SSE Services PLC

Further education and skills inspection report

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Overall effectiveness Requires improvement

The quality of education Requires improvement Behaviour and attitudes Good Personal development Good Leadership and management Requires improvement Apprenticeships Requires improvement Overall effectiveness at previous inspection Good

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Information about this provider

SSE Services PLC (SSE) is an electricity distribution network operator based in southern England and Scotland. Leaders provide power industry apprenticeships to their staff. At the time of the inspection, 79 apprentices were in training, all at level 3. There were 65 apprentices completing the power network craftsperson standard, which was replaced in 2024 by three new power industry standards. The remaining apprentices were equally distributed across the three new standards of overhead linesperson, distribution cable jointer and substation fitter.

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Information about this provider

Apprentices are located across southern England. They attend training sessions at SSE’s training schools in Thatcham and the New Forest. There are approximately equal numbers of apprentices aged 16 to 18 and over 19 years old.

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Information about this provider

SSE works with three subcontractors who provide technical training, personal development opportunities and functional skills teaching for apprentices. 10 to 13 June 2025

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

Apprentices do not always have sufficient opportunities to apply and practise in the workplace the full range of new knowledge and skills they learn in training. This can be demotivating and slow apprentices’ progress. Leaders have acted to address this, but it is too soon to assess the impact.

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

Apprentices take pride in the technical, mathematical and safety knowledge and skills they quickly acquire. This enables them to take on increasingly challenging tasks, becoming valued team members.

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

Most apprentices have a positive attitude towards their apprenticeship. They arrive on time and are ready to learn and work. Apprentices value the welcoming, calm and purposeful learning environments which trainers create. Most apprentices are motivated, work hard and enjoy their apprenticeship. Apprentices are polite, courteous and respectful. They respond very positively to the high expectations staff have for their conduct and behaviour. Apprentices follow instructions readily and are professional in their approach to colleagues and customers.

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

Apprentices feel safe at work and in training. They know how to raise concerns and are confident that any issues would be acted upon swiftly and appropriately. Apprentices develop a detailed and secure understanding of how to work safely in potentially hazardous environments. For instance, when working at height, overhead linesperson apprentices prepare risk assessments calculating ratios of weight and mass, to ensure that ladders are placed correctly, and safe working loads are maintained.

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better?

Leaders do not make sure that apprentices’ learning is consistently well planned so that all apprentices have sufficient, timely opportunities to apply in the workplace what they have learned in training. Too often, learner team managers supporting apprentices in the workplace lack the technical knowledge to direct apprentices to suitable job tasks. This limits apprentices’ ability to gather evidence required for their portfolio, which slows their progress.

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better?

Staff do not consistently help apprentices prepare for specific aspects of their final assessments, such as the technical interview. This hinders apprentices’ ability to explain what they know and contributes to too many failing their final assessments. Leaders have put in place sensible actions to address this, but it is too soon to assess the impact.

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better?

Leaders provide apprentices with ambitious training programmes that are closely aligned to business needs. Early in their programme, apprentices who often have no prior knowledge of the power industry complete a level 2 certificate in electrical power engineering that is not required for their apprenticeship. This contributes to apprentices acquiring useful new knowledge, skills and behaviours swiftly. 10 to 13 June 2025

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Leaders order apprentices’ learning appropriately. They adapt training to reflect what apprentices know and can do at the beginning of their programme. Leaders ensure that apprentices have a secure understanding of essential concepts before introducing more complex tasks. For example, power network craftsperson apprentices work on low voltage, modern, plastic cables before applying what they have learned to more complex, high-voltage cabling. In this way, apprentices grow into competent and confident power industry workers.

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Trainers use their current industry expertise to explain topics well and break concepts down into more easily understood components. For example, trainers use a series of easily understood steps to show distribution cable jointer apprentices how to separate cables safely. This helps apprentices understand and remember essential information. Trainers use high-quality, industry standard resources, such as modern plastic cabling and older PILC (paper insulated lead sheath cable) cabling to demonstrate practical tasks clearly. They adapt training and provide support, such as the use of coloured overlays and voice-to-text software, to enable apprentices with special educational needs and/or disabilities to fully participate in training.

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Most trainers check what apprentices know and can do carefully. They observe apprentices, ensuring their work meets the precise standards needed. Where apprentices make mistakes, they intervene swiftly so that apprentices remain safe.

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The effectiveness of the feedback that training staff provide to apprentices is too variable. While in many cases it is clear and helpful, too often it does not set out clearly how apprentices can improve their work in the future.

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Apprentices benefit from a wide range of activities that prepare them for their future well. They gain insights into helpful topics such as using social media safely and sustaining positive mental health. Training staff talk to apprentices about the risks from radicalisation and extremism and how it relates to the power industry. This helps apprentices understand the relevance of these important topics. In this way, apprentices are supported to play a full and active role at work and in society.

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Staff provide helpful advice that enables apprentices to understand the future learning and work opportunities available to them well. This means that most apprentices know how to achieve their career aspirations and most continue to work for SSE after completing their programme.

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Apprenticeship managers understand clearly what they do well and act where improvement is needed. They changed the entry requirements for the course which reduced the number of apprentices leaving early. Managers work purposefully with subcontractors to make sure the training they offer is of suitable quality and supports apprentices’ learning well.

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Well-informed senior leaders work closely with apprenticeship managers to make sure that the provision meets the duties placed on it in areas such as safeguarding. They rightly recognise that despite leaders actions, the proportion of apprentices who complete their apprenticeship and pass their final assessments remains too low. 10 to 13 June 2025

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They continue to support and monitor leaders’ actions to improve the quality of the provision, although it is too soon to see the full impact.

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Safeguarding

The arrangements for safeguarding are effective.

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What does the provider need to do to improve?

 Make sure learner team managers direct apprentices to sufficient opportunities to apply, practise and hone their knowledge and skills in the workplace.  Prepare apprentices for their final assessments, so that more pass at the first attempt.  Reduce the proportion of apprentices who leave their apprenticeship early.  Improve the consistency of feedback to apprentices so they understand how to improve the standard of their work. 10 to 13 June 2025

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Provider details

Address Training Department, SSE Services PLC Robert Brown House Pipers Way Thatcham RG19 4AZ

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Provider details

Principal, CEO or equivalent Judy Preece

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Provider details

Date of previous inspection 7 January 2020

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Provider details

Main subcontractors Bridgwater & Taunton College Utilities and Construction Training (UCT) E A Technology 10 to 13 June 2025

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Information about this inspection

The inspection team was assisted by the apprenticeship performance and quality manager, as nominee. Inspectors took account of the provider’s most recent self- assessment report and development plans, and the previous inspection 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

Roland White, lead inspector His Majesty’s Inspector Gavin Murray Ofsted Inspector Peter Cox His Majesty’s Inspector Dr Agathine-Louise Ofsted Inspector Dr Ramin Narimani His Majesty’s Inspector 10 to 13 June 2025

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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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