my policing career is my team. The team dynamic works well, in that we recognise each other’s strengths and weaknesses, which we use to our advantage at jobs. By having a smaller team, we hold each other accountable and identify areas for personal development. Due to the shift pattern, we spend a lot of time around each other, and by having a great team where I feel supported, I enjoy going to work.

A common myth is that all police officers are blue‑light trained, but in reality, officers complete the advanced response driving courses needed to legally and safely drive on blue lights after 3 years of service.

Day in the life of

I try to arrive early, giving myself time to settle in before the pace picks up. Some days I am sent straight out to support colleagues or help meet demand. If I am not, I head into briefing — the essential “need‑to‑know” update on recent activity, current risks, and priority intelligence for my area. We will also be assigned to our call sign and crewing. This usually takes around 20 minutes. I may be assigned a handover, where I take over the investigation around someone who is in police custody or a Top 3 priority job, which is a call that needs to be dealt with ASAP but due to staffing levels and other demands, has not been attended yet. Where I can, I check my emails and task tray, working through any admin that needs attention before heading out. Throughout my shift I can be dispatched to anything from Missing people, Road traffic collisions, Domestic incidents, suspicious behaviour, and people in mental health crisis. In between calls, I will grab some food and where I can I like a cup of tea. Every day is different, some can be busier than others, but each one is centred on preventing harm, crime reduction and supporting my community.

Three things I have learnt

One of the important things I have learnt whilst at UWE that has transferred over into operational policing is the 8 – Step ladder to Femicide, developed by Professor Jane Monkton Smith. By understanding the 8‑Stage Homicide Timeline, I can now better recognise patterns of coercive control and escalating risk long before violence reaches a crisis point, and I can use the stages alongside my NDM to identify practical actions and safeguarding interventions at any domestic incident I attend.

I have also learnt the importance of learning about and understanding local issues within my community, as it will help me identify and support vulnerable people, and understand why they may commit crime. This will shape the type of policing response we give to help balance public confidence whilst upholding the law.

Being on the PCDA programme with UWE has taught me how important it is to reflect on my work and decisions, both in the moment and after incidents. Through academic input and practical learning, I have developed a better understanding of why reflective practice strengthens my professional judgement, improves my policing approach, and helps me recognise areas for growth. It has encouraged me to think critically about my actions, learn from experience, and continuously improve the way I safeguard and serve the public.

 Challenge of apprenticeship

For me, the biggest challenge of the apprenticeship is time management. You get protected learning time when you are at UWE, but alongside operational demand, you are required to complete reflections weekly during tutorship, and monthly thereafter. On top of this we are also required to submit evidence forms until we become fully operationally competent (FOC) to demonstrate our learning on the job. I was very fortunate in that I have an incredibly supportive PDU assessor. He introduced himself the first week of the PCDA programme and outlined how he would be supporting my career development. We maintained regular contact and set goals which minimised any stress and build-up of workload. He has also been supportive around my welfare as and when appropriate.

One piece of practical advice

One piece of practical advice I would give any officer, is invest in your locker. It will become your personal welfare hub. Keep it stocked with grab and go snacks, drinks, toiletries, spare uniform, and a change of personal clothes. By investing in your locker contents, you will be prepared for what the shift may throw at you. Plus, it means you will not have to wear custody clothes if you must change after a particularly messy job.

One thing I am proud of

I am proud to be working in my community, doing what I can to make a positive difference, and I hope that by showing my commitment, I can inspire others to step forward and do the same.

Thanks for reading Coral’s snapshot. If you are interested to find out more, you can follow these links to #NAW2026 and the Police degree apprenticeship route.

Editorial team

Paul Williamson (Editor-in-Chief); Claudia McCready (Lecturer); Claire Bowers (Senior Lecturer); Eve Smietanko (Joint Programme Leader & Senior Lecturer) and Ian Lowe (Senior Lecturer).

Reflective Practice in Police Training

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“Reflection is one of the most underused yet powerful tools for success.” – Richard Carlson

Many of us have fresh goals and ambitious plans as we step into the new year. However, before we race ahead, there is immense value in pausing to look back. Reflection isn’t just about remembering what happened. It’s about understanding what those experiences taught us and how they shape the way forward.

Our first blog of 2026 is written by Eve Middleton, who is our Apprenticeship Progress Manager in Policing at UWE. Eve has worked at UWE since 2014 in various different roles, but always linked to the support of our frontline vocational programmes including: teaching, nursing and now policing – since 2020.

In this blog Eve considers why reflection is such an important part of policing and life. Over to you Eve…

Why reflection matters…

I recently spoke with a student officer who, during their first year, couldn’t see the point of reflections. It felt like a box-ticking exercise that took time away from the real action in the station.

By their second year, their perspective had shifted. Revisiting earlier reflections, they saw clear evidence of how far they’d come — from feeling uncertain and easily flustered on patrol to attending complex incidents with confidence. Seeing their own progress written down made a real impact.

I’ll admit, I whooped (and tried hard not to say I told you so). They’d captured one of the most valuable parts of reflection. It’s not just about analysing mistakes or spotting weaknesses. Sometimes, it’s simply about taking a moment to recognise growth.

“We do not learn from experience… we learn from reflecting on experience.” -John Dewey

The College of Policing describes reflective practice as a key part of professional learning. In simple terms, it’s about making sense of your experiences. Understanding what went well, and what didn’t, and how you can use those lessons next time. Policing isn’t a static job; every day brings something new. Officers who can think critically about their actions, learn from mistakes, and adapt is what keeps them, their colleagues, and the public safe.

