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

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• Over three-quarters of all young people recalled having a discussion with someone from the Careers Service or Connexions about their future. • Young people in Connexions areas were slightly more likely to report that their formal careers discussion had been helpful compared to those in non-Connexions areas. • Young people are most likely to report that their parents were the most helpful to them when making their post-16 transitions from compulsory schooling. • The majority of parents and carers feel that they received little help or information from the young person’s school regarding post-16 options. • Most young people taking part in the survey have a positive regard for their time at school and many report positive soft outcomes. • Many young people, however, report that school did not help them to decide what they wanted to do next. • Most young people received some sort of hard outcomes from school ie qualifications and certificates. • Young people with statements of SEN, who attended a special school, and those with behavioural, emotional or social development needs were least likely to have gained qualifications from school. Post-16 Transitions of Young People with SEN: Wave 2 59
5. Transition from Year 11 This chapter looks at the activities in which young people with SEN are currently engaged. It identifies the main sources of advice and support that young people received when making post-16 decisions and goes on to reflect on the relevance of transition planning on their current activity. 5.1 Current activity Almost half (46 per cent) of all young people taking part in the survey were currently studying at school or college (and most were in Year 13). Just over one-quarter (28 per cent) were in employment and a further six per cent were in some sort of government-supported training eg Entry 2 Employment or a Modern Apprenticeship. Fourteen per cent of all young people were unemployed at the time of the survey. Very few young people were inactive due to ill-health or because of caring responsibilities and less than one per cent were attending a day care centre (Table 5.1). When these data are compared to the Youth Cohort Study (Table 5.2), it appears that fewer young people in this sample are in education than young people of a similar age in the population generally (46 per cent compared to 63 per cent in the YCS) and more young people in this sample are in work (28 per cent compared to 19 per cent in the YCS) or out of work (14 per cent compared to six per cent in the YCS as a whole). The incidence of disability, or health problems amongst young people in the population generally does not have a particularly strong impact on their current activity. If the activities of respondents to this survey are compared to young people with disabilities and/or health problems responding to the YCS, the disparities remain; young people in this survey are still less likely to be in education, and more likely to be in or out of work than their peers generally. 60 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
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• 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 70 and 71: Figure 4.11: Level of qualification
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
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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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