Post-16 Transitions: a Longitudinal Study of Young People with ...

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Table 5.25: Parent/carer view on extent to which young person’s activities since Year 11 have followed the transition plan All State– mented Not state– mented Special school Mainstream school N = % % % % % A great deal 280 30 33 26 34 28 A fair amount 313 33 37 24 39 29 Not very much 117 13 13 15 11 15 Not at all 111 14 11 22 8 17 Didn’t know what the plans were 73 9 7 14 8 10 N = 894 746 131 399 495 Note: All percentages are weighted percentages, unless otherwise stated Source: IES/MORI 2003 In line with young people’s views, most parents thought that the reason their post-16 activities had not followed the transition plan was because the young person had decided to do something else (Table 5.27). Parents were also likely to mention ill-health and a lack of necessary qualifications as barriers to conforming to the transition plan. However, more than ten per cent of parents reported that it was the lack of help, support or follow-up that prevented the young person from achieving the aims of the transition plan. Interestingly, though, ten per cent of parents also said that the young person had not followed the transition plan because the parent or carer wanted them to follow a different course of action. Just six per cent of parents thought the plan had been unrealistic. Table 5.26: Parent/carer view on extent to which young person’s activities since Year 11 have followed the transition plan, by SEN (per cent) Communi– cation and Interaction Cognition and learning Sensory and/or physical Behaviour/ emotional/social development A great deal 30 30 43 25 A fair amount 37 32 39 30 Not very much 11 14 10 18 Not at all 14 15 3 15 Didn’t know what the plans were 8 10 6 11 N = 224 480 75 115 Note: All percentages are weighted percentages, unless otherwise stated Source: IES/MORI 2003 Post-16 Transitions of Young People with SEN: Wave 2 87
Table 5.27: Reasons why transition plan not followed N = % Young person decided to do something else 80 44 Help/support/follow-up not forthcoming 25 11 Parent/carer wanted the young person to do something else 21 10 Young person was ill/had health problems 18 9 Young person did not get the necessary qualifications 14 7 School wanted the young person to do something else 14 6 Employer or college did not want the take on the young person 15 6 Plan was unrealistic/unsuitable 12 6 Young person was unable to adhere to plan 8 4 Young person never received the plan 8 4 Young person forgot what was in the plan/ lost the plan 6 3 Nothing formally sorted out/implemented 4 2 Young person was continuing with education 3 2 Young person got a job 3 2 Over-estimation of capabilities 4 2 Don't know 6 3 N = 197 Note: All percentages are weighted percentages, unless otherwise stated Source: IES/MORI 2003 5.6 Chapter summary • Almost half of all young people in the survey were currently studying at school or college. • Just over one-quarter of all young people were in employment at the time of the survey. • Young people with statements of SEN, and those who had attended a special school were most likely to have continued with their studies. • Most young people reporting that they were currently in education stated that teachers and tutors had made this move easier for them. • Young people in work were primarily engaged in elementary occupations and the majority were not engaged in any work-related training eg Modern Apprenticeship. • Young people who had undergone formal transition planning were more likely to report that finding 88 Post-16 Transitions of Young People with SEN: Wave 2
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RESEARCH Post-16 Transitions: a Lon
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Acknowledgements The authors would
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Contents Executive Summary viii 1.
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Executive Summary Introduction This
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help or information from the young
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profound difficulties and those whi
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1. Introduction This report present
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Main-stage fieldwork The aim in the
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Table 1.2: Estimates of the number
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• Chapter ten draws together the
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when educational options have a str
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of work-related training schemes. I
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without very considerable effort on
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introduction of a Children’s Bill
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3. Characteristics of Young People
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difficulties. The less common forms
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Table 3.6: Statement of special edu
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Table 3.10: Change in SEN status N
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severe learning difficulties/profou
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4. School and Outcomes A primary ai
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Table 4.2: Young person’s recall
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Table 4.5: Reasons why transition p
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Table 4.7: People involved in the t
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Table 4.9: Coverage of transition p
Page 50 and 51: Table 4.10: Coverage of transition
Page 52 and 53: Figure 4:3: Reasons why Year 11 dis
Page 54 and 55: Table 4.13: Provider of help to pre
Page 56 and 57: Table 4.15: Most helpful person whe
Page 58 and 59: Table 4.18: Extent to which school
Page 60 and 61: In cases such as these, transition
Page 62 and 63: were choices but young person and f
Page 64 and 65: Figure 4:6: Young People’s views
Page 66 and 67: “In school he had quite a lot of
Page 68 and 69: Figure 4.7: Whether gained qualific
Page 70 and 71: Figure 4.11: Level of qualification
Page 72 and 73: • Over three-quarters of all youn
Page 74 and 75: Table 5.1: Current main activity Al
Page 76 and 77: Table 5.4: Current main activity, b
Page 78 and 79: Table 5.6: Current main activity, b
Page 80 and 81: college for people with LDD, and we
Page 82 and 83: transition plan to have sought advi
Page 84 and 85: 5.2.3 Ease of transition The majori
Page 86 and 87: Table 5.14: Occupation/training typ
Page 88 and 89: 5.3.3 Method of jobsearch and advic
Page 90 and 91: • help to progress into work/trai
Page 92 and 93: Table 5.21: Reasons for current ina
Page 94 and 95: Table 5.24: Advice received when lo
Page 96 and 97: However, he was finding this new co
Page 98 and 99: years, often in quite productive ac
Page 102 and 103: employment or a training placement
Page 104 and 105: Figure 6:2: Benefit receipt, by SEN
Page 106 and 107: had not had any subsequent contact
Page 108 and 109: Table 6.3: Type of support lost sin
Page 110 and 111: Table 6.5: Additional support recei
Page 112 and 113: met by his special school sixth for
Page 114 and 115: education since their child left Ye
Page 116 and 117: • colleges (33 per cent of parent
Page 118 and 119: published information against just
Page 120 and 121: who had a statement of SEN and/or h
Page 122 and 123: Table 6.12: Parent/carer knowledge
Page 124 and 125: Figure 7:1: Qualifications gained (
Page 126 and 127: Parents were also asked to reflect
Page 128 and 129: “(He is) a bit more independent;
Page 130 and 131: immaturity and the fact that she is
Page 132 and 133: 8. Leisure Activities and Social Li
Page 134 and 135: Figure 8:2: Weekday evenings spent
Page 136 and 137: For some young people, the involvem
Page 138 and 139: For Li, who has found his own way o
Page 140 and 141: Figure 9:2: Parental views on young
Page 142 and 143: Table 9.1: Views on the future, all
Page 144 and 145: Table 9.5: View (4) on the future,
Page 146 and 147: 9.3 Next activity Almost three-quar
Page 148 and 149: plans for their futures but for var
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10. Conclusions 10.1 Introduction T
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Transition planning is purposely fo
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needs in both the academic and the
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and most reported that they had mor
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the most severe and complex difficu
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Appendix One: Wave 2 survey Summary
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Table A.1: Profile of participating
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10.5.2 Weighting Table A.3 reports
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• Economic factors • Structural
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gave their consent and who lived in
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Gareth is a young man with learning
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she does not succeed, her Connexion
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examples here are Maria who wants t
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time to themselves. The problem for
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here. He is one of the nicest peopl
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Appendix Four: References Bignall T
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