Reflective practice also helps you meet apprenticeship funding requirements. Every apprentice has to evidence a set amount of off-the-job training.  This is new learning linked to the required knowledge, skills, and behaviours (or KSBs for short) that underpin the Police Constable Degree Apprenticeship (PCDA). Reflective writing counts towards KSBs and it also builds valuable evidence for student officers’ apprenticeship portfolios. It is also great preparation for professional discussion assessments, where you’ll be expected to explain what you’ve learned and how it links to the KSBs.

Beyond Pen and Paper

Not everyone connects with traditional written reflection. Some people think best out loud, which is why we’ve introduced the option for UWE PCDA Apprentices to record audio or video reflections instead. This way, you can reflect in whatever format works best for you.

This approach also mirrors what happens in real-life policing. Think about those informal debriefs after an incident, maybe on the drive back to the station or over a quick coffee with a colleague. You talk about what happened, what worked, and what you’d do differently next time. That’s reflection in action. We all do it! We’re all constantly processing, learning, and improving.

Dear Diary…

If the word “reflection” sounds a bit intimidating (or even a bit dull), try thinking of it as professional journaling. Journaling has well-known mental health benefits; it can reduce stress, improve emotional regulation, and help you make sense of tough experiences.

In policing, where officers regularly face high-pressure situations, reflective writing or recording can be a powerful way to build resilience. It helps you process what’s happened, spot patterns in your thinking, and strengthen your confidence and judgement. Over time, this kind of reflection can help you feel more grounded and capable, even in challenging situations.

Continuous Professional Development

Of course, all of this talk about reflections doesn’t just apply to your time as an apprentice. As you progress in your career, the reflective skills you have developed will be used again and again. Reflection for the purposes of continuous professional development (CPD) is something that will be expected from you throughout your career.

An example of this can be found in the College of Policing (2025) Resources for Reflective Practice where you are encouraged to use the reflective models of Gibbs (1988) and Kolb (1984) to reflect on the impact of your learning. In fact, if you search the web for ‘reflective practice in policing’ you will see that it is a value that is threaded throughout all career branches. Reflective practice is also supported and promoted by the IOPC and the Police Federation to foster a solution-based approach to complaint resolution.

Image generated using Microsoft Copilot

A Little Nudge

I couldn’t resist the temptation to use this opportunity to provide a gentle reminder from your tripartite team, PDU assessors, and tutors to upload your monthly reflections! Nothing inspires ‘professional growth’ like a friendly nudge (or three)! It might feel like nagging, but we promise it’s for a good reason. We want you to succeed and fly through your assessments to reach a point where critical thinking becomes intuitive. So, upload those reflections and let your future self thank you later!

For more information and resources on reflective practice for UWE Apprentices, check your programme Blackboard site, chat with your PDU Assessor, or drop the PCDA tripartite team a line at hss.policing@uwe.ac.uk

About the Author

Eve immigrated to the UK from New Zealand in 2004 and found her way to the South West in 2007 after 3 years in London. She has had a varied working background including recruitment, film, TV, theatre, hospitality and childcare, to name a few! She currently lives in a beach town with her partner, dog and two cats and likes to spend much of her spare time pottering in the garden and learning new skills with power tools.

References

College of Policing (2025) Resources for Reflective Practice. Available from: Reflective-practice-resources-for-policing.docx [Accessed 15/01/2026].

Gibbs G. (1988). Learning by Doing: A guide to teaching and learning methods. Oxford: Further Education Unit, Oxford Polytechnic.

Kolb DA. (1984). Experiential Learning: Experience as the Source of Learning and Development. Englewood Cliffs, NJ: Prentice Hall

Editorial Team

Paul Williamson (Editor-in-Chief); Claudia McCready (Lecturer); Claire Bowers (Senior Lecturer); Eve Smietanko (Joint Programme Leader & Senior Lecturer) and Ian Lowe (Senior Lecturer).

If you would like to be a guest blogger, please contact Police.Blog@uwe

Please feel free to leave a comment below which will be shared with the contributors. We would love to hear your thoughts!

PCDA Students go International: PC’s Kennedy Marlow and Fay Workman Reflect on International Project Week in Germany

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Each year, a unique opportunity brings together police students and lecturers from across Europe for a week of international collaboration and learning. This year, UWE Bristol Police Constable Degree Apprenticeship (PCDA) students Kennedy Marlow and Fay Workman from Avon and Somerset Police joined 34 fellow attendees from nine European countries at the renowned Rheinland-Pfalz Police Academy in Germany for the International Project Week (IPW), held from 19 -23 May 2025.

Hosted in the scenic southwestern region of Germany, the IPW is more than just an academic exchange, it’s an immersive, hands-on experience that allows officers to compare how policing is practiced across borders. Students are split into six diverse, multinational teams, each led by a final-year German police student. These groups spend the week diving deep into police powers and procedures such as vehicle and identity checks, searches, use of force, culminating in team presentations at the end of the week.

In this blog, Kennedy and Fay share their experiences of the week which offers a fascinating insight into how international collaboration can shape our understanding of good policing, both at home and abroad.

What were your first impressions when you arrived in Germany and met the local officers?

Kennedy: We properly met the other student officers on day one, when we were split into groups. Fay and I split, giving us the best opportunity to mingles and not stick together! My group included four German officers and four others from across Europe. The Germans were incredibly warm and welcoming, and our group gelled faster than you can say “Bratwurst.” Their humour was sharp, their English flawless, and thankfully, their sarcastic Brexit jokes translated perfectly.

Fay: When I first arrived, I was immediately shocked at the grounds of the academy as it was an old air force base, it was such a beautiful place. I was nervous to meet all the other officers from European countries who I was sharing a flat with for the week. After a few hours, we attended a welcome lecture, and I could immediately see how welcoming the German officers were as well as the officers from all the other countries.

Can you describe a typical day during the exchange? What kinds of activities did you take part in?

Fay: So, every day was different. Some days we were doing a few hours of classroom discussion and scenario-based work. This was super interesting as it gave us a chance to compare powers and policies between countries and how we apply them to each scenario.

