National Grid PLC

Further education and skills inspection report

p.1

Overall effectiveness Outstanding

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

p.1

Information about this provider

National Grid Plc operates key parts of the electricity transmission system in England and Wales and used to operate the gas transmission system before selling it in 2022. They deliver apprenticeships in specialist electrical engineering subjects to train their current and future workforce. The national training centre is in Eakring, Nottinghamshire. At the time of the inspection, there were 161 apprentices in training. Of these, 75 study at level 4 on either the electrical power networks engineer or electrical power protection and plant commissioning engineer standards. The other 73 apprentices study at level 3 on either power industry overhead linesperson (PIOL), power industry substation fitter, or power network craftsperson standards.

p.1

Information about this provider

At the time of the inspection 57 apprentices were aged 16 to 18. 15 to 18 July 2025

p.1

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

Apprentices thoroughly enjoy their training and are proud to be part of the organisation. They value their trainers’ expertise and the high-quality resources that support their learning. Apprentices appreciate highly the investment that leaders make in them, not only for their training, but also for their well-being and support with accommodation while attending training.

p.2

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

Apprentices develop a wide range of knowledge, skills and behaviours that prepare them exceptionally well for their roles in the power industry. Through their technical training and experience on sites, they become competent and safety conscious professionals. They learn to work well in teams and communicate clearly, even in high risk situations.

p.2

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

Apprentices take part in a well-planned personal development programme. They participate in volunteering activities, such as acting as ambassadors for science, technology, engineering and maths careers events in schools and colleges. Apprentices develop their confidence, while also building strong friendships by going on residential team-building events to outdoor pursuits centres.

p.2

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

Apprentices receive thorough safeguarding and ‘Prevent’ duty training. They can explain how fundamental British values, such as democracy, relate to workplace policies and actively demonstrate this by participating in initiatives that encourage them to speak up and share their views in the workplace. Apprentices are well informed on topics, such as consent, mental health, online safety, and peer-on-peer abuse.

p.2

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

Apprentices feel safe in both their training and work environments. They understand risks and responsibilities and apply safety protocols with confidence. They contribute to, and benefit from, a highly supportive and respectful culture.

p.2

better?

Leaders are highly ambitious for their apprentices. They view them as an important investment in the company’s future and aim for them to stay long after completion, which most do. Leaders ensure apprentices thrive during their training and are well prepared for their careers and lives beyond. Leaders have invested in high-quality training facilities, so that apprentices learn on equipment and tools that they will use on site. This means apprentices are quickly able to apply the skills they learn when on jobs.

p.2

better?

Leaders have carefully designed the curriculum to prepare apprentices for technical and safety-critical roles. For example, PIOL apprentices begin with basic tower climbing skills before moving on to learn tower rescue techniques and how to use powered access platforms and truck-based systems to reach work areas. Additional academic qualifications help apprentices to develop a deeper understanding of 15 to 18 July 2025

p.2

3

electrical systems, networks and engineering principles, which enhances their future career prospects.

p.3

3

Trainers use their industry expertise to design challenging activities that build deep knowledge and high-level skills. They check understanding very well through probing questions, precise demonstrations and realistic practical tasks. This ensures apprentices can apply their learning to industry standards. Trainers use assessment skilfully to spot gaps in knowledge and fix misconceptions straight away. Feedback is clear, focused and developmental. It helps apprentices build on strengths, improve weaknesses and make rapid progress towards full occupational competence.

p.3

3

Knowledgeable managers, trainers and support staff work together effectively to identify apprentices’ additional needs early in their training. They create individual support plans that inform how teaching and support are tailored. As a result, apprentices with special educational needs and/or disabilities, including those with neurodiverse profiles, make progress in line with their peers.

p.3

3

Expert trainers support apprentices to develop technical and professional competence quickly. Early on in their training, they practise their new skills under close supervision, gradually taking on more responsibility. For example, they rehearse the ‘person in charge’ role, lead safety briefings and manage exclusion zones. In assessments, apprentices demonstrate safe climbing and trolley use at height, carry out conductor maintenance and install overhead line fittings in accordance with manufacturers’ recommendations.

p.3

3

Apprentices achieve very well. Most apprentices achieve distinction grades in their additional qualifications and first-time pass rates for final assessments are high.

p.3

3

Managers and staff provide careers guidance that is helpful, relevant and continuous. Apprentices are inspired by talks from senior leaders, many of whom were apprentices themselves. Most apprentices remain employed after completing their programme, and many progress into more senior roles within a few years.

p.3

3

Leaders have rigorous quality assurance processes in place. They use lesson observations, apprentice feedback and progress tracking to maintain high standards. Where improvements are needed, they act quickly. Subcontractors are closely managed to ensure the academic training they deliver meets the same expectations as core training.

p.3

3

Governors provide strong strategic oversight. They work closely with leaders to review safeguarding, curriculum quality and apprentice outcomes. They are highly committed to the success of the apprenticeship and its impact on workforce capability and retention. 15 to 18 July 2025

p.3

Safeguarding

The arrangements for safeguarding are effective. 15 to 18 July 2025

p.4

Provider details

Address Eakring Training Centre Kirklington Road Eakring Newark NG22 0DA

p.5

Provider details

Principal, CEO or equivalent John Pettigrew

p.5

Provider details

Provider type Independent Learning Provider

p.5

Provider details

Date of previous inspection 15 to 18 November 2016

p.5

Main subcontractors

Loughborough College EA Technologies 15 to 18 July 2025

p.5

Information about this inspection

The inspection team was assisted by the head of development programmes 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.

p.6

Inspection team

Sarah Biddulph, lead inspector His Majesty’s Inspector Kevin Williams Ofsted Inspector Mark Care His Majesty’s Inspector Errol Ince Ofsted Inspector 15 to 18 July 2025

p.6

7

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.

p.7

7

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.7

7

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

p.7

7

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.7

7

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.7