Police Scotland
Assessment Day
The Police Scotland assessment day has three assessed parts: a 50-minute group task, a 60-minute spoken situational judgement exercise and, for those who succeed in the morning, a 20-minute interview. This guide explains each from Police Scotland's own pages, then gives original practice scenarios, a way to answer out loud and a preparation plan.
Independent information, not advice · Sources checked 21 October 2026 · Scotland unless stated
An in-person day assessed against Police Scotland's Competency and Values Framework. In the morning: an unassessed ice breaker, a 50-minute group task (10 minutes' reading, a 30-minute group discussion and briefing, a 10-minute Q&A with assessors) and a 60-minute situational judgement exercise in which assessors describe unfolding scenarios and ask each of you what you would do, with no preparation time. If you succeed in the morning, a 20-minute interview with four competency questions follows. No policing knowledge is needed.
The format, timings and assessment framework on this page come from Police Scotland's recruitment pages, read on 21 October 2026. Police Scotland does not publish its scenarios, marking guide or pass mark. Every practice scenario, question and "what a strong answer covers" note below is original PolicePay material written to the published format; none of it is Police Scotland's.
The assessment day at a glance
You reach the assessment day after the application, the Police Scotland Entrance Test and the 5.4 fitness test. Police Scotland says the exercises are designed to assess your potential to become a police officer and that all of its competencies and values are assessed across the day.
| When | Exercise | Length | What happens |
|---|---|---|---|
| Morning | Ice breaker | Not assessed | A chance to settle in and meet your group |
| Morning | Group task | 50 minutes | 10 minutes' individual reading of a policing scenario of about 500 to 600 words; 30 minutes' group discussion and briefing to the assessors on the task items; 10 minutes' question and answer with the assessors |
| Morning | Situational judgement exercise | 60 minutes | Assessors present unfolding, hypothetical policing scenarios out loud and ask each of you individually what you would consider and do. No reading or preparation time |
| Afternoon | Competency-based interview | 20 minutes | Four questions, each linked to one CVF competency that is named as the question is asked. Only for candidates who succeed in the morning exercises |
Police Scotland says the exercises are set in a policing context, but there is "no requirement for any policing, legal or procedural knowledge". You are judged on how you think, communicate and behave, not on what you know about the law.
What is assessed: Police Scotland's CVF
Police Scotland's Competency and Values Framework is modified with permission from the College of Policing's, keeping the same six competencies at level 1 for constables, but underpinned by Police Scotland's own values. The table shows each competency, a summary of the level 1 behaviours and how it could show in each morning exercise. The last two columns are our reading of the format, not Police Scotland's marking guide.
| Competency | Level 1 behaviours, in summary | In the group task | In the SJE |
|---|---|---|---|
| We are emotionally aware | Respect, tolerance and compassion; staying calm when provoked; clear, simple communication | Listening, inviting quieter people in, staying calm when challenged | Noticing distress or vulnerability; how you would speak to people |
| We take ownership | Responding to problems; doing what you say you will; admitting mistakes | Offering to keep time or summarise; owning a point you got wrong | Saying what you would do yourself, not leaving it to others |
| We are collaborative | Working cooperatively; being approachable; understanding other perspectives | Building on others' ideas; reaching a shared briefing | Involving colleagues, partners or specialists |
| We deliver, support and inspire | Taking on challenging tasks; understanding the wider service; using resources well | Keeping the group on the task items and the clock | Following through; thinking about next steps |
| We analyse critically | Sorting relevant from irrelevant; weighing pros, cons and risks; spotting gaps | Prioritising the task items; spotting missing information in the scenario | Changing your plan when new information arrives |
| We are innovative and open-minded | Openness to new ideas; adapting to change; learning without preconceptions | Changing your view when someone makes a better point | Not jumping to conclusions about people |
The values are integrity, fairness, respect and human rights. They run through every exercise; see showing the values below.
The group task, minute by minute
Police Scotland describes the group task as 50 minutes in three parts:
- 10 minutes: reading on your own. A short, policing-related scenario of about 500 to 600 words. At a normal reading pace that leaves time to read it twice and make notes.