Other days consisted of visiting their local police station and seeing a training demonstration from the dog handlers, eyeing up their German fleet, having a look at their custody cells and getting to meet their helicopter squadron. We would regularly play sport in the evenings with all the German students and other exchange students, followed by a few beers in their bistro bar, playing drinking games all together.

Kennedy: The morning started early at around 06:30, having to share a shower with four other girls was really survival of the fastest. Breakfast ran until 07:30 and by 08:00 we were in our groups, speaking through scenarios and how each country would use their policy and powers, quickly learning Bulgaria really play by their own rules.

Lunch was like going back to primary school, two options, Veggie and meat. All provided and paid for by the German Academy, even fed steak one lunch!

This day was then followed by an afternoon of trying and testing the German PPE and hand-to-hand combat, showcasing each counties techniques in dealing with restraint and arrests of non-compliant subjects.  It was like a Eurovision of tactical takedowns—minus the glitter, plus a few bruises. I’ve certainly got a few new tricks for the streets of North Bristol.  

Then every evening we came together in the bar on campus and spoke about work, life and everything in between, all powered with the very respectfully priced alcohol served by the loveliest barman.

Are there any policing methods or approaches in Germany that stood out to you?

Kennedy: One of the most eye-opening moments was our visit to the custody centre in Koblenz.

We were shown a few cells, which were incredible basic, a hole in the floor for a toilet, a slab for a bed, no blankets, no cameras in the cells and only one option for food, cheese on bread served with water, made by the inmates at a nearby prison. Later that evening, we chatted with the other students about custody procedures, and when we mentioned the idea of a “constant” (an officer monitoring detainees), the German officers looked genuinely puzzled. It was one of those moments where you realise just how different our systems really are.

Another standout feature was a massive holding cell designed for up to 30 detainees—used after large-scale public order incidents, like football matches. What really surprised us was that the detainees would be left in there together, unsupervised. No officers. Just 30 people, one room, and a lot of tension. It sounded less like a custody suite and more like the start of a very intense reality show.

In complete stark to their very traditional thinking for detainees, the flip side was finding out that the German Academy use VR to simulate situations before going out into the ‘real world’. Clearly very forward thinking in their use of technology. Albeit when I had a go, I felt very motion sick and nearly fell flat on my face.

Fay: The way they deal with mental health stood out the most, they completely took a back seat, there was no such thing as a “constant” at hospital or custody as their health service would take the lead there.  They also would force drink drivers to give blood if they refused blood and this would include being strapped to a bed and taken by force. They also must speak to a prosecutor’s office before entering a property to get permission and are forbidden to do so between 10pm and 6am unless to save life or limb….no 5am arrest attempts.

How did the experience challenge or change your perspective on policing?

Kennedy: One recurring theme throughout the exchange was the reaction I got when explaining what it’s like to be a police officer in the UK. I lost count of how many times I was told I must be mad to sign up for a role where I’m often solo-crewed, unarmed, and without a Taser (for now…). It was a real eye-opener to see how differently policing is structured and perceived across Europe.

That said, the experience gave me a renewed appreciation for British policing. It’s easy to feel worn down in the job and focus on the negatives, but after so many conversations with officers from other countries,

I came back feeling encouraged. We have a lot to be proud of—particularly in areas like legislation, communications, and conflict management.

What was the most memorable moment during your time with the German Police?

Fay: I think for me, it was the day we went for a hike through the most beautiful forests and went to a local BBQ barn restaurant, followed by a party on the final evening to say our goodbyes. It was so sad to say goodbye as I felt we had made genuine friendships with people from all over Europe.

Kennedy: It’s hard to pick just one moment—there were so many positive and genuinely fun experiences throughout the exchange. But what I look back on most fondly are the evenings we spent together as a group. The weather was warm, the company was brilliant, and the atmosphere was relaxed. Most evenings started with a game (or several) of volleyball—something that quickly became a highlight of the trip. Although I was diabolical, the German officers were fiercely competitive but also incredibly welcoming, turns out, my enthusiasm counts for something, even if my hand-eye coordination doesn’t.

Did you notice any significant differences in how the police engage with the public in Germany compared to Avon & Somerset Police?

Kennedy: This one’s a bit tricky to answer, as we didn’t do a traditional “ride along” or observe frontline interactions with the public. However, one thing that really stood out was during the hand-to-hand combat training. Some of the takedown techniques demonstrated by the German students were… let’s just say, bold. I couldn’t imagine using some of them back home—not because they weren’t effective, but because of the potential for injury, especially to the head/neck. In British policing we’re very conscious of the scrutiny around use of force, and rightly so. If someone ends up injured, we’re held accountable, and every action must be justified.

When I explained this to the German officers, they seemed genuinely puzzled. Their response was words to the effect of, “they shouldn’t commit crimes then”. It was a stark reminder of how cultural attitudes and policies shape our policing styles. Where we might tread carefully, they take a more direct approach. Neither is necessarily right or wrong—it just highlighted how differently we’re trained to think.

Fay: There were huge differences. Most of the powers and policies and policing tactics were different. Rules differed, especially with powers of entry in the night-time and how they deal with vulnerable people. The biggest difference though was the availability of PPE equipment and a no single crewing policy for patrol. The UK were the only country unarmed which completely shocked every other country. I felt that the other countries would resort to their firearm in circumstances that UK officers wouldn’t even be drawing their incapacitant spray due to fear of persecution from the public. However, they couldn’t quite believe that we attend jobs, pull over cars and arrest people with no taser or firearm.

How has this experience influenced your development as a student officer?

Fay: Being able to gather an insight into policing from over 10 different countries was completely invaluable and a once in a career opportunity. It helped me realise that although every country does things differently, our way isn’t always the best way, and that there is always something to learn from others. My confidence in my policing grew, having to demonstrate our PPST training, conduct presentations on our powers and policies and live with officers.

