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

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Table 5.1: Current main activity All Male Female White Nonwhite N = % % % % % Studying (eg at school or college) 942 46 42 52 44 67 In paid employment 476 28 31 22 30 10 Unemployed 235 14 16 11 15 12 On a Modern Apprenticeship, National Traineeship, or other government-supported training 112 6 7 5 6 5 Looking after the family or home 34 2 1 5 2 2 Ill/health problems 29 1 1 2 2 0 Working but not getting paid for it (incl. voluntary work) 8 * * * * * Attending a day care centre 4 * * 0 * * Other 34 2 1 2 2 3 Total 1,874 100 1,170 704 1,690 184 Note: All percentages are weighted percentages, unless otherwise stated * - less than 0.5 per cent Source: IES/MORI 2003 Looking at gender, more women than men were studying in school or college (52 per cent compared to 42 per cent) whilst conversely, more men than women were in work (31 per cent compared to 22 per cent). Men were slightly more likely to be unemployed than women, although fairly similar proportions were on government-supported training. In relation to ethnicity, young people from non-white ethnic groups were more likely to have continued in education than their white counterparts and were less likely to be in work. Table 5.2: Main activity, Youth Cohort Study (per cent) All Disability or health problem No disability or health problem Full time education 63 57 63 Full-time and Part-time job 19 20 19 Out of work 6 11 6 Government supported 9 7 9 Other/not stated 4 4 3 Note: All percentages are weighted percentages, unless otherwise stated Source: YCS Cohort 11 Sweep 2, DfES Post-16 Transitions of Young People with SEN: Wave 2 61
Much greater differences in activity pattern have been observed according to the existence of a statement of SEN, the type of school attended and the type of special educational need (Table 5.3 and Table 5.4). Young people with statements were almost twice as likely as those without a statement of SEN to have continued in education. Whilst over a third of young people without statements were continuing in education, young people without a statement were almost as likely to have been in employment at the time of the survey as they were to have been studying at school or college. Young people without a statement of SEN were also more likely than those with a statement to have been unemployed at the time of the survey. Not surprisingly, these patterns were mimicked by young people according to the type of school they had attended. Young people from special schools were more likely to have continued in education, whilst those from mainstream schools were almost as likely to be in work as they were to have continued their studies. Mainstream school attendees were also twice as likely as those who had attended a special school to be unemployed at the time of the survey. These data seem to suggest that some young people, and particularly those with statements and/or who attended a special school, have deferred their post-16 transitions by remaining in education whilst a significant proportion of those without statements Table 5.3: Current main activity, by statement and school type (per cent) State– mented Not state– mented Special school Mainstream school Studying (eg at school or college) 60 36 76 38 In paid employment 20 33 9 33 Unemployed 9 18 8 16 On a Modern Apprenticeship, National Traineeship, or other government-supported training Working but not getting paid for it (incl. voluntary work) 5 7 2 7 1 * 1 * Attending a day care centre * 0 1 * Looking after the family or home 1 3 0 3 Ill/health problems 2 1 1 1 Other 2 1 2 2 Total 1,143 611 539 1,335 Note: All percentages are weighted percentages, unless otherwise stated * - less than 0.5 per cent Source: IES/MORI 2003 62 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
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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 72 and 73: • Over three-quarters of all youn
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
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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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