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

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The Institute for Employment Studies The Institute for Employment Studies is an independent, apolitical, international centre of research and consultancy in human resource issues. It works closely with employers in the manufacturing, service and public sectors, government departments, agencies, and professional and employee bodies. For 35 years the Institute has been a focus of knowledge and practical experience in employment and training policy, the operation of labour markets and human resource planning and development. IES is a not-for-profit organisation which has over 60 multidisciplinary staff and international associates. IES expertise is available to all organisations through research, consultancy, publications and the Internet. IES aims to help bring about sustainable improvements in employment policy and human resource management. IES achieves this by increasing the understanding and improving the practice of key decision makers in policy bodies and employing organisations. v
Contents Executive Summary viii 1. Introduction 1 1.1 Aims and objectives of the study 1 1.2 Methodology 2 1.3 Structure of this report 6 2. Policy Context 8 2.1 Transitions 8 2.2 Policy responses 10 2.3 Service delivery 14 3. Characteristics of Young People and their Parents/Carers 17 3.1 Demographic and household characteristics 17 3.2 Type of special educational need(s) in Year 11 18 3.3 Changes to needs since Year 11 22 3.4 Parental background 25 3.5 Survey reporting 26 4. School and Outcomes 27 4.1 Preparing for the future and transition planning 27 4.2 Coverage of transition planning 34 4.3 Careers support 37 4.4 Preparation and support for post-16 transitions 40 4.5 Parental involvement in career and education choices 44 4.6 Perceptions/experience of school 49 4.7 Qualifications from school 51 4.8 Chapter summary 58 5. Transition from Year 11 60 5.1 Current activity 60 5.2 Education 64 5.3 Employment and training 72 5.4 Unemployment/inactivity 77 5.5 Relevance/influence of transition planning on current activity 86 5.6 Chapter summary 88 vi
Page 1 and 2: RESEARCH Post-16 Transitions: a Lon
Page 3: Acknowledgements The authors would
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 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
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
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
Page 90 and 91:
• help to progress into work/trai
Page 92 and 93:
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
Page 100 and 101:
Table 5.25: Parent/carer view on ex
Page 102 and 103:
employment or a training placement
Page 104 and 105:
Figure 6:2: Benefit receipt, by SEN
Page 106 and 107:
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 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 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:
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