Kennedy: It pushed me out of my comfort zone in the best way possible—new country, new people, new ways of thinking. It gave me the chance to reflect on how I approach situations, especially when comparing how other countries manage conflict, communication, and even training. It’s definitely made me a more well-rounded officer and probably a slightly (very, very slightly) better volleyball player too.

The Chief Constable Sarah Crew has thanked both of you for your advocacy of the force. How did it feel to represent UWE and Avon & Somerset Police policing on an international platform?

Kennedy: Honestly, it was a bit surreal—but in the best way. There’s something quite special about sitting in a room full of officers from across Europe and realising you’re one of two officers representing not just A&S and UWE, but the United Kingdom. It was a proud moment.

I was acutely aware of how un-articulate I can be at times and when everyone’s looking at you to be the shining example of the Queen’s English, the pressure is definitely on. Hopefully, when I presented our group work to the lecture theatre, my West Country accent didn’t come through too thick…

Fay: It felt great to have this opportunity, as I know it was a once in a career event. As soon as I was chosen to go, I was very excited and apprehensive on what an international project week would entail. We both did a presentation in front of everyone in the lecture hall on British policing and the differences, which was cool to be able to explain to them how we work.

Would you recommend this experience to other PCDA students, and if so, why?

Fay: Yes of course. Like I said, it’s a once in a career opportunity and gives you insight into policing all over Europe. Its invaluable.

Kennedy: Absolutely—without hesitation. It was one of the best trips I’ve had the privilege of going on. It’s a unique opportunity to step outside your comfort zone, learn from others, and gain a fresh perspective on policing. You’ll come back with new skills, new friends, and a renewed sense of pride in the responsibility and risk we carry as British police officers.

Fay and I had the honour of presenting their Chief with an Avon and Somerset Police plaque as a gesture of gratitude and goodwill. We expressed how thankful we were to be their guests and acknowledged the incredible amount of effort and organisation that went into making the week such a success.

The Editorial Team would like to say a massive thank you and well done to Kennedy & Fay. You are both a credit to your force and we wish you well back out on the streets.

If you would like to be a guest blogger, please contact Police.Blog@uwe.ac.uk

Paul Williamson (Editor-in-Chief); Claudia McCready (Lecturer); Claire Bowers (Senior Lecturer); Eve Smietanko (Joint Programme Leader & Senior Lecturer); Ian Lowe (Senior Lecturer) & Micah Hassell (Senior Lecturer).

Editorial Note: GDPR consent obtained for use of all images posted within this blog.

Staff in the Spotlight – A conversation with Sean Paley.

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Sir Robert Peel famously said, “the police are the public and the public are the police.” Much to that sentiment, we recognise the key roles that our staff and students undertake in making our programmes successful.

This week’s UWE Bristol Policing blog focuses on a key member of our teaching staff, Sean Paley. Sean kindly shares his vast background in operational policing, his transition into academia and how he uses such knowledge to help develop the next generation of officers on the Police Constable Degree Apprenticeship. He may even share a funny story, recipe or recommendation too…

Who are you and what is your role at UWE?

I am Sean Paley, currently a lecturer on the PCDA programme teaching across a range of policing powers and subjects. I have 5 years’ experience teaching on the PCDA programmes, joining UWE in November 2024.

Can you tell us a bit about the experience you bring to your role?

In addition to teaching on the PCDA programme, I have been supervising students in year 3 projects, which I enjoy very much. I have one publication which is related to policing in the 21st century and is aimed at the PCDA student audience. I have 32 years’ experience in Policing, mainly in CID across a range of areas, and in addition undertaking SIO duties for 22 of those years as the on-call SIO to serious and major crime.

What do you enjoy most about working on the policing programmes?

The best thing about working in this role is giving police officers the opportunity to enjoy and achieve great things, and to see them arrive fresh and ready to learn and see them at the end of the study when they have grown and developed enormously. I get a sense of achievement knowing I have added some contribution to this and their journey ahead.

What do you consider to be your areas of specialism and research interests?

I am interested in Police Powers, The Police and Criminal Evidence Act and covert methods of Policing, including Covert Human Intelligence Sources, or informant management as it’s known. I accepted an invite to write a chapter on Crime in the 21st Century, this looks at the emergence of digital advances, computer crime, cyber crime and the threat from county lines and the challenges of the current working environment, including terrorism.

Do you have a funny or favourite ‘on the job’ experience?

Seeing a Police officer dressed as Father Christmas plunging through a front window of a house using subterfuge on a drugs warrant!

What is one book or film which profoundly changed your perspective on policing and related issues?

I would recommend Roger Graef’s ‘Talking Blues: Police in Their Own Words’, which is a hard hitting but accurate collection of interviews detailing the Police culture in the 1980’s and is useful to juxtapose with the current era to assess ‘progress’ in the obvious topics affecting policing and legitimacy.

An image of the front cover of 'Talking Blues' hardback.

“A collection of interviews with over 500 police officers of every rank from all over Britain and Northern Ireland. The 1980s have changed policing, often out of recognition, and “Talking Blues” records these changes as they are perceived by the police (Graef, 1989).”

Finally, if you had to eat one food for the rest of your life what would it be?

Beef Stroganoff, I must admit I do not cook this, it is something I would choose if on a menu. If I do cook, it is a curry, usually using a Patak’s paste! Menu on the jar.


Additional resources

Graef, R. (1989) Talking Blues: Police in Their Own Words. London: Collins Harvill.

Paley, S. (2022) Crime in the Twenty-First Century. In: Blockley, T., Sheldon, B. and Williams, P., ed. (2022) Understanding Policing and Professional Practice. St Albans: Critical Publishing, pp. 163 – 178.