- 30 minutes: discussion and briefing. Your group discusses the scenario and gives the assessors a briefing that addresses the task items.
- 10 minutes: questions and answers. The assessors ask the group about its discussion and conclusions.
Police Scotland does not say how many candidates are in a group or how the briefing time is split from the discussion time. A sensible plan for the 30 minutes is about 20 to 22 minutes of discussion and the rest for agreeing and delivering the briefing, but follow any instructions you are given on the day.
Using the 10 minutes' reading time
- Read the task items first, so you read the scenario looking for what matters.
- List the people affected, especially anyone vulnerable.
- Note the risks and anything that seems urgent.
- Note what is missing: questions you would want answered.
- Jot one or two ideas per task item, so you can contribute early.
What helps and what hurts in a group task
Police Scotland does not publish its marking guide, so this is general advice based on what the exercise is said to assess (all the CVF competencies), not official criteria:
| Helps | Hurts |
|---|---|
| Reading the task items first, then the scenario | Trying to memorise the whole scenario |
| Making your point briefly, then asking for views | Speaking at length or repeating others |
| Bringing in someone who has not spoken | Talking over people or interrupting |
| Saying "building on that..." and naming the person | Ignoring a good idea because it was not yours |
| Disagreeing politely, with a reason | Agreeing with everything to avoid conflict |
| Offering to watch the time or summarise | Taking over as self-appointed leader |
| Keeping the briefing on the task items | Drifting into side issues or legal detail |
| Admitting in the Q&A what the group missed | Defending a gap the assessors have spotted |
There is no prize for leading. Roles such as keeping time, summarising or making sure every task item is covered let you take ownership without dominating. The best contribution is often the one that moves a stuck group forward.
Group task practice: three original scenarios
Use these with friends to rehearse the format. Give everyone 10 minutes to read, run a 30-minute discussion with a two-minute briefing at the end, then have one person ask questions for 10 minutes. They are PolicePay scenarios, shorter than the real 500 to 600 words and not Police Scotland material.
Practice group task A: The town centre at night
You are part of a working group set up by a local policing inspector. Over the last six months, residents and businesses in a town centre have complained about late-night disorder on Friday and Saturday nights. Most incidents happen between 11pm and 3am near the taxi rank and two late-licence bars. Complaints include noise, broken glass, people urinating in doorways and occasional fights. Hospital staff say they see more injuries on those nights. The taxi rank is poorly lit and has one marshal on Saturdays only. A youth worker says some of the people involved are 16 and 17 year olds who get into one of the bars with borrowed ID. Bar owners say they already use door staff and that the problem is people who have been drinking at home before coming out. A residents' group wants the bars' late licences reviewed. A local councillor has offered a small budget for one improvement. The inspector has asked your group to recommend what should be done.
Task items:
- What are the three most important problems to address and why?
- Which partners should be involved and what would you ask each of them to do?
- How should the councillor's budget be spent and how would you know if it had worked?
What a strong group would cover (our notes, not official criteria): Separating the problems (underage drinking, disorder, injuries, lighting) and prioritising safety and the vulnerable young people; involving the bars, the licensing board, the council, the taxi operators, the hospital and the youth service rather than treating it as a police-only problem; picking one practical use of the budget (for example lighting or marshals) with a clear reason; and saying how you would measure change, such as fewer calls or injuries. Fairness matters too: not assuming all young people or all bars are the problem.
Practice group task B: The rural community
Your group has been asked by a community sergeant to plan how to improve trust in the police in a rural area. A recent survey found that many residents feel police are rarely seen and that calls about thefts from farms are not followed up. Older residents say they do not use the internet and do not know how to contact local officers. A group of farm workers from overseas say they are afraid to report crime because of their immigration status and language barriers. The local primary school has offered space for events. The nearest police station is 25 miles away and opens only on weekday mornings. There is one community officer for the whole area. The sergeant wants a plan for the next three months.
Task items:
- Which groups should the plan focus on first and why?
