National Grid Electricity Distribution (South

West) PLC

Address: Western Power Distribution, DY4 0HH Unique reference number (URN): 55347

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, learners are made safer and feel safe.

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How we evaluate safeguarding

When we inspect providers for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The provider has an open and positive culture of safeguarding. Not met: The provider has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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Inclusion Strong standard

Leaders and managers have fostered a very strong culture of inclusion throughout the organisation in which apprentices' additional needs are met effectively. Apprentices facing barriers to their learning are identified promptly, and leaders ensure that any necessary adaptations are quickly implemented and continuously monitored for effectiveness.

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Inclusion Strong standard

Staff receive comprehensive training to provide high-quality support for apprentices, including advice on applying a graduated approach to the assistance offered. They use this training successfully to monitor and modify support levels as needed, whether for the short or long term.

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Inclusion Strong standard

Leaders collaborate closely with their subcontractors to ensure that apprentices receive consistent, high-quality support, whether studying off-site or training directly with their employer. Subcontractors deliver the academic components of the apprenticeship and frequently reassess apprentices' support needs in relation to the work they do in the classroom, providing specific assistance when necessary to ensure that all apprentices progress in their learning.

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Inclusion Strong standard

Leaders frequently review their inclusion strategies and skilfully adjust them as needed. In response to the increase in the number of neurodiverse apprentices, they have organised additional training programmes to help trainers and workplace managers better understand the needs of neurodiverse apprentices.

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Leadership and governance Strong standard

Leaders are specialists in training highly skilled engineers to distribute electricity nationwide. They recognise that the distribution sector is undergoing a transition due to government initiatives and the growth of renewable energy. Therefore, there is a need to strengthen the network and prepare for the doubling of electricity demand by 2050. Leaders focus closely and successfully on working towards meeting these future national requirements. The curriculums designed are ambitious and effectively prepare apprentices to face these challenges.

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Leadership and governance Strong standard

Leaders rigorously monitor the quality of education that apprentices receive. The quality and curriculum team meets each month after carrying out activities that include observing lessons, reviewing progress reports, examining achievement data, checking examination results and gathering feedback from apprentices. They share information from these activities with the excellence committee, which then provides useful insights for the quarterly governance meetings. This process helps leaders and governors to understand fully what is working well and identify areas for improvement, enabling them to provide challenge and support for staff where needed.

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Leadership and governance Strong standard

Staff are proud to work for the company. They find it to be a supportive environment where leaders consider their wellbeing. Staff also benefit from high-quality training that keeps them up to date with their technical skills and helps them to develop their teaching practice.

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Leadership and governance Strong standard

Leaders have a comprehensive understanding of the quality of education that apprentices receive from subcontracting partners. They frequently observe sessions alongside staff from subcontractors and evaluate subcontractors' performance against established indicators, swiftly resolving any concerns that arise.

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Achievement Strong standard

Apprentices quickly make progress from the start of their apprenticeship, gaining new knowledge, skills, and confidence in their roles. Level 4 electrical power networks engineer apprentices with no prior experience can connect electricity to a household within 7 months, review solar panel applications, shut down the network safely within a year and access a substation safely to identify and report any faults within a year. They are proud of their progress and feel trusted by supervisors and managers in doing their work following training.

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Achievement Strong standard

The work that apprentices complete is of a high standard. Work carried out by apprentices shows a thorough understanding of complex topics and key concepts essential for a successful career in the sector.

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Achievement Strong standard

The proportion of apprentices who complete their studies is consistently high. Almost all apprentices remain in employment after completing their training, with many securing promotions.

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Curriculum and teaching Strong standard

Leaders collaborate with senior directors and operational leads to develop ambitious, high- quality curriculums that align closely with the strategic goals of NetZero 2050 and the future of electricity distribution. They routinely review, revise and adapt curriculum content to ensure that apprenticeships remain aligned with local, regional and national skills priorities. They skilfully design curriculums so that topics are taught in a logical sequence, enabling apprentices to quickly acquire the knowledge and skills necessary to work competently and safely in the workplace.

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Curriculum and teaching Strong standard

Apprentices receive high-quality training. Trainers are subject experts with extensive experience in the sector. They utilise this expertise skilfully when teaching key content. When instructing on rescuing a casualty at height, trainers explain the process and standard technique in detail. They use probing questions to check the depth of apprentices’ understanding.

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Curriculum and teaching Strong standard

Trainers provide apprentices with valuable feedback on their work. They offer clear guidance on what apprentices have done well and which areas require improvement, including how to achieve the highest possible grades in their final assessments. Trainers frequently communicate with apprentices’ supervisors to monitor the development of their practical skills at work, and when areas for improvement are identified, purposeful feedback and training are provided.

