New Meaning Training

Construction Multiskills

Courses at NMT Berkshire, Courses at NMT Milton Keynes, Courses at NMT Nuneaton Courses

This is a great programme for anyone wanting to try their hand at these hugely sought after domestic fixing and maintenance skills. They’re worth acquiring even if you decide you don’t want to begin a career in construction. DIY skills are always handy!

We start off the year by doing an Entry 3 Introduction to Construction course which briefly touches on the really important aspects of construction and construction safety. We then progress towards a Level 1 Multiskills course which now combines practical skills (painting & decorating, tiling & carpentry), Health & Safety as well as English and Maths and includes bricklaying in some centres.

And for those with an interest in applying their skills in the workplace, this course may help you work towards a CSCS card which enables you to work on commercial sites.

 

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Entry 3 Award - Skills for Employment, L1 Qualification, Training & Personal Development (SET-PD)
Courses at NMT Berkshire, Courses at NMT Milton Keynes, Courses at NMT Nuneaton Courses
2.5 days a week
Aged 16 to 18, EHCP holders aged 16-24 (on a case by case basis)
Construction Multiskills

Common Questions

What is an Entry 3 qualification?

Entry 3 is a nationally recognised level of learning in England, sitting just below Level 1. It’s ideal for learners who need a structured but accessible route into further education or employment, without the pressure of full GCSE-level study.

What is a Level 1 qualification?

Level 1 sits above Entry 3 and below GCSE level. It provides a recognised qualification that can support progression into Level 2 study, apprenticeships, or entry-level employment.

How big are the classes?

Classes are kept small — typically around 10 learners — to make sure everyone gets the support and attention they need. This makes for a much less overwhelming environment than a mainstream college.

Is this course suitable for learners with an EHCP?

Yes. All of our courses are designed with SEND learners in mind and we work closely with local authorities and schools to support EHCP-funded placements. We’re experienced in meeting a range of learning needs.

Can this course lead to further study or employment?

Yes. While the focus is on building real skills and confidence, completing a course here can open doors to further qualifications, supported employment, volunteering, or progression onto another course with us.

How does the referral process work?

There isn’t just one way to join New Meaning Training.

Some young people are referred by schools, SENCOs, local authorities, careers advisers, youth support services, social care teams, or other professionals involved in their support. Others come to us because a parent, carer, or the young person themselves has found us and wants to explore whether we’re the right fit.

Anyone can start the conversation. The first step is usually completing an application form or contacting our team for an informal discussion about the young person’s needs, interests, and goals.

If New Meaning Training feels like the right next step, we’ll guide families and professionals through the funding and admissions process. The route to funding varies depending on a young person’s age, circumstances, location, and whether they have an EHCP, so we can’t guarantee every application will result in a place being offered.

We’ll always be open and honest about the options available and help families understand the next steps.

Who funds the place on the course?

Funding arrangements vary depending on the young person’s age, circumstances, and location. Places may be funded through a local authority as part of an EHCP, through a school or commissioning organisation, or through national 16–19 further education funding. In some cases, families or other organisations may choose to self-fund a place.

Our team can talk you through the options available and help you understand which funding route is most appropriate for your situation.

Does the course include both theory and practical work?

Absolutely. We believe young people learn best when they can get stuck in.

Most of our courses combine practical, hands-on activities with the knowledge and understanding that sits behind them. That means learners can develop real skills, build confidence and experience the satisfaction of applying what they’ve learned in meaningful ways.

After all, some of the best learning happens by doing.

What kind of learner is this course suited to?

Our courses are designed for young people who benefit from a smaller, more supportive learning environment — particularly those who find large mainstream college settings difficult to manage. Learners with EHCPs, additional learning needs, or those who need more time to build confidence are very welcome.

Common Questions

Does the young person have an interest in making or building things?

An appetite for practical, hands-on work is the main indicator of fit for this course. This can include interests in Lego, DIY, craft, or anything involving making.

Are there any known risk factors around tools or workshop environments?

We follow rigorous health and safety procedures. Knowing about any relevant behavioural, sensory, or impulse-control considerations in advance allows us to plan the right level of supervision and support.

Is the young person physically able to participate in practical workshop activities?

Construction and Multiskills involves hands-on practical work. If there are physical health conditions, mobility needs, or sensory sensitivities to tools and materials, please share these so we can assess suitability and adjustments.

Does the young person have any attendance or engagement concerns we should plan for?

We support learners who have had significant gaps in education. Understanding this upfront allows us to phase in attendance expectations gradually rather than setting the learner up to struggle.

Is this a new referral or a transition from another setting?

If the young person is transitioning from a school, PRU, or another provider, we may be able to request records, reports, or attend transition meetings to ensure continuity of support.

Who is the named SEND caseworker or funding authority for this young person?

We will need to liaise with the relevant local authority to confirm funding and placement. Knowing the correct contact and authority upfront avoids delays.

What is the expected start date or term?

All learners are enrolled for an initial one-year period. We can discuss timing to ensure the placement aligns with the academic year and any funding confirmation timelines.

Is there a current or planned annual review of the EHCP?

If a review is due or overdue, it is worth aligning the referral timeline with it. We are happy to contribute to annual review documentation or attend reviews where appropriate.

Has transport been considered or arranged?

Transport is often a practical barrier that is overlooked at referral stage. If the young person has mobility, anxiety, or access needs that affect how they travel, this should be factored into planning before the placement starts.

Does the young person have an EHCP?

This determines funding route and how long they can stay with us. Learners with an EHCP can study full-time up to age 25 as long as the plan remains active. Without an EHCP learners are funded through standard FE (E1) and can study up to age 18 only. Beyond 19 without an EHCP requires private funding.

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