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

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immaturity and the fact that she is happy and settled at school, this is an entirely understandable option. However, the security of the sixth form means that issues such as her dislike of change, her inability to travel alone, handle money, take care of her personal hygiene or make decisions for herself have not yet been tackled effectively. When she leaves school, the options which are available to her will be precisely those which were available at age sixteen, and to this extent at least no progress will have been made. Her mother is, therefore, concerned that Zoe will ‘just vegetate’. Her Connexions PA hopes that the issues facing Zoe will be tackled in her remaining time at school, but adds: “I can see Zoe just being Zoe in ten years time, but there can be a dramatic change in this final year of her schooling. Unless the issues (her fear of independence) can be addressed in a professional way she will stay in that comfort zone.” In Devesh’s case, the concern is not one of stagnation but of actual regression. Devesh, like Zoe, attended a special school, where he was happy, highly motivated and successful. The prospects for his making a successful transition are, on the basis of his performance in school, very good. In five years’ time, his former teacher at school comments: “I expect that he would be living independently, maybe with a wife. I shouldn’t think he’d want to stay living at home for longer than he had to. He is a very employable young man, within certain parameters. He is very good at getting on with other people, and very reliable. I think he would be very popular member of staff.” However, he is now in a mainstream college where, as his mother points out, he finds life difficult without adequate support. Her view is that he is failing to make progress at college. On the contrary, Devesh is going backwards from the point he had reached at school: “It’s no use. He’s going to college but he’s not going to be learning anything. Instead of going forward, he’s going backwards. In fact, he’s not getting anywhere. He was better in school than he is college. I don’t know what they do in college, but he’s under stress, depression. He can’t reach anywhere any more.” It may be, of course, that Devesh’s parents are expecting too much of him and his college. However, his college tutor points out that he has already tried to drop out of his course and is likely to transfer next year to a pre-vocational course at another college. The case studies present a mixed picture of outcomes, with the most positive being in terms of social and personal development, and confidence, rather than academic and vocational achievement, although there were also examples of these. However, there were also young people in the case studies who seemed to have made Post-16 Transitions of Young People with SEN: Wave 2 117
little progress, or were floundering in the relatively unsupported environment in which they now found themselves. 7.3 Chapter summary • Just over half of all young people have achieved new qualifications, or have worked towards new certification since Year 11. • Young people without statements and those from mainstream schools were more likely to have gained new qualifications. • Formal qualifications, such as GCSEs and GNVQs were more likely to have been achieved by people without statements and those from mainstream schools than those with statements or those who had been to a special school. These young people were more likely to have achieved less formal, ‘other ‘ qualifications and certificates. • Most young people report several soft outcomes since Year 11 , including feeling more independent, having more friends, and having a clearer idea of what they want to do in the future. • Most parents believe that education had given the young person greater confidence and taught them subjects that were work-relevant. 118 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
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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
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Table 5.1: Current main activity Al
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Table 5.4: Current main activity, b
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Table 5.6: Current main activity, b
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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 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 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
Page 174 and 175: examples here are Maria who wants t
Page 176 and 177: time to themselves. The problem for
Page 178 and 179: here. He is one of the nicest peopl
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Appendix Four: References Bignall T
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