Editorial Team

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Paul Williamson (Editor-in-Chief); Claudia McCready (Lecturer); Claire Bowers (Senior Lecturer); Eve Smietanko (Joint Programme Leader & Senior Lecturer); Ian Lowe (Senior Lecturer) & Micah Hassell (Senior Lecturer).

If you would like to be a guest blogger, please contact Police.Blog@uwe.ac.uk

World Teachers’ Day 2024 – a teacher’s voice.

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Author: Claire Bowers.

Every year on 5th October, World Teachers’ Day is celebrated across the world to commemorate the importance of the role that teachers play in our lives. This tradition came about in 1962 when Dr Sarvepalli Radhakrishnan, the President of India, suggested that his birthday date be used to honour teachers across the nation. To mark the occasion, we break from our ‘day in the life’ series with a special focus on this year’s theme of ‘teachers’ voice.’ In this blog, Claire Bowers, a Senior Lecturer in Policing at UWE, reflects on her time in teaching. She considers the value and meaning that teachers bring to our lives, and contemplates the changes in police education and their implications for prospective student officers.   

Black and white image of Claire Bowers

Claire originally trained as a teacher in 2007 and has taught in many different educational settings, varying from Post 16 and secondary education in schools, training and development in the Police and Children’s Services, to Higher Education. She specialises in psychology, safeguarding, vulnerability and youth justice.  


Teaching is a privilege

Maya Angelou is quoted as saying “I’ve learned that people will forget what you said, people will forget what you did, but people will never forget how you made them feel.” Whilst the details of our Key Stage 2 history lessons or GCSE maths curriculum may have faded, most of us will always remember that teacher who believed in us, or inspired us to keep going, despite our fears.  

Teaching is one of the oldest professions and one of the most profound. As a teacher you have the power to inspire and motivate. Teaching can ignite a passion that can shape a student’s lifelong interests and career paths, and it goes so much further than that. They help students build confidence, resilience and empathy, teaching life lessons that go far beyond the classroom. They act as role models and their character and behaviour can profoundly influence students’ values and aspirations. Being a teacher is such a privilege and there is no knowing the difference you have made. I have over 15 years of varied teaching experience and it brings me such pleasure to bump into an ex-student who is so excited to tell me about their progress in life and recalls a lesson or moment in our time together than had such an impact of them.  

Radical changes in Police Education

Image of F Block at Frenchay Campus with a quote about professionalising policing and making it more representative.

In 2016, the College of Policing announced that new police officers in England and Wales would need to have a degree from 2020 onwards. This was in line with the ‘Policing Vision 2025’, which recognised policing as a graduate-level occupation and followed a consultation with more than 3,000 responses, of which a large majority of police officers supported accreditation for their professional skillset (BBC News, 2016). This radical change meant that aspiring officers were required to go back into the classroom. For many, this presented an exciting opportunity to earn whilst they learn and receive the recognition and certification that they deserve as professionals in an increasingly complex landscape. However, for some others, the idea of going back into education can be daunting.  

The challenge of education

Research carried out by NHS England in 2023 found that 70.9% of children enjoy learning at school. This leaves a large number of individuals who do not have fond memories of education in childhood. The reasons for this are numerous and highly individual, but could include negative experiences, bullying and feelings of isolation or rejection, anxiety and academic struggles with learning and a sense of failure, as well as sensory overload. Research from the UCL Institute of Health Equity (Rickard, 2018) found that two out of five people with learning disabilities are not diagnosed in childhood.  It is therefore no surprise that the requirement to return to study is not embraced by all.  

Teachers encourage use to keep moving forward

Academia pushes everyone outside of their comfort zone at one time or another. Formal writing, meeting deadlines and submitting work for review can expose our vulnerabilities. Learning to receive feedback and reflect with humility can be difficult at times. A good teacher helps to allay concerns, helping to install self-belief and a growth mindset for those students who lack in confidence. They can help a student to see that there is growth in the discomfort. As Einstein says: “in the middle of difficulty lies opportunity.” All it takes is for the individual to keep aspiring and moving forwards. In the words of Theodore Roosevelt: “believe you can and you’re halfway there.” Thankfully, most of us have felt the benefit of an educator’s belief in us and been spurred on as a result.   

Teaching at UWE Bristol

Image of Level 3 F Block at Frenchay Campus, housing the criminology, sociology and policing departments.

UWE was recently judged as part of the Teaching Excellence Framework Review (TEF) to have “highly effective and embedded teaching, learning and assessment practices that support students’ learning, progression and attainment” (UWE Bristol, 2023). The Policing teaching team draws on a wide variety of policing and criminal justice backgrounds and utilises a range of different assessment approaches to enable learning. However, it is not just the teacher that makes the difference, the learning environment and its approach to supporting learning is crucial. The Policing Department at UWE has excellent facilities and offers an extensive package of support, from study skills to neurodiversity and disability screening to help all learners make the most of their academic potential. This is demonstrated by our recent TEF Gold ‘outstanding’ status awarded for ‘student experience.’  

