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

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published information against just five per cent of parents in the unskilled group. The majority of this information, which most parents found useful), had come from • colleges; 33 per cent of those seeking published information on work and training received it from colleges. • careers Service/Connexions; 27 per cent of parents seeking additional information on employment and training received it from Careers Service/Connexions. • the internet; 21 per cent of those seeking additional published information found this material on the internet. • the Jobcentre; 14 per cent of parents who sought additional information about employment and training found it at the Jobcentre. Ten per cent of parents and carers (who think that their children are, or will be, able to work) reported that they had experienced some barriers or obstacles to obtaining services or advice relating to employment. In the main, these difficulties related to a lack of general information or guidance (almost half of those experiencing problems gave this explanation). Many of these parents also complained that staff from different services did not work together which caused them difficulties (15 per cent of those experiencing problems) and a similar number said that they received conflicting advice from staff in different services. Ten per cent of parents who had problems stated that they had to wait a long time for support to be provided. 6.3.3 Social security benefits and housing Just under one-fifth of all parents and carers had sought additional information or support on issues relating to the young person and social security benefits or housing. Parents of young people with statements of SEN and those attending special schools were more likely to have done so than those without statements and/or who had attended a mainstream school. Parents of young people with sensory and/or physical disabilities were also much more likely to have sought information about social security and/or housing than those with children of other SEN types. Most parents had found the Jobcentre or Benefits Agency to be the most helpful provider of this type of information or support (35 per cent of those who sought extra information), followed by social workers or probation officers (15 per cent of Post-16 Transitions of Young People with SEN: Wave 2 105
those seeking additional information) and local council staff (nine per cent of parents looking for additional information). As with parents and carers seeking additional help on the other issues, most received this help by way of: • information • an explanation of the options available, and • help to plan additional support for the young person. One in ten parents and carers however, reported that, although they had sought additional help or support on social security or housing issues, this support or help had not been forthcoming. Less than one in ten parents and carers (eight per cent) had actively sought other published information and advice about social security benefits or housing. Again, parents of young people with statements of SEN and those attending special schools were more likely to have done so than those without statements and/or who had attended a mainstream school. Parents of young people with sensory and/or physical disabilities were also much more likely to have sought other published information about social security and/or housing than those with children of other SEN types. Most of these parents had found this (largely useful) material at the Benefits Agency (44 per cent of those seeking additional published material approached this agency). Other sources of this type of information included colleges, local councils, the Jobcentre and the internet. Just over one in ten parents and carers reported that they had encountered some sort of difficulty obtaining services or advice relating to social security benefits or housing. Once again, these difficulties related to a lack of general information or guidance (24 per cent of those encountering difficulties said this was the problem). 16 per cent of those experiencing problems trying to get support or advice said they had encountered a lack of financial support. 13 per cent reported that they received conflicting advice from staff in different services whilst ten per cent said they felt that staff from different services were not working together. A similar proportion also complained that they had to wait a long time for support to be provided. 6.3.4 Special educational need One in five parents and carers had also sought additional support and information about the young person’s special educational need(s). Not surprisingly, parents of young people 106 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
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Table 4.10: Coverage of transition
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Figure 4:3: Reasons why Year 11 dis
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Table 4.13: Provider of help to pre
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Table 4.15: Most helpful person whe
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Table 4.18: Extent to which school
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In cases such as these, transition
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were choices but young person and f
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Figure 4:6: Young People’s views
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“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 100 and 101: Table 5.25: Parent/carer view on ex
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 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
Page 150 and 151: 10. Conclusions 10.1 Introduction T
Page 152 and 153: Transition planning is purposely fo
Page 154 and 155: needs in both the academic and the
Page 156 and 157: and most reported that they had mor
Page 158 and 159: the most severe and complex difficu
Page 160 and 161: Appendix One: Wave 2 survey Summary
Page 162 and 163: Table A.1: Profile of participating
Page 164 and 165: 10.5.2 Weighting Table A.3 reports
Page 166 and 167: • 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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