UK Power Networks (Operations) Limited

Further education and skills inspection report

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Inspection of UK Power Networks (Operations) Limited

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Overall effectiveness Good

The quality of education Good Behaviour and attitudes Outstanding Personal development Outstanding Leadership and management Good Apprenticeships Good Overall effectiveness at previous inspection Not previously inspected

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Information about this provider

UK Power Networks (Operations) Limited (UKPN) owns and maintains electricity cables across London, the South East and the East of England to ensure that homes and business have electricity power. UKPN has four training centres that are located in Kent and Suffolk. Level 3 apprentices train in one of three trades to become competent as electrical fitters, cable jointers or overhead lines fitters and Level 4 apprentices train to become electrical power engineers.

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Information about this provider

At the time of the inspection, there were 46 standards-based apprentices funded through the apprenticeship levy. Approximately half are following the level 4 electrical power networks engineer apprenticeship programme, and the remainder study the level 3 power network craftsperson apprenticeship. The majority of apprentices are over 19 years of age, with a small number aged 16 to 18. 2–5 November 2021

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What is it like to be a learner with this provider?

Apprentices are highly valued employees with an employer that embodies a strong culture of safety, care and support. Apprentices benefit from learning and working in a highly positive, respectful and nurturing environment.

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What is it like to be a learner with this provider?

Apprentices know how to keep themselves safe. They understand the importance of adhering to strict health and safety practices. They treat colleagues, peers and customers with the utmost respect. Apprentices value highly the support they receive from trainers and their line managers to succeed on their programme.

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What is it like to be a learner with this provider?

Apprentices develop a good understanding of working practices. Trainers are experienced in the sector and bring a wealth of knowledge to the apprenticeships. They motivate apprentices well to develop complex technical skills and professional attitudes. As a result, apprentices develop their use of technical language when communicating with colleagues and customers.

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What is it like to be a learner with this provider?

Apprentices have many opportunities to develop skills that enhance their careers at UKPN through a wide variety of additional high-quality courses. For example, apprentices complete additional driving qualifications to be able to drive large vehicles. Apprentices on the level 3 power network craftsperson apprenticeship programme participate in the Duke of Edinburgh’s Award programme. They develop their communication, confidence, resilience and teamwork skills very well. Many apprentices experience promotion at work, and gain pay rises and enhancements to their job roles as a result of their training.

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better?

Leaders have a well-considered strategy to enhance and grow the skills of their engineering team to maintain and fit the power supply network. The apprenticeship programmes are a fundamental element of this strategy to develop a highly skilled workforce. Leaders are ambitious for apprentices to achieve their full potential.

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better?

Leaders and managers have a comprehensive and rigorous recruitment and induction programme. Apprentices undertake an aptitude assessment, English and mathematics assessments and a formal interview followed by a full assessment day. As a result, apprentices are recruited to the correct apprenticeship, and the vast majority successfully complete their qualification.

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better?

Leaders and line managers work in a collaborative way to design the apprenticeship programme. Apprentices learn how engineering solutions to complex electricity network scenarios are used to manage electricity supplies safely. Trainers sequence the curriculum logically and put safety first, combined with additional learning that develops the apprentices’ wider skills and knowledge. For example, apprentices learn about fire awareness, working in confined spaces and emergency first aid so that they are prepared for dangerous situations they may face. They also learn 2–5 November 2021

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about drug and alcohol awareness and customer care and body language. This prepares them for their job role and helps them keep healthy in their day-to-day lives.

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Leaders frequently review the effectiveness of the curriculum to ensure it meets the needs of the business and their industry. Since the previous monitoring visit, leaders have introduced appropriate and effective curriculum governance. As a result, leaders have a clear and accurate overview of the strengths and areas for development of the provision.

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From the very start of the programme, trainers set high expectations for the professional behaviours and attitudes required for work. Leaders and staff have a clear set of values and behaviour standards, which they expect apprentices to follow. Apprentices’ performance is reviewed frequently to ensure that behaviour standards are met. As a result, apprentices have an excellent commitment to learning. They develop exceptional standards of professional behaviours and attitudes to learning and work.

