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

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the most severe and complex difficulties, therefore, transition can at most be about approximating the markers of adulthood as nearly as their difficulties will allow. This might well involve new experiences and an acknowledgement that the young person is increasingly adult. However, transition is also, for these young people, a time when such positive arrangements as have been put in place in the childhood years are threatened by changes that may have little meaning for the young people themselves. There may well be, therefore, as much if not more to lose in the transition process than there is to gain. For others, an approximation to a ‘standard’ transition is theoretically possible, but the approximation is not close. The case studies highlighted difficulties with rational planning, limitations in the young person’s capacity to act on plans effectively, limited skills acquisition, delayed personal maturity. When young people come to a demanding labour market, with few assets to offer, the notion of linear progression comes to seem problematic. The next phase of the study will be able to assess whether the (transition) activity in which young people are engaged generates progression, and whether the efforts of individual professionals or organisations to support young people help them to overcome the (not inconsiderable) barriers that they face. Although there are individual champions in particular cases, the overall impression is that, once out of school, no individual or organisation gives a strong lead to young people or ‘personalises’ the provision that is available. The formal SEN transition planning process is undoubtedly important for some young people. However, not all young people are entitled to access the process or, as the survey shows, do in fact do so and it seems to be the strength of the pathways between pre- and post-16 provision that make the difference rather than the formal procedures or support mechanisms themselves. In particular, what seems to be lacking is any strong or coherent framework within which this heterogeneous group young people might stand the best chance of progression. 1 Whether Connexions ultimately will (or indeed can) play the role of creating strong, customised and long-term pathways for all young people remains to be seen. It is clearly too early to judge. However, the variability of young people’s experience of Connexions in this sample and the very uneven outcomes of their transitions suggest that in its early days it is not yet providing a 1 Having said this, there are significant policy moves taking place to strengthen the co-ordination of services for children and young people up to the age of 19 and their families (ie the Every Child Matters agenda). These may produce more co-ordinated approaches to transitions for young people with SEN in the future although clearly not for the young people in this study who were already approaching the age of 19 when surveyed. Post-16 Transitions of Young People with SEN: Wave 2 145
complete solution to the problems they face. At best, young people are ‘helped’ over the boundaries from activity to activity from school to college, or from one course to another. There is little sense, from this study, that anyone or any body is taking responsibility for giving coherence and purpose to their overall experience or that the help provided is tailored to, the wide variety of, individuals needs. The next stage of the research, which further tracks the sample of young people, will be able to throw more light on the progress they have made, the barriers they face and the support they have received to overcoming them, through their transition into adulthood, the labour market and beyond. 146 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
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Figure 6:2: Benefit receipt, by SEN
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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 154 and 155: needs in both the academic and the
Page 156 and 157: and most reported that they had mor
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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