As teachers in higher education, we are so proud of our student officers’ achievements and are currently welcoming our 25th Cohort to the PCDA. So, if you are thinking about taking the leap and returning to study, go for it! UWE offers a wide range of different policing qualifications. What’s the worst that can happen? You might surprise yourself… 

“Your fate has not been written until you pick up the pen.” – Dean Bokhari


References

BBC News (2016) All new police officers in England and Wales to have degrees. Available from: https://www.bbc.co.uk/news/uk-38319283 [Accessed 01/10/24] 

NHS England (2023) Mental Health of Children and Young People in England survey – wave 4 follow up to the 2017 survey. Available from: https://digital.nhs.uk/data-and-information/publications/statistical/mental-health-of-children-and-young-people-in-england/2023-wave-4-follow-up/part-3-education-services-and-support#feelings-about-school [Accessed 01/10/24]  

Rickard, W.R (2018) A Fair, Supportive Society: Summary Report [online] London: UCL Institute of Health Equity. Available from: https://www.instituteofhealthequity.org/resources-reports/a-fair-supportive-society-summary-report [Accessed 01/10/24] 

UWE Bristol (2023) Teaching Excellence Framework: UWE Bristol provides an outstanding student experience. Available from: https://www.uwe.ac.uk/news/uwe-bristol-provides-outstanding-student-experience. [Accessed 01/10/24] 


Editorial Team

Paul Williamson (Editor-in-Chief); Claudia McCready (Lecturer); Eve Smietanko (Joint Programme Leader & Senior Lecturer); Ian Lowe (Senior Lecturer); Micah Hassell (Senior Lecturer) & Claire Bowers (Senior Lecturer).

If you would like to contribute as a guest blogger, please contact the team at Police.Blog@uwe.ac.uk

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Youthful Insights: Exploring Policing at the University of the West of England

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Introduction by Dr Georgie Benford: Director of Learning and Teaching for Health and Social Sciences

Welcome to our blog today. I am thrilled to share a unique and insightful piece from an exceptional young guest contributor. Katie recently had the exciting opportunity to gain secondary school work experience with the Policing Programme at UWE. This experience provided Katie with a glimpse into the world of higher education and our role in delivering a degree education to the profession of policing.

During Katie’s time with us, she was immersed in various activities, learning directly from professionals and academics who are passionate about Policing. Katie kindly agreed to write a reflection on her experience, which we are delighted to share in this blog. We hope you enjoy reading this as much as we enjoyed having Katie spend a week with the UWE Policing Team.

The truth, the whole truth  

During my work experience I took part in range of different activities. My favourite experience was a trip to the deception lab, which is all about detecting dishonest responses in interview scenarios. I was able to take a few surveys to see if I was able to initially recognise when people were lying. After testing my skills, I got taught how to detect lying and to support truthtellers in these scenarios. It was really enjoyable and interesting because you would think that identifying lying would be easy but during the session I realised that it is so much more complex than you would imagine! This experience really stood out to me because it was also really relevant to my future career as I’d like to become a Police Detective.

Another thing I did during my work experience was helping with a student engagement day. This included supporting the staff and students attending by going on a tour, observing some simulated crime scenes, for example a burglary scenario and attending some training about how to use handcuffs. There was also a talk about the Policing courses on offer at UWE.

Meeting the experts

I talked with a lot of ex police officers during the week; this inspired me a lot. They helped me understand what it was like to be an officer, shared their experiences and helped me learn about Police ethics, which was something new to me. They all helped me develop my knowledge on becoming a police officer, for example they talked about the rank structure and different jobs within the police. I also attended a workshop about drug and alcohol usage and how the students’ union support students to drink safely while still having fun at university.

Coming to UWE for work experience really helped me understand how to get into the Police and it made me look forward to going onto the Police Constable Degree Apprenticeship (PCDA) course. I gained new knowledge about the university and the different courses and I got taught about the student timetable. Throughout the week I have realised more and more that there are a range of different jobs within policing, and its more varied than I thought. There’s something for everyone in the police, there’s forensics involved, psychology and critical thinking; loads of different aspects and choices within one whole career.

Help is at hand 

If you have any questions about a career in Policing, but don’t know how to get there or what specific route to take, or even what role you want to be in I would recommend that you speak to UWE too. I would reach out, ask the staff any questions, and learn about their courses. If you do this, I would 100% say that you’ll have a better idea of the courses and whether Policing is for you.

To sum up my work experience it was really exciting and very interesting. I had a lot of fun hearing about the courses and in particular looking round the simulations and doing the deception lab.

The experience has improved my confidence in talking to new people, and my IT skills but the most important lesson I’ve learned would have to be that putting yourself out there is essential, and it gets so much easier the more you do it.

My advice to someone who’s thinking about doing work experience at UWE is to do it. The hardest part of my week was definitely the first day on Monday. This is because I didn’t really know what to expect and that was overwhelming. Further into the week the less nervous I got. Once you get used to it, it is definitely a really good place for work experience.   Also, I would recommend other student’s to be confident in your abilities and ask questions because, you aren’t going to get judged and people are trying to help you.  They’re doing it for you, so you might as well ask for help.

What I’ve learned   

This week has given me so much more information than I have ever been exposed to, not only about joining the police, but what it is like being in the Police too. I am now more confident in what routes I could to take to get into the Police, which I was uncertain about before. I have identified the training I need to do and I have been able to meet the relevant course leader. This course is my next step to achieving my goal and I am looking forward to progressing.

Here at UWE, we all wish Katie the very best in achieving her ambition of joining the Police. More information on joining can be found here

Editorial Team

Paul Williamson (Editor-in-Chief); Claudia McCready (Lecturer); Eve Smietanko (Joint Programme Leader & Senior Lecturer); Ian Lowe (Senior Lecturer); Micah Hassell (Senior Lecturer) & Claire Bowers (Senior Lecturer).

If you would like to be a guest blogger, please contact Police.Blog@uwe.ac.uk

UWE Policing Apprentice Spotlight

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Authors: Eve Smietanko and PC Jodie Norris

This week’s UWE Policing blog turns the spotlight on Police Constable Jodie Norris. Jodie is a police officer with Avon and Somerset and is a Police Constable Degree Apprenticeship (PCDA) student here at the University of the West of England (UWE). In the short time since he joined, he has made a big impression. Jodie has taken an active role within the PCDA as a student representative, acting as the voice of the PCDA student body.  He is also a valued member of his response team. Back in March Jodie was nominated for the ‘Officer of the Year’ award. Eve caught up with him to find out how that went, why he loves the job he does and whether he has any tips for new students…

Please tell me a little bit about your career so far.