- What three practical steps would you take in the next three months?
- What barriers might stop the plan working and how would you reduce them?
What a strong group would cover (our notes, not official criteria): Recognising that different groups need different approaches; putting the farm workers' fear of reporting and the older residents' lack of contact first; practical steps such as regular drop-in sessions at the school, printed contact information and working with interpreters or community groups; being honest about the limits of one officer; and reassuring people that reporting a crime as a victim is about their safety. Human rights and fairness are central here.
Practice group task C: The school gate
A primary school headteacher has written to the local police and council about parking outside the school at drop-off and pick-up times. Parents park on the zig-zag lines and across residents' driveways and last month a seven-year-old was clipped by a reversing car and bruised. Some parents say they have no choice because they drive straight on to work and there is nowhere else to stop. Residents say they have been abused when they asked parents to move. The council can paint new road markings but says enforcement officers visit only occasionally. The school has a large playground it does not use before 9am. A parent volunteer group has offered to help. Your group has been asked to recommend a plan for the next school term.
Task items:
- What is the most urgent risk and what would you do about it first?
- How would you balance the needs of parents, residents and the school?
- What part should the police play and what should others lead on?
What a strong group would cover (our notes, not official criteria): Putting the children's safety first; recognising that this is mainly a road safety and community problem where the school, the council and parents should lead, with the police supporting rather than enforcing alone; practical options such as a walking route, staggered times or using the playground space; dealing with the abuse of residents as a separate matter that may need police attention; and fairness to parents who genuinely have no alternative.
Want to practise under time? Our group task practice page runs a free brief with a 10-minute reading timer and a briefing plan builder.
What good discussion sounds like
An invented excerpt from the first minutes of a discussion of practice scenario A, showing behaviours that tend to work. It is an illustration, not a script and not Police Scotland material.
| Who | What they said | What it shows |
|---|---|---|
| Candidate 1 | "Before we start, there are three task items. Shall we take them in order and keep about seven minutes each, leaving time to agree the briefing?" | Ownership and delivering: structures the time without taking over. |
| Candidate 2 | "For the first item, I think underage drinking is the biggest problem, because the youth worker says 16 and 17 year olds are getting in." | Analysis: a clear point with a reason from the scenario. |
| Candidate 3 | "I agree it matters, but the hospital injuries suggest violence is the most serious risk. Could it be both?" | Respectful challenge: disagrees politely and offers a way forward. |
| Candidate 1 | "Sam, you have not had a chance yet. What do you think?" | Emotional awareness and collaboration: brings in a quieter member by name. |
| Candidate 4 | "The lighting at the taxi rank links them: more people waiting in the dark is where fights start." | Analysis: connects two parts of the scenario. |
| Candidate 2 | "That is a good point. I am happy to change my view: let us put the taxi rank first." | Open-minded: changes view when given a better reason and says so. |
Notice that nobody gives a long speech, everybody speaks, names are used and the group changes its mind for a reason. That is far easier to credit than one candidate with all the right ideas who never lets anyone else in.
Briefing the assessors
The briefing is where the group shows it answered the task. Keep it short, structured and tied to the task items. One simple shape:
| Part | What to say |
|---|---|
| Opening (30 seconds) | "We were asked to address three things: ... Here is what we agreed." |
| Task item 1 | Your recommendation, the main reason and the risk you considered |
| Task item 2 | As above; mention who else you would involve |
| Task item 3 | As above; say what you would check or monitor |
| Close (30 seconds) | "The thing we would do first is ... because ..." |
Agree who speaks before you start. If several people present, each can take one task item, which also shows the group working together.
