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

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Figure 4:3: Reasons why Year 11 discussion with Careers Service/Connexions was helpful 70 60 50 Percent 40 30 20 10 0 Explained the options available Provided information Helped with progress into work/further education Helped with making decisions Planned other support Source: IES/MORI 2003 etc. Young people in Connexions areas were slightly more likely to report that they had found this meeting fairly or very helpful (78 per cent) compared to young people in non- Connexions areas (70 per cent). 4.3.2 Helpfulness of careers support Most young people reported that this future-focussed meeting with the Careers Service/Connexions had been helpful because it had explained the options available to them and had provided information. More than half of young people who could recall having such a discussion, and had found it helpful, reported this to be the case (see Figure 4.3). Far fewer young people reported that these discussions had helped them to progress into work or further education (just over onequarter of all young people who could remember having such a discussion and who had found it to be helpful). No real differences were observed for young people in Careers Service areas or Connexions partnerships areas. Turning to why the discussions with the Careers Service/ Connexions had been unhelpful (24 per cent of all young people recalling such a discussion reported this to be the case), between one-quarter and one-third of young people said this was because the meeting did not provide the right sort of information (32 per cent) or did not provide enough information (27 per cent; see Table 4.12). Approximately onefifth of young people who found the meeting to be unhelpful also reported that it did not help them in their decisionmaking and/or did not explain the full range of options available. A similar proportion of these young people found the meeting to be confusing. Once again, no real differences Post-16 Transitions of Young People with SEN: Wave 2 39
Table 4.12: Reasons why Year 11 discussion with Careers Service/Connexions was unhelpful N = % Did not provide the right sort of information 105 32 Did not provide enough information 88 27 Did not help with making decisions 69 21 Did not explain the full range of options available 68 20 Confusing 62 19 Not enough planning for other support 24 7 Young person had already made decisions 16 5 Tried to make young person do something they did not want to do 14 4 Did not listen/take young person seriously 9 3 Other 65 19 Don't know/ can't remember 23 6 Note: All percentages are weighted percentages, unless otherwise stated Source: IES/MORI 2003 were observed between Careers Service areas and Connexions partnership areas. 4.4 Preparation and support for post-16 transitions Young people taking part in the Wave 2 survey were asked to comment more generally about their transition from (compulsory) schooling to their subsequent activities. Importantly, the survey sought to determine, according to young people themselves, who had helped them to make such a transition, who had been most helpful, and why. Table 4.13 shows clearly that parents/carers are most commonly engaged in helping young people to prepare for their post-16 activity. Sixty-six per cent of all young people said their parents had helped them to prepare for what they would do after Year 11. Approximately one-third of young people cited school staff and/or the school careers adviser as helping in their transition whilst one-fifth of young people surveyed said that the Careers Service or a Connexions personal adviser had helped them to prepare for their post-16 transition. Interestingly, young people in Connexions areas were more likely to mention receiving formal careers help (27 per cent) than those in non-Connexions areas (18 per cent). SENCOs were mentioned by only 13 per cent of young people as having helped them to prepare for what they would do after Year 11. 40 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 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 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
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• colleges (33 per cent of parent
Page 118 and 119:
published information against just
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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
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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
Page 144 and 145:
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
Page 164 and 165:
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
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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