I originally joined Avon and Somerset Police as a PCSO in 2019, working initially in Somerset West before transferring to Taunton. It was never my intention to become a Police Officer as I really enjoyed the community level work which comes as being a part of the neighbourhood team. However, as my career progressed, I found I wanted to do more. Whilst in Taunton I was very lucky to work with a great team, particularly a PCSO Supervisor named Sharon Baker who was so supportive of my progression. I was a Hate Crime Tactical Advisor and a tutor. A position came up as an acting PCSO supervisor which I applied for and was successful. I enjoyed the training and the role, however felt that it was not the right time for me to be more office based. I started working a lot of overtime, working side by side with response officers and got to see more about the PC role. Initially I was put off by the PCDA programme and having to go back into education, however the more I learned about the programme, the more it started to interest me. Eventually, I applied for the role of a PC and was successful and was lucky to be posted to Taunton working with response Team 3.

As a PC I have undergone a lot of additional training already, I have tried to upskill as much as possible and I have found a bit of an affinity for traffic related incidents. After my time on response, I hope to return to Neighbourhood policing, however the ultimate goal would be to join the Roads Policing Unit before looking at studying to become a Sergeant. I enjoyed my role as a Tutor when I was a PCSO and later in my career hope there is scope to return to training, either within the PDU or something with UWE.

Congratulations on being nominated for ‘Officer of the Year’, the ceremony was held on 12th March, how did you get on?

Unfortunately, I did not win, however I was not disappointed, sitting and listening to all the amazing stories of so many brilliant officers and staff, just to be in the room was a reward it in self. We do not do this role for the thanks; however it is always nice to be recognised.

Could you explain what the award is and what the ceremony was like?

I was nominated for ‘Police Officer of the Year’. The ceremony was glamourous and fun, officers and police staff of all ranks and roles coming together, enjoying an evening of each other’s company, talking about their experiences, having a lovely meal and a drink or two. Everyone was dressed formally and I got to wear the Police No1 uniform, being a tunic. I was allowed to bring along a guest, which was my wife Victoria, who has been so supportive of my journey into policing and I couldn’t have done this without her.

How did it feel to be nominated?

I was shocked to find out I had been nominated but even more to be shortlisted. The final came down to 3 officers. I am honoured to be considered along with the other amazing people; I feel very humbled by the whole experience, especially with so many of my peers approaching me to say congratulations and to wish me good luck.

You have clearly been recognised for your achievements as an officer but what is it that encourages you to keep up the good work?

The main reason I keep doing the work I do, is for my family. I have 4 children and an amazing wife. I want my children to see the work I do and understand that they can make a difference. I want them to be as proud of me as I am of all of them and I’m sure they will go on to do amazing things. I want to help keep the world they live in a little safer.

I also see so many people and families who are not as fortunate to have what I have and if I can help change things, whether that be through removing someone from their lives that harms them, putting in a social care referral or even just being there to hold their hand and say everything is going to be ok, that gives me the motivation to keep going.

Finally, I am extremely lucky to be surrounded by some of the most inspiring people I have ever worked with. I might be biased, but Team 3 Base 5, from front line officers to the custody team are the best. All are extremely hard working and supportive, I don’t think I would have been able to push myself as hard as I have without them.

There is a lot of talk at the moment of morale within policing being low, how do you stay positive and what is your advice to other officers?

Being on response is one of the most stressful jobs I have ever had. policing is certainly not what you see on the TV, with a lot of incidents we attend being more social related than policing. Sometimes you do wonder why we are going to things. We are under constant scrutiny and sometimes it feels like everyone has it in for the police. However, I have often felt it’s the smallest percentage who have the loudest voice. Good news doesn’t sell newspapers, so of course a good news story very rarely gets shared, but so often over my career I have had members of the public walk up to me and thank me for my service and this just reminds me that we do still have the support of the public. One of my favourite parts of this job is when you see a child smile and wave and they seem to be excited to see a police officer.

If I had any advice for other officers, it would be to just remember, we only really deal with people at their absolute lowest point and most of them are not happy to see us. We are either arresting them, detaining them under 136, stop searching etc or ruining their evening by telling them to go home after having a few too many drinks. In very few other jobs, do the people you deal with have an instant distain for you. However, this is only the smallest percentage of the population. If you think about all those victims we’ve helped, those people we’ve pulled off bridges, that social care referral that gives a child that better life etc, it really makes it all worth it.

You joined the police through the PCDA programme at UWE. How do you think this experience helped you become a good police officer?

Before my first day at UWE, it had been 23 years since I was last time I was in education and I was very nervous, however I have found the UWE side of role surprisingly enjoyable, not just learning about the laws and legislation, but about why these things exist.  The history of policing and how / why things progress as society changes. I often feel a lot better equipped to deal with my role thanks to this background knowledge I have gained from my studies. I have particularly enjoyed learning about the reasons why individuals commit offences and early intervention / preventative measure we can do.  I am now 18 months into my role as a student officer. I am both a cohort rep and the whole PCDA / DHEP programme rep. I am looking forward to completing my degree over the next 18 months.

We would like to thank Jodie for sharing his journey on the PCDA at UWE Bristol. His dedication and commitment to both studies and operational delivery are truly inspiring and his story not only highlights the challenges and rewards of this path but also serves as a motivating example for future apprentices. We greatly appreciate Jodie’s openness and the insights provided and wish him and all UWE PCDA apprentices the best of luck as they continue to grow and make a positive impact in their policing careers.

Editorial Team

Paul Williamson (Editor-in-Chief); Claudia McCready (Lecturer); Eve Smietanko (Joint Programme Leader & Senior Lecturer); Ian Lowe (Senior Lecturer) & Micah Hassell (Senior Lecturer).

