Electrical Testing Limited

Electrical Testing Limited

Address: The Bridge, Acle, Norwich, Norfolk, NR13 3AT Unique reference number (URN): 2577239

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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 Expected standard

Leaders nurture a supportive culture where most apprentices make at least expected progress, regardless of background or needs. Staff identify apprentices with special educational needs and/or disabilities (SEND) by asking about support requirements at the start of their course. Trainers get to know apprentices well and provide tailored support. They share resources with apprentices before training sessions, which helps them to prepare for learning. However, staff do not systematically review and adapt the individual learning support provided to apprentices throughout the apprenticeship.

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Inclusion Expected standard

Staff closely monitor the progress of apprentices. Trainers check apprentices’ progress at the end of each training week. Apprentices with SEND are generally on track with their studies and know what they need to do in preparation for their final assessments. However, leaders do not routinely monitor the progress of apprentices from wider groups of disadvantage.

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Inclusion Expected standard

Leaders provide appropriate staff training and access to resources to help trainers support apprentices with SEND. These include strategies for supporting apprentices with dyslexia and dyscalculia. Staff complete suitable qualifications for supporting learners with SEND to help them reduce barriers to learning.

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Leadership and governance Expected standard

Leaders have secure knowledge of their apprenticeship provision and have effective systems to monitor the curriculum and teaching. Their observations of teaching and feedback have improved trainers’ use of practical resources and learning strategies. Since the previous inspection, leaders have enhanced the developmental feedback and careers advice which trainers provide to apprentices.

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Leadership and governance Expected standard

Governors have appropriate experience of apprenticeship training. They attend meetings, have access to appropriate information, and are involved in key decision-making discussions. Leaders recognise the need to widen the expertise of governors they recruit to further support the quality improvement of their apprenticeships.

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Leadership and governance Expected standard

Leaders take effective steps to ensure the wellbeing of their staff. They have frequent meetings and communications with their trainers to check in on their wellbeing, especially when they are working away from home.

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Leadership and governance Expected standard

Leaders collaborate effectively with employers and sector bodies to help ensure they provide training that meets industry standards. Leaders have developed purposeful relationships with employers which helps make sure that apprentices’ training is relevant for employers’ needs.

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Leadership and governance Expected standard

Leaders have a strong commitment to the professional learning of their staff. Trainers read industry journals, join sector professional organisations and gain qualifications in highway electrical systems. Leaders provide support for trainers to develop their teaching practice, such as developing active learning in classrooms.

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Achievement Strong standard

Most apprentices, including those with barriers to learning, complete their apprenticeships within planned timescales. Achievement rates are high. A high proportion of apprentices achieve merit or distinction grades.

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Achievement Strong standard

Apprentices develop a thorough and secure understanding of new concepts that they apply fluently at work to meet high industry standards. Level 2 highways electrical maintenance and installation operative apprentices can install lighting columns, know how to dig safely avoiding cables, and can work safely at height. Level 3 highways electrician or service operative apprentices develop highly technical, diagnostic skills which enable them to repair street lighting installations. Level 3 apprentices demonstrate compliance with exacting industry standards when writing final certification reports for completed work.

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Achievement Strong standard

Apprentices are very well prepared for the next steps in their careers. Employers value highly the productivity that apprentices develop throughout their training. Most apprentices remain in employment on completion of their training, and level 2 apprentices often move on to the level 3 apprenticeship.

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Curriculum and teaching Expected standard

Leaders have designed a highly specialised apprenticeship offer focused on developing the skills needed for the national highways electrical sector. The training equips apprentices with the knowledge, skills, and behaviours they need to safely work as a multi-skilled operative in the installation and maintenance of electrical equipment on roads and motorways.

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Needs attention

Leaders have sequenced their apprenticeships well. Highways electrical maintenance and electrician apprentices first learn about regulations and basic electrical theory before using this knowledge to move on to advanced electrical theory, cable calculations and diagnosing and repairing faults.

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Needs attention

Trainers use a range of teaching approaches effectively. They plan training sessions thoughtfully so that apprentices practise applying the theory and concepts they have learned in the classroom in real-world practical simulations. Trainers mostly check apprentices' understanding of new theories and concepts thoroughly. However, occasionally trainers give answers too quickly rather than fully checking apprentices’ understanding.

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Needs attention

Apprentices find that the activities they do in their training sessions align closely with their workplace activities. Leaders plan off-the-job activities at the start of the programme so that expectations are clear to apprentices and employers. Tutors organise frequent progress reviews. They discuss with the apprentices’ workplace managers the activities that apprentices can complete that reinforce and enhance what they have learned at the training centre.

