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

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Table 4.18: Extent to which school helped to inform parents of post-16 options, by SEN type Communication and interaction % Cognition and learning % Where parents and carers had received some help and information about post-16 options (39 per cent of all parents/ carers), this had come primarily from: • teachers (51 per cent of those who recalled receiving help and information said it came from this source) • school careers advisers (33 per cent) • SENCO (24 per cent) Sensory and/or physical % • other source (ten per cent), and • Careers Service/Connexions (nine per cent). Behaviour/emotional /social development % A great deal 14 12 16 11 A fair amount 28 27 34 20 Not very much 30 30 31 26 Not at all 26 30 18 42 Don’t know 2 2 1 1 N = 347 895 119 278 Note: All percentages are weighted percentages, unless otherwise stated Source: IES/MORI 2003 The majority of parents and carers (73 per cent) did, however, report that they felt they were very or, at least, fairly involved in the process of assisting the young person’s transition from school to life after Year 11 (Table 4.19 and Table 4.20). Parents and carers of young people with statements and those who Table 4.19: Parental view on their involvement in post-16 transition process All Statemented Not statemented Special school Mainstream school N = % % % % % Very involved 839 48 53 46 54 47 Fairly involved 427 25 27 23 27 24 Not very involved 233 14 12 16 11 16 Not at all involved 168 12 7 15 6 13 Don’t know 19 1 1 0 3 0 N = 1,686 1,097 531 518 1,168 Note: All percentages are weighted percentages, unless otherwise stated Source: IES/MORI 2003 Post-16 Transitions of Young People with SEN: Wave 2 45
Table 4.20: Parental view on their involvement in post-16 transition process, by employment status (per cent) Managerial / professional Skilled Semi-skilled Unskilled Not in employment Very involved 64 50 47 38 41 Fairly involved 18 25 27 31 25 Not very involved 11 14 13 16 18 Not at all involved 6 10 13 15 15 Don’t know 2 1 0 0 2 N = 289 576 193 239 383 Note: All percentages are weighted percentages, unless otherwise stated Source: IES/MORI 2003 had attended a special school were even more likely to report that this had been the case (80 per cent and 81 per cent respectively). Moreover, parents/carers in managerial or professional-level employment (as an indicator of socioeconomic group) were much more likely to have felt involved in the post-16 transition process than parents/carers in unskilled occupations or those not in work (82 per cent compared to 69 per cent and 66 per cent respectively). Almost half of parents and carers who reported that they had not been much involved in the young person’s transition from school to post-16 activities stated that they had experienced barriers to doing so. These related primarily to a lack of communication and information from the school, or a lack of invitation or encouragement to become involved in the transition process. Case Studies – transition planning at school The case studies provided a deeper insight into the ways in which schools prepared young people for the future, and the extent to which transition planning was felt to have been effective. Zoe 1 for instance, is a young lady with moderate learning difficulties associated with a range of medical difficulties. She has been in public care since she was abused as a young girl. Her special school held all the appropriate review meetings and involved Connexions and Social Services in the planning process. In principle, Zoe could have left school for work-based training or the local FE College, but in practice, her need for security led to her staying on at the school’s sixth form. However, this is a decision with which Zoe is very comfortable and which the professionals involved all feel was the right one. 1 All names have been changed to protect the identities of the young people who took part in the case studies. 46 Post-16 Transitions of Young People with SEN: Wave 2
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RESEARCH Post-16 Transitions: a Lon
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Acknowledgements The authors would
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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 54 and 55: Table 4.13: Provider of help to pre
Page 56 and 57: Table 4.15: Most helpful person whe
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
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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
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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 (
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Parents were also asked to reflect
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“(He is) a bit more independent;
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immaturity and the fact that she is
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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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