Chief Flying Instructor

Guidance and information to support Chief Flying Instructors (CFIs).

Contents

General

• CFI requirements and appointment
• CFI other
• Sharing the load
• Communication
• Access to information
• Instructor administration and insurance
• Disability gliding

Training

• BGA Training Organisation
• Organisation of pilot training
• Site operations
• Briefings and structured training
• Assessing and checking

IFPs and instructors

• Rolling recency
• Introductory Flight Pilots and Basic Instructors
• Developing club instructors
• Identifying and encouraging new instructors
• Instructor training
• Coaching qualified pilots

Safety and supervision

• Promoting safety
• Supervision
• TMGs
• Managing expectations
• Privately owned gliders and type conversions
• Pilots flying with other pilots
• Ageing pilots

Contacts and quick links

General

CFI requirements and appointment

Being a CFI is an important and rewarding role that can impact the success of any club. In addition to appropriate gliding experience, personal attributes and the ability to get on with people is important.

The required qualifications are an SPL with FI(S) certificate.

A BGA site Chief Flying Instructor (CFI) is selected and appointed by the club chair in consultation with the Senior Regional Examiner.  Once appointed, the BGA office is notified and a CFI endorsement issued. A BGA club CFI is also the gliding club head of training where that term is used. The CFI can liaise with their local Senior Regional Examiner whose guidance can be sought on matters of training and safety. The CFI should reasonably ensure that:

• suitable facilities and resources are available for the training that is taking place
• adequate numbers of instructors are available to meet the training need
• the instructors are supported, standardised, and developed
• club instructors privileges are known and listed to support training needs
• training records are correctly maintained

CFI other

Club Board. The relationship with the club’s Board or Committee  and the scope of the CFI’s role and authority within the club are critical. There needs to be effective communication and alignment between the CFI and the club’s Board or Committee.

Role model. The CFI needs to provide a role model for all the other instructors, and indeed other pilots who fly at the club. This means that in all normal circumstances the CFI is leading the way when it comes to safe and fun flying. If the CFI demonstrates poor flying or poor judgement, others will do the same. Equally, if the CFI engages in some good fun flying, flying the occasional competition, arranging an expedition or club competition and deliver standardised, practical, and safe instruction, others will follow.

Go flying! It can sometimes be hard to for a CFI to find the time for their own flying, but it’s important not to let this aspect of a CFI’s gliding slip away. Flying a cross country on a rare decent day is likely to be more important than, say, an impromptu check with a club instructor.

Understand – and delegate. CFIs need to understand and be able to explain the small number of rules and why they exist, and, importantly, encourage individual pilot’s awareness, informed thinking and decision-making.

It’s important to avoid a trap that results in everyone having to ask the CFI before anything can happen. That doesn’t work for anyone. Where ‘the CFI should ensure’ something, it can be most effective if the topic is addressed in the club operations manual. Club members cannot be expected to remember all the detail or read the CFIs mind. And CFIs cannot be expected to communicate the detail on a day to day basis. A written reference in the form of a site operations manual that is available to all pilots is important.

Sharing the load

In larger clubs, delegating some of the volunteer CFI’s activity is a necessity. It’s not possible for one person to cover everything on their own.

Identifying the potential next CFI and encouraging that person’s involvement as a deputy is a useful step.

Ensuring that there is Flight Instructor Coach (FIC) support within the club will be very helpful. There is more information below under ‘Identifying and developing new instructors’.

Using experienced pilots at the club qualified as Introductory Flight Pilots (IFPs) to deliver first flights by visitors can help the instructor team.

Training very experienced pilots to help keep an eye on the flying and ground operation takes the load off busy duty instructors who can find themselves juggling flying and oversight roles. Of course, formal supervision of student pilots, e.g. when flying solo, is an instructor’s role.

There can be a real risk of instructor fatigue. That’s not easy to resolve, but by engaging with club instructor’s needs, a CFI will identify changes that can help prevent an issue becoming a problem.

Remember that the Senior Regional Examiner and team are there to support and advise. If you cannot find the support you need locally, do reach out. The BGA office can help with contacts.

