EA Technology Limited

During the monitoring inspection, inspectors focused on the following themes:

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 progress in leadership and governance – this means how much progress leaders and those responsible for governance have made in ensuring that the provider is meeting all the requirements of successful apprenticeship provision, and is identifying and supporting the needs of apprentices

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 progress in inclusion – this means how much progress leaders have made in identifying the needs of individual apprentices and putting suitable support in place, in particular for those who are disadvantaged, those with SEND or high needs, those who are known (or previously known) to social care, and those who may face other barriers to their experiences and opportunities, including those without level 2 English and/or mathematics

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 progress in curriculum, teaching, and training – this means how much progress leaders and managers have made in ensuring that apprentices benefit from high-quality training that leads to positive outcomes for apprentices

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 progress in ensuring effective safeguarding arrangements – this means how much progress leaders and managers have made in ensuring that effective safeguarding arrangements are in place

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Leadership and governance

Reasonable progress : the provider’s actions are already having a beneficial impact on learners and/or apprentices. Improvements are sustainable and are based on the provider’s thorough quality assurance procedures.

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Leadership and governance

Leaders and governors meet the statutory requirements of apprenticeships. Leaders have established a newly founded board of governors that includes a governor with significant experience of apprenticeships. While the board is in its infancy, governors are beginning to provide external oversight of the quality of provision. EA Technology Limited Capenhurst Technology Park, Capenhurst, Chester CH1 6ES

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monitoring inspection report:

13 and 14 January 2026 Monitoring inspection report: EA Technology Limited 13 and 14 January 2026

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Leaders use helpful quality processes to confirm strengths and identify areas for improvement. They are proud of the industry expertise of staff. Leaders ensure that trainers access useful training to maintain their specialist knowledge and skills. Trainers complete additional qualifications in power systems engineering so that their knowledge remains current.

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Leaders use feedback from apprentices to improve assessment and teaching practices. Apprentices now sit fewer examinations and complete more assignments that enable them to apply practical skills in the workplace. Leaders have improved the quality and timeliness of the written feedback that apprentices receive. They acknowledge that further improvement is required to ensure that trainers use effective questioning strategies consistently.

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Staff enjoy working at the provider and feel supported. Leaders provide new trainers with worthwhile inductions that include opportunities to shadow or teach alongside experienced colleagues. Staff appreciate that leaders take practical steps to reduce workload pressures.

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Inclusion

Reasonable progress : the provider’s actions are already having a beneficial impact on learners and/or apprentices. Improvements are sustainable and are based on the provider’s thorough quality assurance procedures.

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Inclusion

Leaders implement effective processes to identify apprentices’ potential barriers to learning and to support their learning needs. They provide assessments to apprentices with dyslexia to determine the personalised support that they need. Leaders and trainers provide apprentices with coloured overlays and access to resources in advance of training sessions. Apprentices with dyslexia make progress on their apprenticeship that is in line with their peers.

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Inclusion

Leaders are acutely aware of the need for apprentices to acquire the high-level mathematical proficiency required to be successful in the electrical power industry. Leaders ensure that apprentices who have not studied mathematics for a significant period of time are not at a disadvantage. They use a tailored initial assessment to check apprentices’ mathematical ability. Leaders offer a bespoke bridging course to apprentices who need to strengthen their mathematical knowledge and skills prior to starting the apprenticeship. Apprentices value this opportunity. Where apprentices require additional assistance, leaders provide extra-targeted support in algebra and calculus or offer alternative courses.

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Inclusion

Leaders and staff provide personalised support for apprentices with temporary barriers to their learning. They arrange practicable actions and timescales to support apprentices experiencing changes to their personal circumstances to remain in learning. Monitoring inspection report: EA Technology Limited 13 and 14 January 2026

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Curriculum, teaching, and training

Reasonable progress : the provider’s actions are already having a beneficial impact on learners and/or apprentices. Improvements are sustainable and are based on the provider’s thorough quality assurance procedures.

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Curriculum, teaching, and training

Leaders offer a coherently sequenced curriculum that enables apprentices to build incrementally their knowledge, skills, and behaviours. Apprentices begin by learning the foundations of the electric-power industry such as switchgear in electrical power systems. Trainers ensure that apprentices can maintain safe power distribution before moving on to practical training in cabling and substation earthing.

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Curriculum, teaching, and training

Trainers use information collected at the start of the apprenticeship to plan individualised training for apprentices. Apprentices who work in design engineering benefit from training in substation design. Leaders organise supplementary training from guest speakers in cable manufacturing, overhead lines, and partial discharge diagnostics. Apprentices value the training that they receive from specialists that prepares them fully to work in the sector.

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Curriculum, teaching, and training

Trainers present information clearly. They effectively break down transformer principles into manageable components such as single-phase and three-phase transformers. Trainers mostly ask probing questions to identify and remedy gaps in apprentices’ knowledge.

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Curriculum, teaching, and training

Employers regularly attend progress reviews. However, the targets set for apprentices are procedural and too broad. In a few instances, employers do not coordinate effective opportunities for apprentices to practise their skills at work. In these instances, apprentices do not make the progress of which they are capable.

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Safeguarding arrangements

Reasonable progress : the provider’s actions are already having a beneficial impact on learners and/or apprentices. Improvements are sustainable and are based on the provider’s thorough quality assurance procedures.

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Safeguarding arrangements

Leaders have an appropriate safeguarding policy and procedure in place. They have appointed a designated safeguarding lead. Leaders, governors, and staff are trained in safeguarding and the ‘Prevent’ duty.

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Safeguarding arrangements

Leaders prioritise the safeguarding of apprentices. Apprentices wear identification lanyards and sign in and out of the provider premises. Employers are contacted within the hour if an apprentice does not attend their training. Leaders sensibly use information from learner surveys to improve further safeguarding measures. They have introduced a safeguarding information board, newsletter, and posters in communal areas of the training centre. Apprentices know who to contact should they need to raise a concern. Monitoring inspection report: EA Technology Limited 13 and 14 January 2026

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Leaders have appropriate processes in place to log safeguarding incidents or concerns. No safeguarding incidents or concerns have yet been reported, which means that safeguarding processes and systems remain untested.

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Work-based assessors discuss safeguarding and the dangers of radicalisation with apprentices during reviews. Apprentices know the importance of recognising and reporting changes in the behaviour of others. Leaders plan to introduce further opportunities to explore radicalisation and extremism in sessions imminently. They acknowledge that there is more to be done to identify risks local to where apprentices live and work.

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About this inspection

Ofsted carries out monitoring inspections to all newly directly funded providers of apprenticeship training provision where the provision offered is in scope for inspection.

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About this inspection

The purpose of this monitoring inspection was not to determine grades for any of the evaluation areas set out in the further education and skills inspection toolkit. The purpose was to report on the provider’s progress in relation to the 4 themes set out above.

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About this inspection

EA Technology Limited is an independent learning provider based in Chester, Cheshire. The provider offers specialist training for the electrical power industry. At the time of the monitoring inspection, there were 32 apprentices enrolled on the level 4 electrical power networks engineer apprenticeship. Apprentices are located across the country. Apprentices receive a combination of in-person and online training.

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Team inspector

Jaqui Scott Ofsted Inspector Monitoring inspection report: EA Technology Limited 13 and 14 January 2026

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needs funding at time of inspection

Monitoring inspection report: EA Technology Limited 13 and 14 January 2026

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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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