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

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Table 4.5: Reasons why transition planning review was not useful N = % Did not provide enough information 57 29 Did not provide the right sort of 53 28 information Did not help with making decisions 35 20 Confusing 38 17 Did not explain the full range of options 30 13 Not enough planning for other support 20 9 Young person had already made decision 14 7 Other 13 7 Don’t know/ can’t remember 21 10 N = 201 Note: All percentages are weighted percentages, unless otherwise stated Source: IES/MORI 2003 Just over one-quarter of young people who reported that the transition review meeting had not been useful said that the meeting had not provided enough information. A similar proportion said it had not provided the right sort of information and around one-fifth said it had been confusing, and/or had not helped with decision-making. The other main reasons for dissatisfaction with the transition review meeting were that it had not explained the full range of options, and/or planned sufficiently for how the young person would be supported (Table 4.5). 4.1.3 People involved in transition planning The most commonly reported attendees at the transition review meeting were: • school staff • parents/carers, and • the school careers adviser. Almost half of all young people who recalled attending a transition review meeting reported that these people had also been present (Table 4.6). Only one in five young people recalled that the SENCO or someone from the Careers Service or Connexions had attended the meeting. Although many young people may have reported their SENCO as school staff, the number recalling that the Careers Service had attended is much lower than might have been expected given the purpose of the meeting. Over half of those without statements said a Post-16 Transitions of Young People with SEN: Wave 2 31
Table 4.6: Others involved in the transition meeting All Statemented Special school Not statemented Mainstream school N = % % % % % School staff 515 47 56 37 70 37 Parents/carers 492 46 62 22 70 35 School Careers Advisor 413 44 39 52 38 47 SENCO 227 20 27 10 20 20 Careers Advisor/Connexions personal adviser 192 20 19 22 21 20 Social Worker/Services 89 8 12 1 20 2 Another family member 15 2 2 1 2 1 Doctor/health worker 15 1 2 0 3 0 Friends or partner 22 2 2 3 2 3 Other 53 5 7 2 7 4 Don’t know 71 7 7 7 7 7 N = 984 730 207 376 608 Note: All percentages are weighted percentages, unless otherwise stated Source: IES/MORI 2003 school careers adviser had been at the meeting compared to only 39 per cent of those with statements. Similarly those in mainstream schools were also more likely to recall the involvement of the schools’ careers adviser (47 per cent) than those in special schools (38 per cent). Less than ten per cent of young people who remembered having a transition review meeting reported that social services had also been present. Parents and carers were much more likely to have been involved in the transition review meeting for young people who had a statement of SEN compared to those who did not (Table 4.6). Only 22 per cent of young people who did not have a statement recalled that their parents had been present at the review meeting compared to 62 per cent of those with a statement. Young people who had attended a special school were also much more likely to report that their parents and other school staff had been involved in the transition review meeting than those who had attended a mainstream school. Parents/carers were much more likely to have attended the transition review meeting of young people with sensory and/or physical disabilities compared to young people with other special educational needs, and particularly young people with behavioural, emotional or social development needs (65 per cent compared to 37 per cent; Table 4.7). Young 32 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 40 and 41: 4. School and Outcomes A primary ai
Page 42 and 43: Table 4.2: Young person’s recall
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
Page 104 and 105:
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
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
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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
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
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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
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
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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
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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
Page 178 and 179:
here. He is one of the nicest peopl
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Appendix Four: References Bignall T
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