New Meaning Training

Motor Mechanics

Courses at NMT High Wycombe, Courses at NMT Stratford-upon-avon

Explore the world of motor mechanics while building skills for life, work and your future

Our Motor Mechanics programme is a full-time, one-year course built around the Skills for Employment, Training and Personal Development (SETPD) qualification.

This is an “Introduction to Motor Mechanics” course, designed for young people who want to explore the industry, develop practical skills, and discover whether it might be a future career pathway. Alongside this, learners work towards their SETPD qualification, building confidence, independence, employability skills and an understanding of what comes next.

No previous experience is required and there are no formal entry requirements.

Learn by doing

We know that many young people learn best when they can get stuck in.

Through practical workshop activities, learners develop problem-solving skills, build confidence and experience the satisfaction of completing real tasks. The course provides opportunities to explore motor mechanics in a supportive environment while developing the wider skills needed for adulthood, employment and further learning.

Motor mechanics becomes the context for learning — not just the destination.

What will learners do?

Learners have the opportunity to explore:

  • Identifying vehicle components
  • Repairing a puncture
  • Changing a tyre
  • Carrying out engine oil changes
  • Servicing air and oil filters
  • Replacing spark plugs
  • Basic workshop safety and good working practices

These activities help develop practical ability, communication, teamwork, confidence and resilience alongside technical awareness.

More than mechanics

As with all of our SETPD programmes, the aim is to help learners build the skills needed to move forward positively in life, learning and work.

Learners also take part in:

  • Functional Skills English and Maths
  • Skills for Employment, Training and Personal Development (SETPD)
  • Personal development activities
  • Employability skills development
  • Work experience opportunities
  • Health and safety awareness
  • Routine-building and preparation for adulthood

Whether a learner’s future lies in motor mechanics, another vocational pathway, further education or employment, the skills they develop here can travel with them.

Who is this course for?

This programme may be a good fit for young people who:

  • Prefer practical, hands-on learning
  • Learn best through doing rather than sitting in a classroom all day
  • Need support rebuilding confidence in education
  • Have SEND or SEMH needs and benefit from smaller learning environments
  • Are unsure about their future and want to explore different possibilities
  • Would benefit from developing employability, independence and life skills

Many learners join us not because they want to become mechanics, but because they want a more engaging and practical route back into learning.

A supportive environment

Learners are supported by staff who understand that everyone arrives with different experiences, strengths and challenges.

The programme offers:

  • Small group learning
  • Individualised support
  • A structured workshop environment
  • Trauma-informed and relational practice
  • Opportunities to develop confidence and independence
  • Clear progression planning

Our mantra is simple:

Believe in Yourself… We Do!

Course Details

Qualification: Entry 3 Award in Skills for Employment, Training and Personal Development (SETPD)

Duration: One year, full time

Age Range: 16–18, or up to 25 with an EHCP

Locations: High Wycombe & Stratford-upon-Avon

Entry Requirements: None

What could this lead to?

For some learners, this course confirms an interest in the motor vehicle industry. For others, it opens the door to completely different opportunities.

Progression routes may include:

  • Further vocational training
  • Apprenticeships
  • Employment
  • Other specialist programmes
  • Continued personal and educational development

Most importantly, learners leave with greater confidence, stronger employability skills and a clearer understanding of their own strengths.

Because sometimes the most valuable thing a young person gains isn’t a career choice — it’s believing they have options.

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Entry 3 Award - Skills for Employment, Training & Personal Development (SET-PD)
Courses at NMT High Wycombe, Courses at NMT Stratford-upon-avon
One Year - Full Time
No entry requirements
16-18 year olds and EHCP holders up to 25
woman as a mechanic apprentice in auto repair shop

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.

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

Are there any known risk considerations around unsupervised access to tools or equipment?

As with all workshop-based courses, we plan supervision levels based on the learner’s profile. Relevant behavioural or impulse-control information shared at referral stage helps us get this right from the start.

Are there any physical or sensory needs relevant to workshop environments?

The Motor Mechanics workshop involves noise, machinery, oils, and physical tasks. Sensory sensitivities or physical limitations are worth flagging so we can assess what adjustments might be needed.

What has the young person’s previous education experience looked like?

We carry out initial assessments on enrolment, but knowing what has and has not worked previously helps us plan effectively. This includes school refusal history, exclusions, previous alternative provision, or gaps in education.

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 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.

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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