Communication

It is important for a CFI to have an effective method of communication with their instructors. Most CFIs have an e-mail list and others use tools such as whatsapp. Used with care and sensitivity, these methods of communication are very useful to highlight individuals training needs (with caution – it’s normally appropriate to tell the individual concerned that you will be informing other instructors) and new ideas and schemes operating at the club.

Forwarding BGA communications as requested helps the instructing team have a wide view of relevant issues and opportunities.

Instructor meetings are vital to bring together the instructor team. Many CFIs run these meetings as seminars to introduce new local or national ideas and training. Don’t forget to ask in advance for agenda items.

Club communication with members is often carried out in the form of newsletters or similar bulletins via (separate) e-mail and whats app, etc. It’s essential to keep everyone informed in a positive way regarding flying matters. Caution – poorly thought through communication channels and content will result in online friction and problems!

Access to information

Just about all the information needed in gliding is available online. It is a good idea to ensure the instructor team (and club pilots) have internet access at the airfield. Where that’s a problem via the usual channels including 4G, there are alternative methods of accessing the internet in remote locations.

Instructor administration and insurance

Individual instructors are responsible for ensuring that they meet SPL and FI(S) rolling recency requirements, are medically fit and suitably current. Clubs should take reasonable care to ensure that their instructors are qualified and fit for purpose. An example is checking an instructor’s medical status. Another is that instructors should be periodically reminded of the requirements. Some clubs use logging software to assist.

*Important point re insured risk*

IFPs and instructors at a BGA club must hold a valid BGA instructing ‘membership’. This provides BGA support including aviation risk insurance. The ‘membership’ is managed via the CFI’s e-tool. CFIs are advised to stay on top of club instructor rating administration via the e-tool and the emails from the BGA office. Any CFI can contact the BGA office to seek advice.

Disability gliding

There are millions of people in the UK with a disability. Disability gliding information is available here.  

Specific guidance for instructors can be viewed here.

Training

BGA Training Organisation

The BGA training organisation is the structure from which BGA clubs delivers effective, safe and compliant training.

CFIs should become familiar with the detail published on the BGA Training Organisation webpage. No-one is expected to remember the detail. Knowing where to look is important.

Organisation of pilot training

Pilot training requirements are detailed in the relevant syllabus. Full details are available on the BGA Training Organisation webpages.

A progress card or electronic equivalent should be used to record SPL training progress.

There is a BGA Student Pilot Manual available. Please encourage all student pilots to obtain their own.

Once a pilot reaches solo standard and completes that significant milestone, there can be a significant risk that the pilot will soon give up gliding. The drop-out rate is measurable across gliding year on year.

Why? Perhaps in part because many clubs are not proactive with formal training beyond solo through to completion of the SPL. Making sure student pilots and instructors are aware of the training ‘journey’, structuring the training system at the club including identifying the various milestones (e.g. solo, theory tests, soaring training, first single seat glider, navigation, field landing training & assessment, etc) sets expectations and supports aspiration. Just ‘letting it sort itself out’ doesn’t work – it does need some organisation and maintenance as well as the co-operation of the whole instructing team.

Watching and contributing to people progressing to become experienced glider pilots is hugely rewarding!

Site operations

Site operations including guidance on developing a site operations manual is available here.

Working with the Club Safety Officer and Chairman, consider the hazards at the club site, and how to mitigate them. Where mitigation isn’t possible, it is good practice to ensure via the club documentation, e.g. the site operations manual, that all pilots are aware.

Briefings and structured training

Student pilots progress if they:

• are clear about the aims and objectives of a lesson.
• feel safe as they are content that the instructor has thought about the possible threats and errors that might be made during the flight.
• know what structure the lesson will take.
• know who will fly during each part of the flight.
• understand the point of each air exercise flown.
• understand the theory behind what they are being taught in the air.
• receive constructive feedback after the lesson, and a ‘way forward’ for the next lesson.

