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

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4. School and Outcomes A primary aim of this study was to provide a comprehensive overview of the experiences, achievements and attitudes of young people with SEN during post-16 transitions and beyond. Before looking at post-16 activities, it is important to establish the degree to which young people planned for their future, and indeed the degree to which they were helped to do this by statutory services and other, less formal sources of support. This chapter examines the planning phase, prior to completion of Year 11, and looks at help received from schools and other key service providers. It then goes on to assess the role of parents in aiding the transition before exploring young people’s views on the school experience. 4.1 Preparing for the future and transition planning It is a statutory requirement that all young people with a statement of special educational needs should have a formal plan to steer and manage their transition from school to post- 16 activities. Young people with other special educational needs may also undergo formal transition planning and receive a transition plan but there is no statutory responsibility to provide them with these. Under normal circumstances, a transition plan is devised following the Year 9 annual review and is updated at subsequent annual reviews. The purpose of the plan is to draw together information from a range of individuals within and beyond the school, in order to plan coherently for the young person’s transition to adult life. 4.1.1 Recall of transition planning Fewer young people with statements of SEN could recall attending a meeting to plan for their future than might have been expected (Table 4.1). When asked if they had been involved in a ‘transition planning review’, ‘annual review’ or ‘school leaver’s review’, two-thirds (64 per cent) of young people who had a statement of SEN recalled having such a meeting. One-fifth of young people with statements reported that they had not had this type of meeting. However, although Post-16 Transitions of Young People with SEN: Wave 2 27
Table 4.1: Young person’s recall of attending transition planning review All Statemented Not statemented Special school Mainstream school (statemented) Mainstream school (nonstatemented) N = % % % % % % Yes 984 47 64 34 70 58 33 No 527 33 19 45 14 24 45 Don’t know/can’t remember 363 20 17 22 16 18 22 N = 1,874 — 1,143 611 539 638 593 Note: All percentages are weighted percentages, unless otherwise stated Source: IES/MORI 2003 not a statutory requirement, one-third of young people without a statement of SEN (34 per cent) said they remembered having a meeting to plan for their future. A greater proportion of young people who had attended a special school (and who thus had more severe special educational needs) could remember some sort of formal transition planning (70 per cent) than those in mainstream schools with statements of SEN (58 per cent). One-third of young people who had attended a mainstream school but who did not have a statement of SEN remembered planning their transition in a formal way. Parental/carer recall of their child attending a transition review meeting was broadly similar with 45 per cent of all parents/carers saying that their child had attended such a meeting after which a transition plan was drawn up. As with young people, parents/carers of young people who had a statement of SEN and/or who attended a special school were more likely to recall such a meeting than those with children without statements and/or those attending a mainstream school. The incidence of recalling some form of transition planning review or meeting differed according to SEN type (Table 4.2). Young people with sensory and/or physical disabilities (and thus more likely to have a statement of SEN) were most likely to report that they had attended such a meeting (60 per cent) whilst those with behavioural, emotional or social development needs were the least likely to do so (40 per cent). Once more, parental/carer recall of transition planning according to SEN type broadly corresponds to the young person’s recall. However, fewer parents/carers of children 28 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 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 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
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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
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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
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Table 6.12: Parent/carer knowledge
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Figure 7:1: Qualifications gained (
Page 126 and 127:
Parents were also asked to reflect
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“(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
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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
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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
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gave their consent and who lived in
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Gareth is a young man with learning
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she does not succeed, her Connexion
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examples here are Maria who wants t
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time to themselves. The problem for
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here. He is one of the nicest peopl
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Appendix Four: References Bignall T
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