The 10-minute question and answer
Police Scotland says the group task ends with a 10-minute question and answer session with the assessors. It does not publish the questions. These original examples show the kind of thing that tests the competencies:
| Practice question | What it tests and how to answer |
|---|---|
| "What did your group disagree about and how did you resolve it?" | Collaboration and emotional awareness. Be honest; show how a view changed. |
| "Who in the community did your plan not consider?" | Fairness and analysis. Name a group you missed and say how you would include them. |
| "What would you do if the main option failed?" | Ownership and analysis. Give a fallback and what you would monitor. |
| "What was your own contribution?" | Ownership. Name one specific thing you did without overstating it. |
| "What risks does your recommendation create?" | Analysis. Show you weighed downsides, not only benefits. |
The situational judgement exercise
The situational judgement exercise lasts 60 minutes. Police Scotland says your assessment group is presented verbally with unfolding, hypothetical policing scenarios and that you are asked individually about your considerations and what you would do. It is reactive, with no reading or preparation time.
Three things follow from that format:
- It is spoken. You are not picking from options on a screen, as in the England and Wales National Sift. You explain your thinking out loud.
- Scenarios unfold. New information arrives. Saying what has changed and what you would now do differently, is a large part of a good answer.
- It is individual, in a group setting. Others will hear your answers and you will hear theirs. Do not copy the person before you; give your own reasoning.
Our Police Scotland hub has a further worked example (a theft that turns into possible exploitation).
A way to answer out loud: SIPOR
Police Scotland does not prescribe a method. Under pressure, a short checklist helps you cover the ground and show your reasoning. This is our own memory aid:
| Step | Ask yourself |
|---|---|
| S: Safety | Is anyone at risk right now, including me, the public and the people involved? |
| I: Information | What do I know, what do I not know and how would I find out? |
| P: People | Who is affected, who is vulnerable and how would I speak to them? |
| O: Options | What could I do and what would I do first? |
| R: Report and review | Who would I tell or involve and what would I check afterwards? |
You do not need every step every time and you should not recite the letters. Use it to avoid the two most common gaps: forgetting safety and forgetting to say who you would involve. When a stage changes, start with "That changes things because...".
A weak and a strong answer, side by side
Using stage 1 of practice scenario 2 (two men shouting outside a shop, a crowd gathering, one man filming):
"I would arrest them both for breach of the peace and tell the man to stop filming."
Why it is weak: it jumps to enforcement without assessing the situation, shows no thought for safety or the crowd, assumes both men are equally at fault and tries to stop lawful filming. It leans on legal knowledge the exercise does not ask for.
"My first thought is safety: the two men, the crowd and me. I would let control know where I am and ask for another unit if it looks like it could turn violent. I would calmly get between them, ask them to step apart and speak to each in turn, so each feels heard. I would ask the crowd to move on and look out for anyone vulnerable. I would not stop the man filming; I would just be aware my actions are being recorded and stay professional. Once things are calm I would find out what happened, from both men and any witnesses, before deciding anything."
Why it is stronger: it starts with safety, involves colleagues, treats both men fairly, shows emotional awareness in how it calms things down, respects people's rights and explains each step. It shows several competencies without naming them.
Situational judgement practice scenarios
Nine original multi-stage scenarios. Ask a friend to read each stage aloud and only reveal the next stage after you answer. Aim for one to two minutes per stage. The right column is our note on what a strong answer covers, not Police Scotland's marking.
