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

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Figure 4.11: Level of qualification gained 4.7.2 Level of qualification gained The majority of young people with SEN taking part in this survey (56 per cent) left Year 11 with a Level 1 1 equivalent qualification. Just over one in ten young people achieved a Level 2 qualification ie five or more GCSEs at grades A-C (see Figure 4.11). Young people appeared to be more likely to gain (slightly) higher level qualifications if: All Statemented Non-statemented Special School Mainstream school Manager/professional Skilled Semi-skilled Unskilled Not in employment Parent/carer left school aged 15 years Parent/carer left school aged 16 years Parent/carer left school aged 17-18 years Left formal education aged 19 or over 0 10 20 30 40 50 60 70 80 90 100 Percent Level 2 Level 1 Level 0/other No qualifications Source: IES/MORI 2003 1 Level 1 qualifications include fewer than five GCSEs at level A to C, GNVQ foundation level and BTEC general certificate. Level 2 qualifications include five or more GCSEs at grades A to C, GNVQ intermediate level and equivalent. Post-16 Transitions of Young People with SEN: Wave 2 57
4.8 Chapter summary • they attended a mainstream school, regardless of the presence of a statement • they belonged to higher socio-economic groupings, and/or • their parents left school at age 19 or over. • Less than half of all young people could recall attending a transition planning review. • Transition planning review meetings are a statutory obligation for young people with statements of special educational needs. Not surprisingly young people with a statement of SEN, and those who had attended a special school were much more likely to recall (or remember attending) a transition planning review than those without a statement, or those who had attended a mainstream school. • A significant proportion of young people with statements of SEN could not recall attending a transition planning review meeting. • Some young people without statements recalled attending a transition planning review meeting although there was no statutory obligation to have had one. • Young people with behavioural, emotional or social development needs are the least likely of all types of SEN to recall attending a transition planning review. • Most people recalling a transition planning review thought it had been useful. • School staff, parents and carers, and school careers advisors were most likely to have been present at the transition planning review. • Parents of young people without statements, those who attended a special school, or those with behavioural, emotional or social development needs were less likely to have been present at the transition planning review. • Very few young people recalled that the Careers Service or Connexions were present at their transition planning review. • School careers advisers and other school staff were reported to be the most helpful people at the transition planning review. • A broad range of issues was covered as part of the transition planning review from continuing in education to forming adult relationships. 58 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.
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Executive Summary Introduction This
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help or information from the young
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profound difficulties and those whi
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1. Introduction This report present
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Main-stage fieldwork The aim in the
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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 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 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
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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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