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

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Main-stage fieldwork The aim in the main stage fieldwork was to achieve paired interviews with both the young person and their parents/ carers in the first instance. However, this was not possible in a small number of cases and interviewers were instructed not to conduct a parent/carer interview unless they were able to interview the young person as well. Fieldwork was carried out from March 2003 to December 2003. In total, 1,876 interviews were achieved with young people in Wave 2, from an issued sample of 3,732, giving an overall adjusted response rate of 68 per cent. From an issued sample of 3,722 leads for parents/carers, 1,688 participated in the study, which represents an adjusted response rate of 63 per cent. 1 Table 1.1 illustrates the sample outcome in more detail. Weighting Table 1.2 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. 2 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 over-represented. This has been corrected for in the data set through the use of cell based weighting. 3 All percentage figures in this report relate to weighted data, whilst all total figures (Ns) are unweighted, unless otherwise 1 Although 1,688 parent/carer interviews were achieved, two of these interviews have been deemed subsequently as unusable. All parent/carer data presented in the report relate to 1,686 successfully achieved interviews. 2 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. 3 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 3
Table 1.1: Response rate analysis Young People Overall Wave 2 Wave 1 sample Top-up sample Issued sample 3,732 2,132 1,600 Achieved interviews 1,876 1,169 707 Unadjusted response rate 50% 55% 44% Invalid sample 100 49 51 Not available during fieldwork 100 57 43 Moved 582 355 227 Other 177 79 98 Adjusted response rate 68% 73% 60% Refused 519 249 270 No contact 378 174 204 Parent/carer Overall Wave 2 Wave 1 sample Top-up sample Issued sample 3,722 2,126 1,596 Achieved interviews 1,688 1,090 598 Unadjusted response rate 45% 51% 38% Invalid sample 113 56 57 Not available during fieldwork 104 45 59 Moved 653 402 251 Other 163 55 108 Adjusted response rate 63% 70% 53% Refused 580 282 298 No contact 421 196 225 Source: IES/MORI 2003 stated. Where relevant, some percentage figures may not add up to 100, due to rounding. 1.2.2 In-depth case studies In addition to the surveys, detailed case studies of 16 young people were also undertaken. A fuller account of the approach taken in the case studies is provided in Appendix Two. 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: • progression from school • development of their social life • movement towards independent living. 4 Post-16 Transitions of Young People with SEN: Wave 2
Page 1 and 2: RESEARCH Post-16 Transitions: a Lon
Page 3 and 4: Acknowledgements The authors would
Page 5 and 6: Contents Executive Summary viii 1.
Page 7 and 8: Executive Summary Introduction This
Page 9 and 10: help or information from the young
Page 11 and 12: profound difficulties and those whi
Page 14 and 15: 1. Introduction This report present
Page 18 and 19: Table 1.2: Estimates of the number
Page 20 and 21: • Chapter ten draws together the
Page 22 and 23: when educational options have a str
Page 24 and 25: of work-related training schemes. I
Page 26 and 27: without very considerable effort on
Page 28 and 29: introduction of a Children’s Bill
Page 30 and 31: 3. Characteristics of Young People
Page 32 and 33: difficulties. The less common forms
Page 34 and 35: Table 3.6: Statement of special edu
Page 36 and 37: Table 3.10: Change in SEN status N
Page 38 and 39: severe learning difficulties/profou
Page 40 and 41: 4. School and Outcomes A primary ai
Page 42 and 43: Table 4.2: Young person’s recall
Page 44 and 45: Table 4.5: Reasons why transition p
Page 46 and 47: Table 4.7: People involved in the t
Page 48 and 49: Table 4.9: Coverage of transition p
Page 50 and 51: Table 4.10: Coverage of transition
Page 52 and 53: Figure 4:3: Reasons why Year 11 dis
Page 54 and 55: Table 4.13: Provider of help to pre
Page 56 and 57: Table 4.15: Most helpful person whe
Page 58 and 59: Table 4.18: Extent to which school
Page 60 and 61: In cases such as these, transition
Page 62 and 63: were choices but young person and f
Page 64 and 65: Figure 4:6: Young People’s views
Page 66 and 67:
“In school he had quite a lot of
Page 68 and 69:
Figure 4.7: Whether gained qualific
Page 70 and 71:
Figure 4.11: Level of qualification
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• Over three-quarters of all youn
Page 74 and 75:
Table 5.1: Current main activity Al
Page 76 and 77:
Table 5.4: Current main activity, b
Page 78 and 79:
Table 5.6: Current main activity, b
Page 80 and 81:
college for people with LDD, and we
Page 82 and 83:
transition plan to have sought advi
Page 84 and 85:
5.2.3 Ease of transition The majori
Page 86 and 87:
Table 5.14: Occupation/training typ
Page 88 and 89:
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
Page 94 and 95:
Table 5.24: Advice received when lo
Page 96 and 97:
However, he was finding this new co
Page 98 and 99:
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
Page 106 and 107:
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
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met by his special school sixth for
Page 114 and 115:
education since their child left Ye
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• 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
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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
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Figure 8:2: Weekday evenings spent
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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
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Table 9.5: View (4) on the future,
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9.3 Next activity Almost three-quar
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plans for their futures but for var
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10. Conclusions 10.1 Introduction T
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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
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the most severe and complex difficu
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Appendix One: Wave 2 survey Summary
Page 162 and 163:
Table A.1: Profile of participating
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10.5.2 Weighting Table A.3 reports
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• 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:
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