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

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Table 4.13: Provider of help to prepare for post-16 activities (multiple response) All Statemented Not statemented Special school Mainstream school N = % % % % % Parents/carers 1,226 66 64 69 60 68 Other school staff 724 36 44 30 54 32 School Careers Adviser 617 33 33 33 34 32 Careers Service/ Connexions personal adviser 387 20 22 18 24 19 Friends or partner 297 17 13 21 8 20 SENCO 273 13 18 10 12 13 Other family member 191 11 8 13 5 13 Social Worker/Services 99 4 7 2 12 2 Doctor/health worker 40 2 2 2 4 2 Other 40 2 2 2 2 2 None 99 6 5 6 6 6 Don't know /can't remember 35 1 3 0 5 0 N = 1,874 1,143 611 539 1,335 Note: All percentages are weighted percentages, unless otherwise stated Source: IES/MORI 2003 There was little variation in the sample of young people with regards to who helped them prepare for what they would do after Year 11. Some of the key differences between young people with statements of SEN and those without relate to the help they received from school staff (more prevalent amongst young people with statements than those without), the role of friends, partners and other family members (seemingly greater for young people without statements than those with them), and the help they received from the SENCO (young people with statements have reported more frequently that SENCOs had helped them in their post-16 transition than those without a statement). Broadly similar patterns can be observed for young people who attended special schools when compared to those in mainstream schools. There were very few major differences according to the SEN type in the help young people received to prepare for their post-16 activities (Table 4.14). Young people with communication and interaction difficulties and those with sensory and/or physical disabilities appeared to be more likely than young people with cognition and learning difficulties, and behavioural, emotional or social development needs to have received help from school staff. Young people Post-16 Transitions of Young People with SEN: Wave 2 41
Table 4.14: Help to prepare for post-16 activities, by SEN (per cent) Communication and Interaction Cognition and learning Sensory and / or physical Behaviour / emotional/ social development Parents/carers 69 66 74 63 Other school staff 46 35 48 31 School Careers Adviser 35 33 34 29 Careers Service/Connexions personal adviser 20 22 24 18 Friends or partner 15 19 9 13 SENCO 15 13 14 9 Other family member 6 12 10 10 Social Worker/Services 8 2 11 4 Doctor/health worker 2 1 7 5 Other 2 2 5 2 None 5 5 4 10 Don't know /can't remember 1 1 1 3 N = 363 917 122 284 Note: All percentages are weighted percentages, unless otherwise stated Source: IES/MORI 2003 with behavioural, emotional or social development needs were also less likely to report receiving help from the school careers adviser or Careers Service/Connexions personnel when preparing for post-16 activities than young people with all other types of SEN. Almost half (45 per cent) of young people have, not surprisingly, reported that their parents/carers offered the most help when they were deciding what they would do after Year 11 (Table 4.15). Young people without statements of SEN were more likely to say that their parents/carers had been the most helpful person (50 per cent) than those with statements (39 per cent). Similarly, more young people from mainstream schools (48 per cent) found their parents/carers to be the most helpful in preparing for transition than young people in special schools (33 per cent). Only 16 per cent of all young people said that (other) school staff had been the most helpful in preparing for the post-16 transition, whilst a similar proportion said that the school careers adviser had played this role. Interestingly, young people with statements and those who had attended special schools were more likely to report that school staff and the school careers adviser had been the most helpful to them in 42 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 52 and 53: Figure 4:3: Reasons why Year 11 dis
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
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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
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
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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
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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