The CFI should set a good example and encourage all club instructors to provide correctly briefed and structured training. New instructors are taught teaching and learning techniques, including structured briefings. If guidance is needed by a CFI, the SRE or BGA Training Standards Manager can advise.

SPL theoretical knowledge exams

The SPL theoretical knowledge exams are managed securely by the BGA and delivered securely by club CFIs. New CFIs are encouraged to contact the BGA theoretical knowledge exams lead via the BGA office. It is vital for the ongoing delegation of these exams that the exam content is kept secure and CFIs are diligent in their approach to testing. Successful pass in an exam is recorded on the BGA’s SPL application form by the CFI.

Assessing and checking

Separate from the formal assessments by a Flight Examiner (Sailplane) associated with gaining a licence, certificate or rating, as part of an ongoing need to maintain standards, any CFI will need to occasionally assess instructors and pilots and advise others on how to do so.

There’s excellent guidance and clarity about the required standard in the SFCL Examiner Handbook.

When assessing someone’s suitability to fly with someone else, it is worth considering ‘would I allow that person to fly with one of my family?’ If the answer to the question is no, then more training is probably required.

Before carrying out an assessment, it is important to confirm the related training has been completed. Incomplete training records can be a headache. If an item is found in a training record that needs addressing, highlight it. Above all, NEVER sign for something that has not been done.

If one of your instructors is interested in becoming a CAA appointed FE(S), encourage them to read and understand the SFCL requirements before arranging FE(S) standardisation training.

IFPs and Instructors

Rolling recency

CFIs are reminded that both SPL rolling recency requirements and instructor rolling recency apply. SPL rolling recency is at SFCL.160. BI(S) rolling recency is at SFCL.365. FI(S) rolling recency is at SFCL.360.

Refresher training

9-year Demonstration of Ability

The FI(S) 9-year rolling recency requirement, i.e. a demonstration of ability with an FIC, is a minimum period (for details, see SFCL.360). It is likely that CFIs will want to carry out more frequent standardisation flying with their instructors and that is of course at the CFIs discretion.

Please note that instructors who converted from BGA instructor to FI(S) can start the 9-years running from their last BGA 5-year instructor refresher recorded prior to 30th September 2025; note that the BGA five year is discontinued under SFCL requirements. An instructor who qualifies as an FI(S) after 1 October 2025 starts the 9 years running from the date of their SFCL FI(S) issue date.

The 9-year Demonstration of Ability to instruct can be delivered by an FI(S) who has been nominated in the role (always nominate in writing, e.g an email) by the BGA club CFI. They need the following experience before being nominated:

• (a)(7) (or on older licences, ‘FI(S) (i)’) privileges), and
• a minimum of one year’s experience delivering instructor training (or have other relevant experience in delivering aeroplane instructor training).

Guidance on the conduct of an FI(S) 9-year Demonstration of Ability is available here.

Introductory Flight Pilots and Basic Instructors

The Introductory Flight Pilot (IFP) is a BGA endorsement only. The IFP endorsement is designed to satisfy BGA Operational Regulations and include SPL holders who have been trained as an IFP to carry paying passengers on behalf of clubs to be included within the scope of the BGA’s aviation risk insurance policy.

The Basic Instructor (Sailplanes) is a stepping stone towards FI(S). The privileges of a BI(S) are limited to teaching the effects of controls (see SFCL.310).

A key issue with first flights is pressing on despite the conditions being unsuitable. These flights must be supervised (see SAO.GEN.115).  This guidance provides clear and helpful direction to those carrying out first flights.