| Scenario | Stages | What a strong answer covers |
|---|---|---|
| 1. The elderly neighbour | Stage 1: You are on patrol in a residential street. A woman stops you and says she has not seen her elderly neighbour for three days. His curtains are closed and post is piling up behind the door. What do you consider and what do you do? Stage 2: There is no answer at the door. Through the letterbox you hear a faint voice. What now? Stage 3: Inside, the man is conscious but has fallen and cannot get up. He is embarrassed and asks you not to tell his daughter. What do you consider? | Treating it as a possible welfare emergency from the start; asking the neighbour what she knows; at stage 2, the duty to act to preserve life and asking for an ambulance and help; at stage 3, his dignity and wishes alongside his safety, explaining kindly why others may need to know and involving the right services rather than promising secrecy. |
| 2. The argument outside the shop | Stage 1: Two men are shouting at each other outside a convenience store. A small crowd is gathering and one man is holding a phone up to film. What do you consider and what do you do? Stage 2: One man says the other pushed his young son. The other says the boy was stealing sweets. The boy is crying. What now? Stage 3: The man filming says he will post the video and that you are taking sides. How do you respond? | Calming things down and separating the men safely; asking for back-up if needed; at stage 2, the child's welfare first, then hearing both accounts fairly without assuming who is right and thinking about CCTV and witnesses; at stage 3, staying calm and professional, explaining what you are doing and why and recognising that people may lawfully film in public. |
| 3. The colleague's comment | Stage 1: During a quiet moment on shift, a colleague makes a joke about a member of the public's accent and ethnicity. Another colleague laughs. What do you consider and what do you do? Stage 2: Later the colleague says it was harmless and asks you to keep it to yourself. What now? | Recognising that the comment is inappropriate whatever the intent; challenging it calmly at the time or soon after; at stage 2, integrity over loyalty: not agreeing to cover it up, knowing that you may need to report it to a supervisor and treating the colleague with respect while doing so. |
| 4. The missing teenager | Stage 1: A mother calls to say her 15-year-old daughter did not come home from school and is not answering her phone. It is 7pm. What do you consider? Stage 2: The mother mentions her daughter has a new older boyfriend she has never met. What changes? Stage 3: A friend of the daughter says she was seen getting into a car outside the school. What do you do? | Taking a missing child seriously and gathering details (description, phone, friends, places, recent changes); at stage 2, recognising a possible risk of exploitation and that the risk level has gone up; at stage 3, passing the information on urgently, getting a description of the car and involving colleagues and specialists rather than acting alone. |
| 5. The lost property | Stage 1: A man hands you a wallet he found in the street. It contains cash, bank cards and a driving licence. What do you do? Stage 2: Later, a colleague suggests keeping the cash as "nobody will know". What now? | Recording and handling the property properly and trying to reunite it with its owner; at stage 2, refusing clearly, recognising it as theft and dishonesty and knowing you would need to report it. This is an integrity scenario: assessors want to hear the right answer stated plainly. |
| 6. The person in crisis | Stage 1: You are called to a bridge where a member of the public reports a man standing on the wrong side of the railings. What do you consider as you arrive? Stage 2: The man tells you to stay back. He says no one would care if he was gone. What do you do? | Safety for everyone, asking for support early and keeping a safe distance; at stage 2, calm, patient, compassionate communication, listening more than talking, using his name, not making promises you cannot keep and keeping colleagues and specialist help informed. |
| 7. The collision | Stage 1: You are first on scene at a two-car collision on a busy road. One driver is out of her car and shouting at the other driver, who is still sitting in his car. Traffic is building up. What do you consider and what do you do? Stage 2: The driver in the car says he feels dizzy and his chest hurts. The other driver says he was on his phone. What now? | Making the scene safe for everyone (traffic, the drivers, yourself) and asking for help; at stage 2, his medical needs come before blame, so an ambulance and first aid first; then noting the allegation about the phone fairly, recording what each driver and any witnesses say and leaving conclusions until the facts are known. |
| 8. The hungry shoplifter | Stage 1: A security guard has detained a woman for taking baby food and nappies from a supermarket. She is upset and has a baby with her. What do you consider? Stage 2: She tells you she has no money until her benefits are paid next week and nothing at home for the baby. What now? | Safety and the baby's welfare first; treating her with respect and calm; at stage 2, recognising the vulnerability without ignoring that an offence may have happened; thinking about proportionate options and how to connect her with support, such as food banks or social services and explaining honestly what happens next. |
| 9. The noise complaint | Stage 1: A resident calls about loud music from a flat at 1am. When you arrive, a young man opens the door and turns the music down straight away. What do you consider? Stage 2: As you leave, you hear a woman in the flat crying and a man shouting at her. What do you do? | A proportionate, polite approach to the noise at stage 1; at stage 2, recognising that the situation has changed to a possible domestic abuse incident, going back to check on the woman's safety, speaking to her separately where possible, asking for support and not simply leaving because the original complaint was resolved. |
No friend to read them out? Our SJE practice page reads each stage aloud, times your spoken answer and reveals the next stage when you finish, with AI feedback.
