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

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• Chapter ten draws together the conclusions from the study and makes recommendations for future policy considerations. All chapters draw on evidence from the surveys of young people and their parents and carers, and from the in-depth case studies. Additional evidence from the case studies is presented in Appendix Three. Post-16 Transitions of Young People with SEN: Wave 2 7
2. Policy Context This section provides the context for this study in terms of recent developments in transition processes in general, policy responses to those developments and specific issues that relate to young people with special educational needs. The report on the first wave survey (Polat et al, 2001) contained a comprehensive review of the literature relating to transitions for young people with SEN. There is no intention here to replicate that review, rather to update it where more recent research has entered the public domain. 2.1 Transitions In the English education system, the statutory requirement to attend school ceases in the June of the academic year in which the young person reaches the age of 16 (DfEE, 1997a). This in most cases coincides with the end of Key Stage 4 (the 14-16 phase of education), with the end point of the National Curriculum and with the point at which most young people sit GCSE and GNVQ examinations and therefore have the opportunity to acquire nationally-recognised credentials. As a result, young people have to make a transition from statutory schooling to one of a range of options which are, to varying degrees, available to them. In broad terms, these are usually seen as constituting three main pathways: • Education. The young person can pursue an academicallyoriented education, probably in school sixth form, sixth form college, or further education (FE) college. • Training. The young person can seek to develop more vocationally-oriented skills and knowledge, perhaps in a FE college or with a training provider. • Employment. The young person can enter the labour market and find work. In practice, these pathways, of course, overlap considerably (for instance, when training is provided in the workplace) and the boundaries between them are often indistinct (for instance, 8 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 16 and 17: Main-stage fieldwork The aim in the
Page 18 and 19: Table 1.2: Estimates of the number
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
Page 72 and 73:
• 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
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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
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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
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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
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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
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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
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Figure 8:2: Weekday evenings spent
Page 136 and 137:
For some young people, the involvem
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For Li, who has found his own way o
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Figure 9:2: Parental views on young
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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
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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
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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
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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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