Developing club instructors

An element of the CFI’s role is to encourage and support instructor development beyond the minimum level required to hold instructor qualifications. It is likely that a CFI will need to be proactive:

• Be approachable and contactable by all the club’s instructors.
• Be closely engaged with the club instructing activity.
• Understand how club pilots can access instructor training.
• Make effective use of a club Flight Instructor Coach (FIC).
• Periodically sample instructors ‘products’, eg student pilots. Assessing training records and flying with all the club’s student pilots as the opportunities arise can help to identify areas of necessary improvement as well as good practice to share with other instructors. Listening in to briefings (without interfering or psyching out the instructor or student pilot!) can help too.
• Establish a process that results in instructors having the opportunity to share views and experiences with each other. CFI led face to face instructor meetings work well and most can find the time to attend during the winter. One to one conversation can identify instructors gliding and instructing aspirations.
• Periodically fly with all instructors (every three years is helpful but not always possible). A pre-flight briefing and a flight exercise followed by a discrete debrief is a great opportunity for both an instructor and the CFI.
• Be proactive in addressing below par instruction by offering support including, if required, additional instructor coaching. Ensuring the experience is discrete and positive will usually result in a positive outcome for the individual instructor and the club.
• Maintain clear, positive, and encouraging communication with the instructor team.
• Appreciate that every instructor is different. Understanding how best to utilize instructor’s strengths is important, as is making sure each instructor is aware of any limitations. For example, the CFI may decide that only certain instructors may carry out specific aspects of pilot training, eg navigation.
• Consider a periodic (perhaps monthly) ‘instructor development day’, where instructor coaching and development is prioritized. Or even arrange something similar at short notice if the right people are around and there are few student pilots looking for training.
• If an instructor ‘drops out’, follow it up. The situation may be retrievable.
• Stay aware of ageing pilot issues and how those can affect instructors.

Identifying and encouraging new instructors

With identifying and encouraging new instructors in mind, all club CFIs are encouraged to:

• Be approachable and contactable by all the club’s pilots.
• Encourage club pilot’s potential interest in instructing.
• Be able to clearly communicate the experience required and practical steps needed to become an instructor.
• Understand how club pilots can access instructor training.
• Consider a periodic (perhaps monthly) ‘instructor development day’, where instructor coaching and development is prioritized. Or even arrange something similar at short notice if the right people are around and there are few student pilots looking for training.
• Stay aware of ageing pilot issues and how those can affect potential instructors.
• Make use of a Flight Instructor Coach (FIC). The role is incredibly important.

Instructor Training

Instructor training is delivered through several routes. The primary aim is the accessible training of safe, standardised instructors. The BGA Flight Instructor Coach (FIC) role is incredibly important. Instructors who are selected for the FIC role need to be suitably experienced, standardised, and approved by the BGA.

Read more about instructor training here.

Coaching qualified pilots

Why coach? Qualified pilots may want to expand their experience and being shown how to do something is a better start than relying totally on trial and error!

Coaching needs to be tailored for the individual with the individuals input and include ongoing direction. In the absence of this direction, it is easy to flounder, get bored or frustrated – and take up golf.

It might be an idea to have a central point of contact (an accessible and capable club appointed coach). Some CFIs give this role to a deputy CFI. A coach doesn’t necessarily need to be an instructor. They need appropriate gliding and soft skills. Where a non-instructor is coaching, the coach must be pilot in command and the person observing is a passenger. The flight manual describes which seat the pilot in command must occupy.

Some coaching ideas include:

• Flight planning theory
• Soaring meteorology theory
• Using club glider equipment, eg moving maps, etc
• Soaring techniques
• Goal setting, eg briefed activities that can be flown solo and reviewed from a logger trace.
• Moving around the sky (doesn’t need to be a cross-country)
• Dual cross country flying (can be a simple sub-100km flight between airfield TPs)
• Identifying national schemes, such as Junior Gliding events

Safety and Supervision

Promoting safety

The CFI role forms a leading part of the club’s approach to safety management, working alongside the club safety officer and instructing team.  The safest clubs have a proactive safety ‘culture’. The statistically safest clubs seem to be the most dynamic, engaging, and organised.

There are probably 10 occurrences for every real accident. Working with the club committee, CFIs can make a real difference by helping to promote openness about flight safety issues that crop up including a just culture, i.e. one where people feel safe to report all occurrences so that everyone including the club management team can learn from the experience and avoid a repeat. Don’t be surprised if you find yourself needing to patiently repeat important safety messages.

