Oxford Energy Academy Limited

Oxford Energy Academy Limited

Address: Avenue One, Witney, Oxfordshire, OX28 4XZ Unique reference number (URN): 1278625

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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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Leadership and governance Expected standard

Leaders and governors have a shared ambitious vision for the apprenticeships they offer. They make considered decisions that benefit apprentices and employers. For example, they have sensible plans to continue to develop resources and expertise in renewable and electrical technologies so that apprentices gain a wide set of up-to-date skills. They use appropriate approaches to gain an accurate understanding of the quality of the curriculum and training and implement effective actions for improvement. Leaders receive suitable challenge and close support from governors, most recently, through the transition to new senior leadership.

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Leadership and governance Expected standard

Leaders and staff collaborate well with stakeholders to enhance apprentices’ experiences and wellbeing. For example, they involve employers in reviews and updates to the curriculums to make sure that these meet the needs of their businesses. They keep close oversight of changes in the industry and standards so that they are well prepared to implement these smoothly.

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Leadership and governance Expected standard

Leaders value staff and are proud of the expert knowledge that they bring to their teaching and support of apprentices. They provide assistance programmes to support staff's wellbeing, provide social activities and include staff in decision-making that impacts directly on their work. Although staff's workloads have been high because of recent staffing shortages, leaders’ actions are beginning to have a positive impact on reducing workloads.

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Leadership and governance Expected standard

Staff receive useful training that helps them to keep their subject knowledge and skills up to date. They complete industry qualifications and manufacturer training about new tools and systems, as well as training in teaching strategies, assessment techniques and providing useful feedback for apprentices.

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Inclusion Needs attention

Leaders monitor the progress of apprentices closely and often identify emerging needs effectively. However, they do not make sure that staff consistently review the impact of the support that apprentices receive. They have not provided staff with guidance and training to do this. Leaders and governors are currently implementing systems to improve inclusion practices but it is too early to see the impact of this work.

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Inclusion Needs attention

Leaders and staff identify apprentices' needs accurately and swiftly when apprentices begin their training. They use this information to provide apprentices with tailored and effective support that helps them access the curriculum and contributes to their ability to make at least expected progress from their starting points. For example, apprentices access specialist counselling to improve their wellbeing. Staff develop close and caring relationships with apprentices. Consequently, apprentices develop the trust to share difficult life events, enabling staff to provide help and advice so that apprentices can focus on their learning.

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Inclusion Needs attention

Staff work together to share knowledge of strategies to support common barriers, such as dyslexia and social and communication challenges. Leaders have provided staff with mental health first-aid training in response to the increase in apprentices experiencing wellbeing difficulties.

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Achievement Expected standard

Apprentices, including those who are disadvantaged or have barriers to learning, largely achieve their qualifications and do so within anticipated timeframes. This has improved since the previous inspection. Apprentices move on to positive and sustained next steps in their chosen roles. They often return to the academy to continue their professional development beyond the apprenticeship.

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Achievement Expected standard

Apprentices learn essential occupational knowledge, skills and behaviours that prepare them well for sustained employment in the plumbing and electrical industries. They confidently apply and refine their skills at work and during practical activities. Employers value the knowledge, skills and behaviours that apprentices learn and link this well with on- the-job training.

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Achievement Expected standard

A small minority of apprentices have not completed their training within planned timescales. Leaders and staff have effective activities in place to help these apprentices achieve their qualifications swiftly.

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Curriculum and teaching Expected standard

Leaders have sequenced the curriculums well so that they build on what apprentices already know or have learned. Apprentices studying the plumbing and domestic heating technician apprenticeship first develop core practical skills, including pipe bending, jointing and pressure testing. They then move on to increasingly complex systems, such as unvented hot water and renewable technologies. Apprentices apply their prior learning with increasing confidence and independence as they undertake more demanding tasks in both the training centre and at work.

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Curriculum and teaching Expected standard

Trainers use effective techniques and clear explanations to provide apprentices with up-to- date knowledge and skills. They adapt lessons and resources to meet individual apprentices’ needs. They use questioning and classroom tasks well to check what apprentices know and intervene if they fall behind. They provide additional support where necessary so that apprentices make steady progress.