Showing the values: integrity, fairness, respect and human rights
Police Scotland's framework is underpinned by its values and Code of Ethics. In practice the values show in what you choose to do and how you talk about people:
| Value | How it shows on the assessment day |
|---|---|
| Integrity | Honesty about what you would do, including when it is the harder option; reporting wrongdoing; not taking shortcuts |
| Fairness | Treating everyone involved the same way; not assuming guilt; giving each person a chance to explain |
| Respect | How you speak to and about victims, witnesses, suspects and colleagues; dignity in difficult moments |
| Human rights | Thinking about people's safety, privacy and freedom; acting proportionately; protecting the vulnerable |
Integrity scenarios (a colleague's misconduct, found cash) usually have a clear right answer. Say it plainly. Hesitating or trying to find a middle way is the weak response.
The afternoon interview
If you succeed in the morning exercises, Police Scotland says you progress to a 20-minute competency-based interview with four questions. Each question aligns to a CVF competency, which is named when the question is asked. Police Scotland's adjustments page describes it as face to face on Police Scotland premises.
Twenty minutes for four questions is about five minutes each including follow-up, so answers must be focused. Prepare at least two real examples for each of the six competencies, so you can pick the best fit and never repeat one. Our Police Scotland interview guide has twelve original practice questions and a worked answer.
How it compares with England and Wales
Candidates who have applied in England and Wales often expect the online assessment centre. Scotland's day is quite different:
| Police Scotland | England and Wales | |
|---|---|---|
| Who sets it | Police Scotland | College of Policing national process, run by each force |
| Format | In person, one day | Online assessment centre, then an in-person force interview |
| Group exercise | Yes: a 50-minute group task with a briefing and Q&A | No group exercise |
| Situational judgement | A 60-minute spoken exercise with unfolding scenarios | An online multiple-choice test in the National Sift, before the assessment centre |
| Interview | 20 minutes, four questions, each on a named competency | A recorded interview at the online assessment centre and an in-person force interview |
| Written exercise | Not part of the assessment day (the written PSET comes earlier) | A written exercise and a briefing exercise at the online assessment centre |
| Framework | Police Scotland's CVF: six competencies; values of integrity, fairness, respect and human rights | College of Policing CVF: six competencies and three values |
More differences are in Police Scotland vs England and Wales recruitment.
A two-week preparation plan
| When | What to do |
|---|---|
| Two weeks before | Re-read the CVF competencies and values. Write two or three real examples for each competency for the afternoon interview. |
| Two weeks before | Practise the group task format with friends: 10 minutes reading, 30 minutes discussing, then brief someone and take questions. |
| One week before | Practise spoken answers to the SJE scenarios below with a partner reading the stages aloud. Time yourself. |
| One week before | Practise interview answers out loud, about four minutes each. |
| Three days before | Check your invitation for the time, place, documents and anything you must bring. Plan your journey. |
| The day before | Rest. Lay out what you will wear and bring. Do not try to learn anything new. |
On the day
| Moment | What to do |
|---|---|
| Arrive early | Give yourself time to find the building and settle. Lateness is a poor first impression in a role about reliability. |
| Ice breaker | It is not assessed, but it is your first chance to learn names, which helps you include people in the group task. |
| Reading time | Read the task items first. Note the people affected, the risks and any missing information. |
| Group discussion | Speak early, briefly and often. Include others by name. Keep the task items in view. |
| Situational judgement exercise | Listen to the whole stage. It is fine to take a breath before answering. Say your reasoning out loud. |
| Between exercises | Do not replay mistakes. Each exercise is a fresh chance across all the competencies. |
| Afternoon | If you go through to the interview, take a moment to remind yourself of your examples. |
Police Scotland's recruitment page does not set a dress code or list what to bring. Check your invitation. Our guide to police interview dress code and what to bring covers the general points.