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If you would like to contribute as a guest blogger, please contact Police.Blog@uwe.ac.uk

The idea of extreme ownership and how it is relevant to Policing.

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Author: Ian Lowe UWE Bristol

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This week’s blog, from Senior Lecturer Ian Lowe, focuses on the idea of extreme ownership and how the concept may apply to policing. Along with his varied background within public services, and interest in coaching and leadership, Ian’s exploration originally stemmed from reading. His blog explores how, in a sector where ‘blame culture’ resonates, this theory might evoke reflection from those within on their decision-making and responsibilities.


The theory of extreme ownership

Have you ever asked/told someone to do something, and they have not done what you asked. Did you ask yourself why? Or did you just assume they didn’t get it. The idea of extreme ownership is the idea that if someone did not understand you. It is down to you and your inability to describe what is needed in a way they understand. Simply put, you did not explain yourself clearly or in a way that the individual could understand.

Stick person with a megaphone

I have long believed that, where I set a task in a group setting and only one group doesn’t carry out the task, then they were probably not listening. If two groups are not following instructions, I have to start questioning what I said. If three groups are struggling, it is clearly my fault. My communication was not good enough or clear enough and I need to rethink and adjust my style and my explanation. Maybe even restart the task.

It’s not my fault.

We hear this so often, people refusing to take responsibility for their actions and the actions of others that they have leadership responsibility for.

Extreme ownership.

Volatile increase on chart

This is an idea I have taken from Americas Navy Seals, a special forces unit and part of the US Navy. I have run with it a bit. But these ideas where originally tested in violent conflict situations in Iraq and have stood up to high levels of scrutiny and extreme pressure. This is where the term extreme comes from. You could easily argue that it could be utmost; maximum; high; ownership. It embodies the idea that this is not always the norm, and we are holding ourselves to an extremely high standard.

Extreme ownership is a leadership concept, which tells us to take responsibility for our own actions, and the action of others who we have had direct contact or influence over this includes being accountable for the actions that we have taken or the words we have spoken or written to others. We often read that we live in a blame culture. In my mind what this means is people are not accountable or refuse to take ownership for their words and actions. If a team, we have briefed to carry out an action (say execute an arrest warrant for instance) and something goes wrong. Is it the teams fault, or is it your fault for not ensuring the team fully understood the brief and you had included all the necessary contingencies and overall intents of the mission. I accept there can be dichotomies in a situation like this. It is important that the team understands clearly the tasks intents and has a level of autonomy to carry out what is required. But also fully understands the limit of what they are able to do.

Mistakes were made. But not by me.

One of the most obvious examples in modern culture is politicians who never seem to take true ownership always finding an ‘angle’ a way of blaming something or someone else. As a colleague of mine from PSD used to say, ‘they give the Priti Patel apology, I’m sorry you feel that way.’ This does work and can placate the situation. But does it show that you have taken ownership, taken responsibility, that you are genuinely sorry for the mistake and the resulting problems. Or when looked at closer are you just saying that you accept the individual is not happy, but that is not your problem?

As responsible professionals should we not be prepared to take ownership for our actions. I would potentially argue more so in the current media climate. Demonstrating clear honesty and integrity. I am pretty sure the Code of Ethics from the College of Policing explicitly states this.

If you are late. Is it the traffic or did you just not allow enough time.

Is the student officer you are working with really struggling or have I just not made the effort to understand and engage in a way that supports and enables them.

Was the drive to work today full of idiots. Or is the common factor me and my driving was not as good as it could have been.

We need to take extreme ownership and understand just how much of what we are involved in is OUR responsibility. How we do things, the clarity of our communications. I am not asking you to take the blame for everything. But to understand that by changing our perspective on events we can start to realize how much influence we have on the people and interactions around us. We can stop the continual self-justification of events that we can find ourselves in. The search to find a scapegoat or an excuse to validate or support our decision, so that we can accept them or so we can make others accept them (remember what sounds like a reason to you is often seen as an excuse by others).

three stick persons with lightbulb above their heads

Once you take this idea and absorb it fully it is freeing. Your perspective changes and you accept if the CPS turns down your case file, it is because you did not include enough clear and detailed information to reach the charging threshold. Extreme ownership also helps you to think ahead to prevent such problems before they happen. We start to realize and understand our own cognitive dissonance. That we know what we did was not quite right, but we are going to try and believe we did right anyway. Holding these two opposing ideas is exhausting, and the self-justification required is hard work. The smoker who knows smoking is bad for them but justifies vaping as a type of quitting. ‘Cuz it’s not as bad?’  

None of these ideas are new, as said above they are part of the Code of Ethics and should be at the centre of all the decisions made.

  • Accountability: You are answerable for your decisions, actions and omissions.
  • Integrity: You always do the right thing.
  • Objectivity: You make choices on evidence and your best professional judgement.
  • Openness: You are open and transparent in your actions and decisions.

Extreme ownership is also included in many forces’ visions and values. West Mercia Police actually has ownership as one of its values. Surely part of Avon and Somerset Police’s mission of Outstanding policing for everyone. Owning our actions and their results is included within that even if not stated.

Finally. If we know we have done all we can to help; support; explain to others what is required and tried every avenue. When the point comes that no more can be done, then we can be satisfied we have done the right thing.

As leaders, true leaders, we can share in the success of our teams but understand We take responsibility for the failures.


Student Surveys

You can access the National Student Survey here.


Year One and Two students can provide anonymous feedback on their course here, or by scanning the above QR code.


Editorial Team

Paul Williamson (Editor-in-Chief); Claudia McCready (Lecturer); Eve Smietanko (Joint Programme Leader & Senior Lecturer); Ian Lowe (Senior Lecturer) & Micah Hassell (Senior Lecturer).

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If you would like to contribute as a guest blogger, please contact Police.Blog@uwe.ac.uk

Read our previous blogs below

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