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Curriculum and teaching Expected standard

Trainers use their vocational knowledge to explain complex technical concepts and language expertly, such as when they explain gas movement, flue design and combustion principles. They incorporate the mathematical calculations required to determine gas flow distances in flue systems. Apprentices use this to accurately diagnose faults, repair equipment and complete industry-standard safety testing.

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Curriculum and teaching Expected standard

Staff use a range of assessment techniques that help them accurately evaluate apprentices’ progress. They provide helpful feedback so that apprentices understand what they have achieved and what they need to improve further in their work. Although leaders have improved the involvement of employers in reviews of apprentices’ progress, they recognise that apprentices' targets are too aligned to qualification achievement and not sufficiently aligned to the development of key knowledge, skills and behaviours. Consequently, too many apprentices do not know what they need to do to make rapid progress and, where appropriate, gain merit or distinction grades.

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Participation and development Expected standard

Leaders provide apprentices with a range of opportunities to meet their wider development needs. Apprentices take part in activities that compliment the content of their apprenticeship and provide them with wider skills that prepare them well for their next steps. For example, they hear from guest speakers from equipment manufacturers and attend trade shows.

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Participation and development Expected standard

Leaders help apprentices to develop age-appropriate knowledge that supports their personal development. They build apprentices' skills to support their health, wellbeing and understanding of healthy relationships. Apprentices learn to keep themselves safe and understand the risks of radicalisation and extremism through learning about relevant risks, such as online grooming and county lines.

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Participation and development Expected standard

Apprentices follow the code of conduct that leaders set. This reinforces the high expectations of behaviours and attendance. Apprentices understand that bullying and harassment are not tolerated and how to report any concerns. Apprentices generally receive helpful careers advice and guidance so that they can make informed choices about their future training and next steps. However, they do not consistently receive this until later in their programmes, meaning they have less time to put in place the steps they need to be successful.

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

Apprentices enjoy learning in the supportive and safe environment where leaders and staff successfully replicate the workplace. They appreciate the respectful and professional attitudes of staff and their peers. They learn the importance of using appropriate language and behaviours in the workplace and how to remain safe on site. They quickly develop the confidence and behaviours that they need to become competent professionals.

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

Apprentices build trusting relationships with staff who help them break down barriers to learning so that they can make progress and ultimately achieve. They enjoy the range of teaching strategies that staff use, which help them to make swift progress. For example, staff introduce and explain theoretical topics in the classroom, referring to real-life jobs. Staff then support apprentices to apply this knowledge in the well-resourced workshop, using the tools and systems that apprentices have learned to use previously.

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

Apprentices receive important training and support that is relevant to their interests and wider needs. They learn about the risks of gambling and how to manage their health and money. They understand the risks of radicalisation and extremism and have useful discussions about relevant risks, such as extremist misogyny and the ‘manosphere’.

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

Apprentices develop their understanding of protected characteristics and important fundamental British values well and apply these successfully at work. For example, they adhere to regulations set for safe construction and understand the legal consequences if they fail to comply with them. They are considerate of customers’ protected characteristics and backgrounds when they visit homes to carry out work.

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Next steps

Leaders should continue to develop the programme of careers information, advice and guidance so that it is skilfully embedded throughout curriculums and helps apprentices to make fully informed, timely decisions about their next steps. Leaders should continue to develop staff's understanding of barriers to learning and strategies to support these, including reviewing and adapting support appropriately. Leaders should continue to improve the effectiveness of progress reviews so that apprentices’ targets are meaningful and help them to develop specific knowledge, skills and behaviours required by the qualification standard.

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Team inspectors:

Mark Hillman, His Majesty's Inspector Dan Beale, 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 4 August 2026

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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, staff, apprentices and employers during the inspection.

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About this inspection

Oxford Energy Academy Limited (OEA) is an independent, family owned learning provider that provides apprenticeships and specialist industry continuing professional qualifications. OEA had 112 apprentices studying during the inspection. All apprentices were studying apprenticeships at level 3. The majority of apprentices, 95, were studying the plumbing and domestic heating technician standard. The remainder were studying the installation and maintenance electrician standard. Thirty-three apprentices were aged 16 to 18 years. Five were studying functional skills English and/or mathematics.

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About this inspection

OEA has 2 training centres; one in Witney, Oxfordshire and the other in St Ives, Cambridgeshire. Most apprentices study in Witney. Apprentices live and work in the surrounding areas of both centres. OEA works with mostly small- and medium-sized employers.

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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

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 .

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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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