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

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10.5.2 Weighting Table A.3 reports the achieved sample at Wave 2 against estimates of the number of Year 11 students in 2000 by school type and whether they had a statement of special educational need. 1 As can be seen below, the number of young people in the Wave 2 sample without statements and from mainstream schools are under-represented, while students with statements are overrepresented. This has been corrected for in the data set through the use of cell based weighting. 2 Table A.3: Estimates of the number of secondary level students with SEN and Wave 1 distributions. Secondary school non-statemented (levels 2 to 4) Wave 2 Population N = % % 593 34 54 Secondary school statemented 638 36 24 Special school statemented 505 29 22 Special school – other 18 1 1 Total 1,756 100 101 Base for Wave 2 excludes cases in which the level of SEN was not known. The following chapters document the findings from the case studies alongside the data from the quantitative survey. All names have been changed to protect the identities of the young people who took part. 1 The estimates are based on DfES figures collected from the Annual School Census. However in 2000, the data was not collected in a way that makes it possible to know how many were on stages 2 to 4 of the old SEN Code of Practice or how many of the SEN pupils were in Year 11. It has therefore been necessary to estimate this based on the ratio observed within the overall sample from the Wave 2 PIF, which has been designed to be representative of the population. 2 In the 120 cases where data were not available on SEN level, weighting was based on the school type alone. Post-16 Transitions of Young People with SEN: Wave 2 151
Appendix Two: Characteristics of the Case Studies In addition to the surveys, detailed case studies of 16 young people were also undertaken. The purpose of these case studies was to track and understand the process of transition for the young person in three key areas, though of course, these areas tended to interact with each other. These areas were: Their progression from school in terms of: • Further education • Employment • Training The development of their social life in terms of: • Social activities • Friendships • Relationships (family & sexual) Their movement towards independent living in terms of: • Financial independence • Choices over housing • Choices regarding family position (eg independence from, or chosen role within birth family, establishment of a new family) • Choices regarding other support systems • Mobility & access to public space • Participation in citizenship activities Within each area, it was important to understand what had happened in the young person’s past, particularly since the first wave of the longitudinal study, what they were doing at Wave 2 and what they expected and hoped for the future. Essentially, the case studies aimed to explore: The facilitators of transition, in terms of: • Personal attributes • Social supports (friends & family) 152 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
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Table 6.5: Additional support recei
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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 160 and 161: Appendix One: Wave 2 survey Summary
Page 162 and 163: Table A.1: Profile of participating
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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