Mistakes to avoid
| Mistake | Why it costs you |
|---|---|
| Treating the group task as a debate to win | It assesses collaboration and emotional awareness as much as analysis. |
| Staying silent in the group | Assessors cannot credit what they do not hear. Two or three short, useful contributions beat silence. |
| Showing off legal knowledge | Police Scotland says no policing, legal or procedural knowledge is needed. Common sense and values matter. |
| Answering the SJE without reasons | Say why you would do something. The reasoning is what shows the competencies. |
| Missing the change in an SJE stage | Scenarios unfold. Say explicitly what the new information changes. |
| Promising things you cannot deliver | In crisis or victim scenarios, honesty is better than false reassurance. |
| Using the same example twice in the interview | Four questions on four competencies need four different examples. |
Score your own practice
After each practice run, go through these questions honestly, or ask the friend who played the assessor. They follow the six competencies; they are a self-check, not Police Scotland's marking.
| Competency | Group task: did I... | SJE: did I... |
|---|---|---|
| We are emotionally aware | Did I listen, stay calm and include someone quieter? | Did I notice how people were feeling and speak to them with care? |
| We take ownership | Did I take on a role or own a mistake? | Did I say what I would do, rather than "the police would"? |
| We are collaborative | Did I build on someone else's idea by name? | Did I involve colleagues, partners or specialists? |
| We deliver, support and inspire | Did I help the group finish the task items on time? | Did I follow through and think about next steps? |
| We analyse critically | Did I prioritise and spot missing information? | Did I explain what the new information changed? |
| We are innovative and open-minded | Did I change my view when given a better reason? | Did I avoid assumptions about the people involved? |
After the assessment day
Candidates who pass go on to the final stages. Police Scotland's candidate portal lists a medical with its healthcare provider (including eyesight and BMI), a hair-sample substance misuse test, employer references and full vetting. You must also have passed the fitness test within six months of the start date you are given, so keep training.
Successful candidates start an 18-week initial training period at a regional centre and at Tulliallan or East Kilbride, then a two-year probation. Pay and the full stage list are in our Police Scotland hub and Police Scotland pay scales.
Reasonable adjustments and AI
If you need reasonable adjustments for the assessment day, ask for them on the eligibility form, before the main application and give as much detail as you can, as our Police Scotland hub explains. Police Scotland says many officers and staff with neurodiverse conditions have successful careers with it.
Police Scotland's AI guidance says the choice to use AI to support your application is yours, that people make every selection decision and that you can use AI as a preparation tool for interviews, for example to format your examples. Your answers must be a genuine reflection of you and your experiences and you must not use AI during virtual interviews. The guidance does not mention the assessment day exercises, which are in person.
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What we could not verify
- The marking guide and pass mark. Police Scotland does not publish how each exercise is scored or what counts as succeeding in the morning.
- Group size and location. Police Scotland's pages do not say how many candidates are in a group or where assessment days are held.
- How the 30 minutes are split between discussion and briefing.
- When you hear the morning result. The pages say only that the interview is for those who succeed in the morning exercises.
- Dress code and what to bring. Not on the recruitment page; check your invitation.
- The candidate portal pages sit behind a bot check; the ice breaker, face-to-face interview and final-stage details are from our reading on 18 October 2026.
Frequently Asked Questions
What happens at the Police Scotland assessment day?
In the morning, an unassessed ice breaker, a 50-minute group task and a 60-minute situational judgement exercise. If you succeed in the morning exercises, a 20-minute competency-based interview with four questions follows in the afternoon. Police Scotland says all its competencies and values are assessed across the day.
What is the Police Scotland group task?
A 50-minute exercise: 10 minutes reading a short policing-related scenario of about 500 to 600 words on your own, 30 minutes discussing it as a group and briefing the assessors on the task items, then a 10-minute question and answer session with the assessors.
What is the Police Scotland situational judgement exercise?
A 60-minute spoken exercise. Assessors describe unfolding, hypothetical policing scenarios to your group out loud and ask each of you individually what you would consider and what you would do. There is no reading or preparation time. It is different from the online situational judgement test in the England and Wales National Sift.
Do I need policing knowledge for the assessment day?