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Leaders recognise the need to improve the quality of the English and mathematics curriculum. Leaders and managers have plans to strengthen this area by recruiting a skilled English and mathematics teaching team, and to deliver the curriculum and improve the ongoing support that trainers provide to apprentices. Leaders are in the process of procuring a partner to teach this element of the apprenticeship. Currently, apprentices do not receive sufficient opportunities to improve their English and mathematics skills.

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Trainers use their expertise and knowledge very well to teach apprentices what they need to know to be competent engineers. Apprentices enjoy their lessons and learn well through carefully planned and taught practical activities and demonstrations. As a result, apprentices become skilled frontline engineers. For example, trainers demonstrate the preparations required for substituting a sub-station.

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Leaders ensure that apprentices receive a generous amount of study time to complete their apprenticeship. Trainers work effectively with line managers to coordinate apprentices’ learning opportunities in the workplace. For example, apprentices take responsibility to write risk assessment plans. As a result, apprentices secure their communication skills and safety knowledge.

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Most apprentices benefit from thorough progress reviews that reflect the progress they are making. Apprentices use these meetings to discuss tasks they have completed in the workplace, how they approached them and the challenges they faced, and how they overcame them. As a result, they have a good understanding of the new knowledge, skills and work-related behaviours they are gaining.

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Trainers and line managers check and monitor apprentices’ knowledge, skills and work-related behaviours frequently and effectively. Trainers provide apprentices with constructive feedback on their practical and written work. Apprentices use this feedback well to ensure that their work is of a high standard. 2–5 November 2021

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Trainers coach apprentices who require additional support to improve their work effectively. Those who have been away from formal training for some years benefit significantly from this coaching. Trainers provide intensive support through one-to- one sessions to support apprentices who are falling behind. As a result, most apprentices complete their apprenticeship within the planned time.

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Trainers prepare apprentices well for their final assessments. Apprentices complete activities such as mock assessments and discussions. Most apprentices pass their assessments and know that they are expected to achieve high grades. In a few instances, apprentices are unaware of how they can achieve high grades.

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Most apprentices have a clear understanding of the career opportunities available to them within the provider. They receive this information through conversations with colleagues and managers and when they raise it as part of a progress review. However, leaders do not ensure that all apprentices receive careers advice and guidance about opportunities available within the wider energy sector.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Leaders and managers have thorough safeguarding arrangements in place, including suitable recruitment processes. As a result, staff have been appropriately vetted to work with apprentices.

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Safeguarding

Leaders and managers create company policies and risk assessments to protect apprentices when working in the community or the energy sector. This includes a critical incident management plan in case of a terrorist-related attack.

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Safeguarding

Leaders and managers keep themselves well informed about local threats from extremist groups. They use this information well to assess the risks for apprentices when working in the field. Leaders ensure that most apprentices know how to respond if they experience a terrorist incident.

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What does the provider need to do to improve?

 Leaders and managers should ensure that effective arrangements are in place to help apprentices further develop the English and mathematics skills they need.  Leaders and managers should ensure that apprentices receive information about career opportunities within the wider energy sector. 2–5 November 2021

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Provider details

Address 237 Southwark Bridge Road London SE1 6NP

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Provider details

Website www.ukpowernetworkscareers.co.uk/careers

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Provider details

Date of previous inspection Not previously inspected 2–5 November 2021

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Information about this inspection

The inspection team was assisted by the trainee programmes manager, as nominee. Inspectors took account of the provider’s most recent self-assessment report and development plans, and the previous monitoring visit report. The inspection was carried out using the further education and skills inspection handbook and took into account all relevant provision at the provider. Inspectors collected a wide range of evidence to inform judgements, including visiting learning sessions, scrutinising learners’ work, seeking the views of learners, staff and other stakeholders, and examining the provider’s documentation and records.

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Inspection team

Joanna Walters, lead inspector Her Majesty’s Inspector Ralph Brompton Ofsted Inspector Shahram Safavi Ofsted Inspector Paul Manning Ofsted Inspector 2–5 November 2021

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regulates and inspects to achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children’s social care, and inspects the Children and Family Court Advisory and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for children looked after, safeguarding and child protection.

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