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

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Appendix One: Wave 2 survey Summary of the Wave One baseline study In Wave 1 of the research, interviews were conducted with 617 SEN Co-ordinators (SENCOs)/teachers, 2,313 young people and 2,365 parents/carers. Sampling took place at three levels. Firstly, the project team initially approached a sample of Local Education Authorities (LEAs) in order to ask permission to approach the schools within these LEAs. The second stage was to approach schools within the LEAs that granted permission. The SENCO/teacher at each school was asked to provide background information on a maximum number of ten eligible pupils: demographic characteristics, SEN profile, special educational needs support offered, educational attainment, absences and exclusion, transition planning and careers education and advice. Interviews were also conducted with the SENCO/teacher at these schools. Finally, those schools that agreed to take part in the study were asked to provide contact details of eligible young people and their parents/carers who had agreed to take part in the research (ie after the schools had conducted opt-out procedures). These young people and their parent/carer were contacted for interview during 2000/01. Sample design for Wave 2 As there had been a substantial period of time between the Wave 1 and Wave 2 surveys, a high rate of attrition was expected. In view of the need to ensure an adequate sample size for analysis, as well as the follow-up interviews with young people and their parent or carer who took part in the Wave 1 survey (the Wave 1 sample), the second stage of the survey involved additional interviews with a new sample of young people and their parents/carers (the top-up sample). Post-16 Transitions of Young People with SEN: Wave 2 147
Selection of schools for top-up sample The overall aim was to draw a sample of 345 schools, on the basis that 115 would agree to participate in the research (based on a 30 per cent response rate). The population was defined as all mainstream secondary schools in England, excluding those that participated in Wave 1 and middle deemed-secondary schools. As special schools were over-represented in Wave 1, they were excluded from the top-up sample although young people from special schools remain over-represented in the sample. This was important to ensure sufficient special school students in the sample to enable comparisons with mainstream school students to be made.) MORI’s approach to the selection of schools for the top-up sample comprised the following procedures: • The sampling frame was stratified by Government Office Region (GOR) in England. • Within each GOR, schools were selected with a probability proportionate to the size of school register (ie pupil population). • The selected sample of schools were compared against population profiles to ensure that it was representative. Table A.1 gives profile information for participating schools as well as population profiles. Selection of pupils The nominated SENCO/teacher was then contacted by a MORI interviewer to arrange a time to visit the school. During this visit, the interviewer assisted the SENCO/teacher with completing the Pupil Information Form (PIF) and the administration of the optout. 1 The PIF was divided into two parts: the first part collected a limited number of variables about each eligible pupil (eg gender, SEN stage in Year 11/2000-01); and the second part collected their contact details. The first part was completed for a maximum of 30 eligible pupils 2 and the second part was completed only for those pupils that did not opt-out of the study. 1 This is to minimise the burden on schools but schools, if they chose to, could carry out this process themselves. 2 In the pilot, MORI tested two approaches: a census and a maximum of 40 eligible pupils. The findings from the pilot showed that the maximum number of eligible pupils tended to be 30. Thus the decision was taken in the main stage to cap the maximum number of 148 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
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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 158 and 159: the most severe and complex difficu
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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