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Needs attention

Trainers provide apprentices with effective ongoing feedback that helps apprentices improve their skills and work. During practical sessions, trainers provide feedback to help apprentices improve their technical skills, such as digging skills and joining ducts.

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Participation and development Needs attention

Leaders do not ensure that apprentices develop a sufficiently deep understanding of fundamental British values and the dangers of extremism and radicalisation to enable them to apply these principles in their work and personal lives.

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Participation and development Needs attention

Leaders do not ensure that young apprentices learn about age-appropriate topics, such as relationships, consent and coercive behaviour. This hinders young apprentices' understanding of what constitutes healthy personal relationships.

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Participation and development Needs attention

Apprentices learn about professional behaviours in the workplace such as using personal protective equipment correctly. Apprentices know where to go to if they have concerns about matters that may impact their wellbeing or personal safety.

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Participation and development Needs attention

Trainers have ongoing helpful discussions with apprentices about their future careers. After completing their apprenticeships, many apprentices plan to move into other areas of the industry or into management.

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Participation and development Needs attention

Leaders and employers are considerate about apprentices’ professional development needs. Trainers plan practical activities creatively so that apprentices develop their leadership skills. Some level 3 apprentices develop their supervisory skills by mentoring new level 2 apprentices. However, there is not a rich and varied programme of wider personal development opportunities available for apprentices.

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

Apprentices flourish in their roles at work as a result of attending week-long blocks of training at the centre in Norfolk. Apprentices relish the opportunity to learn in a safe, industry-standard training environment. They value highly the expertise of the trainers who teach them, which supports their development and confidence to complete tasks. Apprentices enjoy their training at the centre, they are highly motivated to learn and attendance is high.

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

Apprentices develop the necessary theory and practical skills needed for their roles in the specialist highways electrical industry. Most level 2 highways electrical maintenance and installation operative apprentices have no prior highways experience and develop substantial new knowledge and skills. They know how different roadside components function, including street lighting, traffic signals, variable message signs and safety cameras. They learn about basic electrical theory, circuit wiring, fuses, and power distribution systems. Level 3 highways electrician or service operative apprentices develop more-complex technical and diagnostic skills, which help them test circuits and components so they can repair faults on installations. They confidently apply what they have learned when they return to their work, where they perform their roles more effectively.

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

Apprentices feel safe at work, in training, and when staying away in hotels. They have not experienced any bullying or harassment. Apprentices follow health and safety practices and wear the right protective clothing when completing practical activities. Apprentices learn how to load and unload a lorry safely. Trainers are very supportive and check in on apprentices’ well-being frequently.

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

On completion of their apprenticeships, they remain in employment and many level 2 apprentices move on to the level 3 apprenticeship. Apprentices are well prepared for their future careers. They gain industry accredited qualifications and accreditations as part of their apprenticeship, which they need to work in this highly regulated sector. They attain the Highway Electrical Registration Scheme card, which is mandatory to prove competence and work on sites in the industry.

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Next steps

Leaders should improve the teaching of fundamental British values and the dangers of radicalisation and extremism across the curriculum, so that apprentices can recall these concepts and understand how to apply them to their job roles and daily lives. Leaders should ensure that younger apprentices receive a personal development curriculum that equips them with the information they need about healthy relationships, better preparing them for future life and work. Leaders should carefully monitor apprentices from wider groups of disadvantage to ensure they make the progress expected of them.

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Team inspectors:

Georgina Ager, His Majesty's Inspector Errol Ince, Ofsted Inspector

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Facts and figures used on inspection

This was the data available at the time of the full inspection, taken from different sources . More recent data may have been published since the full inspection took place.

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Facts and figures used on inspection

The inspector(s) used this data during the full inspection on 28 July 2026

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Total learners

Leaders should systematically review and adapt the learning support which apprentices receive throughout their training.

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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, governors, managers, support staff, employers, tutors and apprentices during the inspection.

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About this inspection

Electrical Testing Limited is an independent training provider based in Norfolk. It offers apprenticeships in highways electrical installation and maintenance across England. It is one of the very few apprenticeship providers in this sector.

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About this inspection

Electrical Testing Limited teaches apprenticeships at level 2 in highways electrical maintenance and installation operative and level 3 in highways electrician or service operative apprenticeships. At the time of the inspection, there were 90 apprentices in learning, 55 were studying at level 2, and 35 at level 3. Eight apprentices were aged 16 to 18.

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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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