AWE PLC

AWE PLC

Address: Building C9.1, Aldermaston, Berks, RG7 4PR Unique reference number (URN): 50578

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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 have developed a strong culture of inclusion by combining learner support and pastoral support teams with the wider AWE inclusion team. This has resulted in consistent approaches to meeting the needs of apprentices when training on- and off-the-job. Staff receive highly effective training which raises their awareness of emerging needs and understanding of special educational needs and/or disabilities.

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Inclusion Strong standard

Staff thoroughly and accurately identify barriers to learning. They provide a wide range of effective, research-based, specialist support which reduces barriers and improves apprentices’ wellbeing quickly. Staff share support strategies consistently with workplace mentors and subcontractors. They provide a range of tools that support apprentices to access education, such as assistive technology, concentration aids and hearing loops. All staff have received mental health first-aid training, which helps them to support apprentices’ wellbeing.

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Inclusion Strong standard

Leaders and staff monitor the progress of apprentices, including in their subcontracted provision, consistently and systematically. They use information about apprentices' progress reflectively to make improvements and plan additional training. Staff review support expertly and make adaptations when things change. They are ambitious for apprentices to develop the skills to support themselves independently. Apprentices who are identified as having barriers to learning make swift progress and achieve at least as well as their peers.

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Leadership and governance Expected standard

Leaders and those responsible for oversight have a strong, shared vision to meet the skills needs of the employer by providing specialist apprenticeships. Leaders receive suitable challenge and support from the well-experienced board. They understand the quality of the provision well, including the subcontracted provision. They take swift action to improve and develop aspects of the provision in the best interests of apprentices. For example, sub- groups of the board review the curriculum so that the development of emerging and changing skills is incorporated effectively. Leaders provide training that helps staff to improve and develop their skills. Training managers complete online training modules and visit the workplace to maintain their technical expertise. Staff are supported to continue to develop their teaching and assessing skills, including in supporting apprentices with barriers to learning.

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Leadership and governance Expected standard

Leaders value staff and monitor workloads closely. They have recently adjusted these to reduce workload. However, a few members of staff have not yet felt the impact of these actions. Leaders provide staff with access to wellbeing support as part of the wider organisation.

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Leadership and governance Expected standard

Leaders use effective partnerships to enhance their programmes and to contribute to local communities. They collaborate with the Defence Nuclear Enterprise to develop the curriculum. They work with unemployment organisations, local housing communities and local schools to encourage young people and adult residents to join the programmes. They have implemented work experience placements so that school pupils can find out more about the workplace and opportunities that are available.

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Achievement Strong standard

Apprentices make excellent progress from their starting points. They achieve consistently well, often with distinction grades, including those with barriers to learning.

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Achievement Strong standard

Apprentices develop substantial new specialist knowledge and skills. Apprentices studying the science industry maintenance technician apprenticeship skilfully design, build and test highly specialised level control test rigs. Their work is consistently of a very high standard.

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Achievement Strong standard

Apprentices develop their wider skills to meet the needs of their roles. They learn to use specialist software to draw wiring diagrams and design complex 3D circuit boards. They use complex mathematics effectively.

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Achievement Strong standard

Apprentices apply their learning successfully and confidently at work. They expertly create 3D printed objects and design and develop circuit boards and solder surface mounts. As a result, they are very well prepared for their next steps and progression at AWE PLC. Many apprentices move onto higher level roles and higher education when they finish their apprenticeship.

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Curriculum and teaching Expected standard

Working closely with the Ministry of Defence, leaders have developed coherent curriculums that provide apprentices with highly relevant and up-to-date knowledge and skills that they need to be successful in their roles. They make sure that workplace mentors understand apprentices’ learning and progress so that apprentices become skilled for specific roles in the nuclear industry. Apprentices gain substantial new knowledge, skills and behaviours, which equip them well for their current roles and prepare them for higher level roles in the future.

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Curriculum and teaching Expected standard

Training managers work closely with learning support specialists to identify apprentices’ support needs. They provide apprentices with a range of effective, adaptive teaching and tailored support such as access to hearing loops, noise cancelling headphones and specialist software, which help apprentices to focus on their studies and make swift progress.

