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

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needs in both the academic and the social and personal domains. For others though, this was not always the case. In addition to concerns about the coherence of multi-agency support, there is the question of the stability of such an arrangement. It is not at all clear, and actually very unlikely, that these champions or workers will remain constant as provision shifts from child to adult services, and as young people change activities. Moreover, the support ‘systems’ described here seem to be geared to helping young people with severe or ‘uncontested’ impairments. These young people constitute a relatively wellknown population for whom there are clear transition pathways and systems in place. Underpinning any agency support that young people received were parents and carers who provided the largest degree of help, stability and continuity for the young person post-16 as they did pre-16. The powerful commitment of parents and carers, although not always fully harnessed, was a striking feature of the case studies. 10.2.5 School outcomes Encouragingly, most young people taking part in the survey had gained some sort of qualification at the end of compulsory schooling, the majority of these being a Level 1 equivalent qualification, and many had gone on to get additional qualifications and certificates post-16. However, young people who had a statement of SEN, who had attended a special school, and/or who had behavioural, emotional or social development needs were less likely to have achieved any qualifications on completing compulsory schooling leaving them in a much lower starting position than their peers. 10.3 Success of transition A key indicator of progression and a successful transition for young people leaving compulsory schooling is their post-16 activity. Not surprisingly, the survey found that young people with SEN most commonly continued in (primarily) full-time education in FE institutions, schools and sixth form colleges. Young people were particularly likely to have continued in education post-16 if they had had a statement of SEN, had attended a special school and had sensory and/or physical disabilities. Whilst continuing education is a positive (and fairly ‘normal’) activity for young people on completing compulsory schooling, these findings lend weight to the hypothesis that many young people with SEN, by remaining in their familiar school environment or in special FE provision, may have ‘deferred’ their Post-16 Transitions of Young People with SEN: Wave 2 141
transition. This certainly seems to be the reality for many young people taking part in the case studies. The real test of what happens in these post-16 years is therefore left for the future and will be explored in the next wave of the study. Just over one-quarter of young people taking part in the survey had made a significant change and were in employment when interviewed. However, in contrast to those who had continued in education, young people without statements and those who had attended a mainstream school were almost as likely to have been in employment as education at the time of the Wave 2 survey. Young people with behavioural, emotional or social development needs, or with cognition and learning difficulties were also much more likely to have been in employment at the time of the survey. Most young people were employed in lower level jobs as process, plant or machine operators, or in elementary occupations, and less than half had any sort of training or apprenticeship component attached to these jobs. Essentially, the work in which most young people were engaged was of poor quality, with seemingly few prospects. More worryingly though, is the fact that over one in ten young people taking part in the survey were unemployed (or NEET). Those most likely to find themselves in this situation were young people without statements of SEN and those who had attended a mainstream school. Young people with behavioural, emotional or social development needs were also far more likely to have been unemployed than young people with any other type of SEN. For young people moving into employment, and indeed those currently in unemployment, the issue is not about deferring transition necessarily, but rather one of the quality and prospect of the transition that has been made. Many young people in this survey (over four in ten) are either not in education, employment or training, or are in low level jobs with seemingly few opportunities for improved skills acquisition or progression. Whilst this may be the case for many young people starting out in the labour market more generally, for those with additional difficulties, as presented by SEN, such a trajectory could be worrying. Young people with SEN but without a statement (and thereby the formal transition process), who study in mainstream schools, and/or who have behavioural, emotional or social development needs were most likely to find themselves in such a position. In other words young people with less-severe, ‘invisible’ or contested impairments are particularly at risk of falling out of the system into unsatisfactory or unsuccessful outcomes immediately on transition. 10.3.1 Social life and sense of independence On a more positive note, young people overwhelmingly reported that they felt a greater sense of independence compared to Year 11 142 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
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years, often in quite productive ac
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Table 5.25: Parent/carer view on ex
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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
Page 150 and 151: 10. Conclusions 10.1 Introduction T
Page 152 and 153: Transition planning is purposely fo
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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