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

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Figure 7:1: Qualifications gained (all groups) Percent 70 60 50 40 30 20 10 0 1 or more GCSEs grades D-U 1-4 GCSEs grades A-C Other qualifications 5 or more GCSEs grades A-C NVQs/GNVQs Don't know/can't remember No qualifications Qualification Source: IES/MORI 2003 7.2 Soft outcomes Most young people report several ‘soft outcomes’ since leaving school (Table 7.1). Approximately three-quarters, or more, of all young people have said that they: • have as many, if not more, friends than in Year 11 • have mainly enjoyed their activities since Year 11 • feel their activities since Year 11 will help them in the future • have clearer ideas of what they want to do in the future than when they were in Year 11, and • feel more independent now than they did in Year 11. However, one in 10 young people also reported that they feel less confident now than they did when they were in Year 11, and two in 10 say they feel less certain about their future than they did in Year 11. The only key differences in soft outcomes were observed amongst young people who had attended a special school who were less likely to have a clearer idea about what they wanted to do in the future than they did in Year 11 when compared to those who had attended a mainstream school (62 per cent compared to 77 per cent respectively). Young people from special schools were also less likely to feel an increased sense of independence since Year 11 when compared to those from mainstream schools (78 per cent compared to 90 per cent). Post-16 Transitions of Young People with SEN: Wave 2 111
Table 7.1: Soft outcomes since Year 11, all young people I have at least as many, or more friends now than when I was in Year 11 I have mainly enjoyed my time since finishing Year 11 I feel less certain about my future now than when I was in Year 11 I feel that the things I have been doing since finishing Year 11, will help me in the future I have clearer ideas about what I want to do in the future than I did when I was in Year 11 I feel less confident than when I was in Year 11 I feel more independent now than I did when I was in Year 11 % % % % % % % Agree 80 82 22 75 74 12 89 Neither agree nor 7 8 12 7 8 6 4 disagree Disagree 13 8 63 15 16 81 6 Don’t know 1 1 3 2 2 1 1 N = 1,765 1,763 1,739 1,765 1,744 1,756 1,755 Note: All percentages are weighted percentages, unless otherwise stated Source: IES/MORI 2003
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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
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Figure 4.7: Whether gained qualific
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Figure 4.11: Level of qualification
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• 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 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 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
Page 168 and 169: gave their consent and who lived in
Page 170 and 171: Gareth is a young man with learning
Page 172 and 173: 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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