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

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plans for their futures but for various reasons either do not do so at all, or do so only in the most limited way. Matthew is a case in point. He originally ‘had his heart set’ on finding work in the catering trade, but his lack of success has caused him to lower his sights. Asked whether he has thought about returning to college to improve his catering qualifications, he replies: “Don’t know, just I’ve been set back. I’ve been to so many catering interviews and all that and they’ve always knocked me back I’ve just - willing to do anything now, not just got my heart set on catering.” This is, however, not quite the realistic appraisal of his situation that it might seem, as his other comments about his future show: “Don’t wanna be living in the UK, wanna be out in some hot country. I did about three months ago have my heart set on moving back to where I was born, back to Cornwall, but there’s so many stories about that now. Hopefully I wanna be living in a hot country, or somewhere decent round here with a full-time job, my own place and everything… I actually wanna own my own pub don’t I, at the moment…” What is apparent through much of the case study evidence, is that planning for the future is a highly problematic notion. 9.4 Reflections on transition Table 9.11: Most important person in post-16 transition On reflection, young people are most likely to report that their parents and carers have been the most important people in helping them to make the transition from Year 11 to the present time and 64 per cent of all those surveyed reported this to be the case (Table 9.11). A further seven per cent of young people N = % Parents/carers 1,197 64 Other school staff 122 6 No-one in particular 115 6 Friends/partner (boyfriend/girlfriend) 87 5 Careers Service/Connexions personal adviser 47 2 Careers Adviser at school/college 38 2 Someone else in your family 35 2 Other college staff 26 1 SENCO at school 23 1 Don’t know 69 3 Other 109 6 N = 1,874 Note: All percentages are weighted percentages, unless otherwise stated Source: IES/MORI 2003 Post-16 Transitions of Young People with SEN: Wave 2 135
thought that friends, partners or other family members had been the most helpful to them when making the transition. Taken together approximately seven out of ten young people rated the support and help of friends and family as paramount in moving from compulsory schooling to post-16 options. Very few young people (ten per cent of all those surveyed) thought that school and college staff (ie careers teachers, SENCOs and other staff) had been the most important people in helping them to make their post-16 transition and only two per cent of young people reported that the Careers Service or Connexions had played this role. 9.5 Chapter summary • The majority of young people believe generally that things have gone well for them since they completed Year 11. • Most parents agreed with young people and reported that whatever the young person had done had worked out well for them. • The majority of parents and carers also report being positive about the young person’s future and believe that the young person receives enough support in planning for this future. • However, one in five parents do not believe that things have worked out well for the young person, nor do they feel positive about the future and the way the young person is supported in planning for it. • Just over half of all young people who know what they want to do next want to be in work. About one-third of these young people want to remain at college or move on to university. 136 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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college for people with LDD, and we
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transition plan to have sought advi
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5.2.3 Ease of transition The majori
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Table 5.14: Occupation/training typ
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5.3.3 Method of jobsearch and advic
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• help to progress into work/trai
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Table 5.21: Reasons for current ina
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Table 5.24: Advice received when lo
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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 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 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
Page 180 and 181: Appendix Four: References Bignall T
Page 182: Copies of this publication can be o
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