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Curriculum and teaching Expected standard

Training managers at the academy are highly knowledgeable in their field. They use a range of appropriate strategies to teach apprentices well, including those with barriers to learning. In theory lessons, they explain new concepts, such as Arduino circuits, very clearly. They break down subjects into manageable steps so that apprentices’ knowledge grows in complexity until apprentices become fluent in their practices. Training managers demonstrate new skills methodically and clearly, such as grouping components logically on a circuit board. However, the quality of teaching that apprentices receive when studying at subcontractors is not consistently effective.

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Curriculum and teaching Expected standard

Training managers assess apprentices’ written and practical work effectively. They encourage apprentices to identify their mistakes and think about how they can fix them, as well as providing useful feedback, which helps apprentices to strive to complete work to a high standard.

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Participation and development Expected standard

Leaders foster a very professional and welcoming environment, where apprentices feel respected and well supported. They have created a culture of zero tolerance of bullying and harassment which apprentices understand well. Leaders make their high expectations for behaviour and attendance clear. Apprentices attend exceptionally well and demonstrate professional behaviours in their work and study.

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Participation and development Expected standard

Leaders have created a suitable curriculum which meets apprentices’ wider development needs and interests. Apprentices talk with enthusiasm about how their confidence grows through taking part in events as science, technology, engineering and mathematics ambassadors with local schools and communities. They develop their networks in the workplace through a range of themed groups including, for disability, neurodiversity, and gender. Apprentices develop a thorough knowledge of contributing to life in modern Britain. They learn about and reflect on topics such as the risks of extremism and radicalisation and British values. They confidently discuss scenarios and reflect on how they can apply this learning to their lives and work.

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Participation and development Expected standard

Apprentices receive information about possible next steps at AWE PLC. They have access to careers information through the internal intranet. However, they do not receive information about the transferrable skills that they could use to plan their long-term careers.

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

Apprentices, particularly those with support needs, thrive and gain the knowledge, skills and behaviours that they need to excel. They quickly and confidently apply their skills when they move into the workplace. Apprentices value the professional, supportive and well-resourced academy where staff provide high-quality training and apprentices’ wellbeing is prioritised. They receive highly effective pastoral support from specialists through wellbeing checks and targeted interventions. For example, apprentices are signposted to receive financial help when they are found to be struggling for money. This helps them to focus on their learning when they are in the academy.

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

Apprentices feel very safe because of the high expectations of their behaviours and their understanding of the need for high-security working protocols. They follow the strict health and safety procedures when working with machines and tools to keep themselves and others safe.

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

Apprentices value the activities that leaders provide to help them feel part of the AWE PLC community. They take part in an adventure residential trip and visits to the academy which, help them to prepare for learning and work. They are motivated to contribute to their community, using their ‘company volunteering days’, which helps to develop their confidence. Apprentices are inspired by training managers’ knowledge and enthusiasm to challenge themselves in their subjects. For example, apprentices studying machine precision engineering use their skills to create electric guitars, outside of their studies.

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

Apprentices enjoy the interesting additional learning that leaders provide. They develop a secure understanding of how to stay healthy and receive training from the military police on the dangers of alcohol and drugs. However, younger apprentices do not receive sufficient training to enable them to understand healthy relationships.

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Next steps

Leaders should continue to provide apprentices with increased, age appropriate, opportunities to learn about healthy relationships. Leaders should work closely with subcontractors to make sure that apprentices receive high-quality teaching that matches that of the academy.

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Team inspectors:

Maggie Fobister, Ofsted Inspector Lois Vassell, Ofsted Inspector Paul Breheny, Ofsted 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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Facts and figures used on inspection

This data is from 7 July 2026 Leaders should develop apprentices' knowledge of the transferrable skills that will contribute to their success in their long-term careers.

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About this inspection

Following our renewed 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 leaders, board members, development coaches, employers and apprentices during the inspection.

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About this inspection

The inspectors confirmed the following information about the provider:

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About this inspection

AWE PLC is an employer provider based in West Berkshire offering apprenticeships at level 3 to support the Ministry of Defence in providing continuous defence deterrents. At the time of the inspection, there were 146 apprentices in learning. The majority of apprentices, 87, are studying the science industry maintenance technician standard, 32 are studying engineering technician, 21 are studying machining technician, and the remainder are studying mechatronics maintenance technician and engineering and manufacturing support technician. All training is provided at the AWE Academy, which is based in the employer's premises.

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About this inspection

Leaders work with three subcontractors to provide apprentices with training to prepare for their technical qualifications: Basingstoke College of Technology, Farnborough College of Technology and Activate College Group, Reading.

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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

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 .

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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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