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Curriculum and teaching Strong standard

Staff work with apprentices, mentors and line managers to plan on- and off-the-job training carefully, maximising opportunities for apprentices to practise what they learn. When certain tasks are less common, staff cooperate with line managers to ensure that apprentices gain vital experience of these whenever possible.

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Participation and development Strong standard

Trainers and leaders set high expectations for apprentices’ behaviour, attitudes and achievement. They establish clear guidelines, especially concerning health and safety protocols in hazardous environments. They praise safe working practices and promote the routine use of pausing, reflecting, questioning and proceeding to ensure that apprentices understand the correct procedures in a safe workshop environment before applying their knowledge and skills to the electricity distribution network.

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Participation and development Strong standard

Apprentices demonstrate excellent attendance and punctuality in both lessons and at work. They approach their learning with enthusiasm. Apprentices are eager to acquire new knowledge and skills swiftly. They explain that attending training helps them build confidence, competence and resilience, and to learn from their mistakes in a supportive environment.

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Participation and development Strong standard

Staff provide apprentices, including those with special educational needs and/or disabilities or other learning barriers, with well-informed and timely support that enables them to succeed in their studies. This includes access to assistive technologies like read-and-write software, specialist support and workplace assessments.

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Participation and development Strong standard

Apprentices receive comprehensive careers advice and guidance. They are well informed about post-study opportunities, including options for further learning and various job roles, such as management positions, alongside advice on how to achieve their goals.

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What it's like to be a learner and/or an apprentice at this provider

Apprentices benefit from high-quality tailored curriculums that develop vital skills needed in the electricity distribution sector. They are trained beyond basic standards to become highly capable engineers. Most apprentices progress quickly and complete their training successfully. Apprentices show a high level of knowledge and skills in their practical work. They are proud of their progress and feel trusted by supervisors, team leaders and managers to perform their work to a high standard following training.

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What it's like to be a learner and/or an apprentice at this provider

At the start of apprentices' studies, staff quickly identify what apprentices know and can do, and the support that they need. Staff proactively arrange the support to help apprentices fully engage with their learning. Qualified and experienced staff manage and monitor support arrangements using a graduated approach, with staff at all levels trained to assess apprentices' needs and provide effective additional support when needed.

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What it's like to be a learner and/or an apprentice at this provider

Apprentices receive the information that they need to make well-informed decisions about their careers. They benefit from having potential career paths outlined from the beginning of their apprenticeship. These include opportunities for further learning and different job roles, including those in management. Apprentices frequently discuss their progress and future plans at work with their mentors and line managers as part of their ongoing professional conversations about their work and development.

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What it's like to be a learner and/or an apprentice at this provider

Apprentices have a wide range of personal development opportunities through the curriculum. They successfully develop mental resilience and essential customer service skills. They participate in activities such as outdoor adventures, community projects and charity fundraisers, which help to foster confidence, teamwork and resilience beyond the requirements of the standard.

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What it's like to be a learner and/or an apprentice at this provider

Apprentices enjoy their learning experience. They are highly motivated and feel supported in welcoming environments. They report a sense of belonging and are positive about completing their apprenticeships and moving into well-paid careers with plenty of opportunities for their future and further development.

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Next steps

• Leaders and those responsible for governance should sustain their work to ensure continued improvement and high standards. They should focus on creating a transformational impact on the outcomes and experiences of all apprentices.

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Team inspectors:

Stuart Collett, His Majesty's Inspector Kim Bleasdale, His Majesty's Inspector Alastair Mollon, His Majesty's Inspector Joanna Walters, His Majesty's Inspector Steve Kelly, His Majesty's Inspector

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Facts and figures used on inspection

The data was used by the inspector(s) during the inspection. More recent data may have been published since the inspection took place.

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About this inspection

Following our updated inspection framework, all inspections are now led by His Majesty’s Inspectors (HMIs) or by Ofsted Inspectors (OIs) who have previously served as HMIs.

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About this inspection

Inspectors spoke with apprentices, trainers, governors, leaders and line managers during the inspection.

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About this inspection

National Grid Electricity Distribution (South West) PLC is an employer provider offering apprenticeships. There are 3 training centres in Tipton, Taunton and Eakring. At the time of the inspection, apprentices were enrolled on 5 different programmes, all related to electricity distribution. The largest of these is the level 3 power network craftsperson apprenticeship, with 206 apprentices.

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About this inspection

National Grid Electricity Distribution (South West) PLC work with two subcontractors: Bridgwater College and Loughborough College. Subcontractors are responsible for delivering specific theoretical topics to all apprentices.

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Exceptional

Practice is exceptional: of the highest standard nationally. Other providers can learn from it.

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Strong standard

The provider reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The provider is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The provider needs to make urgent improvements to provide the expected standard of education and/or care.

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Urgent improvement

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

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

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