No. Police Scotland says the exercises are set in a policing context but there is no requirement for any policing, legal or procedural knowledge. You are assessed against its Competency and Values Framework.
What competencies does Police Scotland assess?
Six competencies: we are emotionally aware, we take ownership, we are collaborative, we deliver, support and inspire, we analyse critically and we are innovative and open-minded. Police Scotland's framework is underpinned by its own values: integrity, fairness, respect and human rights.
How can I prepare for the Police Scotland group task?
Practise the format: 10 minutes reading a scenario, 30 minutes discussing it with others and briefing someone, then 10 minutes of questions. Focus on including others, building on their ideas, keeping to the task items and the time and being honest in the Q&A. Our page has three original practice scenarios with task items.
How do I answer the situational judgement exercise?
Police Scotland does not publish a method. A simple structure helps you think out loud: safety first, what information you have and need, who is affected and vulnerable, your options and what you would do first and who you would tell or involve. Say your reasons and say what changes when a scenario moves to its next stage.
Is there a written exercise at the Police Scotland assessment day?
Police Scotland's recruitment page does not describe one. The written part of the process is the Police Scotland Entrance Test, which you sit before the assessment day. The day itself is a group task, a spoken situational judgement exercise and an interview.
What should I wear to the Police Scotland assessment day?
Police Scotland's recruitment page does not set a dress code. Smart, comfortable clothes are a sensible choice for a day with a group exercise and an interview. Check your invitation for any instructions.
Can I use AI to prepare for the assessment day?
Police Scotland's AI guidance says you can use AI to help prepare for interviews, for example to format your examples, but your answers must be a genuine reflection of you and your experiences and you must not use AI during virtual interviews. It gives no separate guidance on the assessment day exercises.
Is the Police Scotland assessment day the same as the online assessment centre in England?
No. England and Wales use the College of Policing's online assessment centre (an interview, a written exercise and a briefing exercise) and an in-person force interview. Police Scotland runs its own in-person day with a group task, a spoken situational judgement exercise and a four-question interview.
What happens after the Police Scotland assessment day?
Candidates who pass move to the final stages: a medical with Police Scotland's healthcare provider, a hair-sample substance misuse test, employer references and full vetting, according to Police Scotland's candidate portal.
Sources and how we checked them
Every factual claim on this page was written from the sources below, read on 21 October 2026. Rules and figures change, so check the source for the date you are reading this. Where we could not confirm something from an official or independent source, the page says so rather than guessing. Spotted something out of date? See our corrections policy.
- Police Scotland: Our recruitment process (police officer) : assessment day exercises and timings; group task 10, 30 and 10 minutes; situational judgement exercise 60 minutes, reactive, no reading time; interview 20 minutes, four questions, only after succeeding in the morning; all competencies and values assessed; no policing knowledge needed (read 21 October 2026) (accessed 21 October 2026)
- Police Scotland candidate portal: Police officer selection process : unassessed ice breaker; morning and afternoon of the assessment day; final stages (read 18 October 2026) (accessed 21 October 2026)
- Police Scotland candidate portal: Reasonable adjustments and support : interview face to face on Police Scotland premises; adjustments (read 18 October 2026) (accessed 21 October 2026)
- Police Scotland: Competency and Values Framework (PDF) : the six competencies at level 1 and the values: integrity, fairness, respect and human rights (accessed 21 October 2026)
- Police Scotland: AI guidance for applicants : AI as a preparation tool for interviews; not during virtual interviews; people make every decision (read 21 October 2026) (accessed 21 October 2026)
- Police Scotland: Police Officer : eligibility, training and pay context (accessed 21 October 2026)
On this topic elsewhere
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Disclaimer
PolicePay.co.uk is an independent guide. It is not affiliated with Police Scotland, the Scottish Police Authority or the College of Policing. It does not recruit, test or assess applicants. Our practice questions are original PolicePay material, not official Police Scotland questions. Police Scotland sets and changes its own selection process, so check its recruitment pages and your candidate account before relying on anything here. Details are as checked on 21 October 2026.