Supervision

At one end of the scale, effective supervision of unqualified pilots by instructors is critically important and required. At the other end of the scale, being comfortable that experienced qualified club pilots know the club rules and safely manage the risk is also a proportionate level of oversight. There are numerous other aspects of gliding to consider, including supervision of first flights (eg introductory flights and trial lessons).

Guidance on supervision as well as many other relevant topics is available here. 

TMGs

And CFIs who do not hold TMG privileges can be tempted to leave the ‘TMG experts’ to get on with it. Experience of accidents at clubs has shown that TMG pilots and instructors need to be as much a part of the clubs operation as any other club pilot, and as a result, CFIs do need to maintain equivalent oversight of TMG activities. A TMG is a powered sailplane, after all.

SFCL results in freedoms that did not previously exist. An FI(S) who holds valid TMG privileges on their SPL may teach gliding exercises in a TMG i.e. no additional FI(S) privilege is required. However, as any sane instructor will be aware, attempting to teach out-landings in a TMG without first being taught by an FIC how to do so would be hazardous to all involved. Attempting to teach any gliding exercise without building a reasonable level of TMG experience and capacity would also be hazardous. Noting that instructors must only teach what they have been taught to teach, appropriate training with a suitably qualified FIC (referencing the FI(S) training programme) must be completed before an FI(S) teaches out-landing exercises in a TMG. This is all part of maintaining oversight of club TMG activity.

Issues such as instructing SPL gliding exercises in a TMG will need greater supervision/management by CFIs than under the old BGA MGIR system. Appointing a suitably qualified ‘DCFI TMG’ will help.

Managing expectations

It is important for CFIs not to be overawed or impressed by apparent or assumed experience and skill. Any new pilot who joins a club should be expected to demonstrate evidence of the qualifications that they claim to hold and to demonstrate reasonable competence in the air and on the ground, as well as understand the club’s requirements. Some sites have inherent issues that can take time to get used to and any wise new on site pilot or instructor will welcome guidance.

Occasionally, CFIs can be or feel unreasonably pressured. Remember that just because a pilot has a licence or rating that says they can, it doesn’t mean that a club has to allow them to do so at their site.

As CFI, you and the other instructors and club members may find it helpful if you publish and keep up to date a list of which of the club instructors have which privileges to instruct for SPL additional privileges, e.g.  sailplane cloud flying, TMG extension, or aerobatics, which of the club instructors teach out-landings and navigation, and which of the club instructors have instructor coaching (BIC or FIC) privileges.

Privately owned gliders and type conversions

Given clubs duty of care, it is entirely reasonable for a club to require its members to seek approval to operate their private glider on site.  The CFI should ensure that club pilots flying types that are new to them, whether club aircraft or private, are directed towards the Aircraft Flight Manual and practical conversion guidance, ideally by an instructor familiar with the type. There is detailed guidance in the BGA Instructor Manual.

Pilots flying with other pilots

Pilots flying together in private or club two-seat gliders is increasingly popular. Some prefer that to single seat flying. Two-seater flying is great fun, but once the dynamic of two people in the cockpit is introduced, there are a few traps that can catch the unaware. These traps can be managed if they are thought about before getting airborne; they usually revolve around how the crew resource (ie both pilots) manage themselves. It’s important to recognise that there can only be one Pilot in Command, who must be a qualified pilot.

Full details are available in BGA guidance on ‘Flying with other pilots’.

Ageing pilots

This topic is detailed in BGA guidance ‘Ageing pilots’.

It is worth noting that where a pilot is unfit for any reason to continue flying as pilot in command, the alternatives are to fly with an instructor (who is pilot in command), or as a passenger of another qualified pilot (who is pilot in command). Be careful of the term ‘safety pilot’ – it has no legal standing unless its a formal arrangement with the CAA.

Where an ageing pilot feels that they are fit to continue, a way forward can be to offer the pilot an unofficial SPL skills test. The skills test is the recognised required standard for glider pilots. If following the skills the pilot has not met the standard, that can be a helpful indication to all parties.

Contacts and quick links

Regional team and other contacts are available here.

The BGA office contact details are here.

Laws and Rules including regulations are available here

BGA Training Organisation information is available here