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

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Table 5.6: Current main activity, by transition plan (per cent) Transition plan Yes No Don’t know Studying (eg at school or college) 53 36 46 Unemployed 11 19 14 On a Modern Apprenticeship, National Traineeship, or other government supported training 6 5 7 In paid employment 25 31 27 Working but not getting paid for it (incl. voluntary work) * 1 0 Attending a day care centre * 0 * Looking after the family or home 1 4 2 Ill/health problems 2 2 1 Other 2 2 1 Total 984 527 363 Note: All percentages are weighted percentages, unless otherwise stated * - less than 0.5 per cent Source: IES/MORI 2003 Table 5.7: Educational establishment Table 5.7 below shows that most young people who were continuing in education (57 per cent) were studying at a Further Education (FE) or tertiary college, followed by smaller numbers of young people remaining in schools (17 per cent) N = % College of Further Education or tertiary college 508 57 School 172 17 Sixth Form college 104 11 Specialist college for learners with learning difficulties/ disabilities 68 6 Residential school 13 1 Independent or other college 12 1 Residential Training Colleges 7 1 Private training centre 4 * University 4 1 Other 41 4 Don't know 9 1 N = 942 Note: All percentages are weighted percentages, unless otherwise stated * - less than 0.5 per cent Source: IES/MORI 2003 Post-16 Transitions of Young People with SEN: Wave 2 65
and sixth form colleges (11 per cent). Six per cent of young people in education reported that they were studying at specialist colleges for learners with learning difficulties/ disabilities. Young people who had a statement of SEN whilst in compulsory schooling were more likely than those without statements to be continuing their studies at school or within a specialist college for people with learning difficulties or disabilities (LDD), and less likely to be at an FE or tertiary college (Table 5.8). A similar pattern was observed for young people who had attended a special school compared with those from a mainstream school. Not surprisingly, young people with different SEN types were also attending different types of educational establishment. Young people with communication and interaction difficulties, and those with sensory and/or physical disabilities, were more likely than those with cognition and learning difficulties or behavioural, emotional and social development needs to have remained at school post-16 or be attending a specialist Table 5.8: Educational establishment, by SEN (per cent) College of Further Education or tertiary college Communication and Interaction Cognition and learning Sensory and/or physical Behaviour / emotional / social development 49 63 40 53 School 21 14 27 19 Sixth Form college 12 10 15 12 Specialist college for learners with learning difficulties/ disabilities 8 4 10 7 Residential school 2 1 2 1 Independent or other college 1 1 1 2 Residential Training Colleges 1 0 1 0 Private training centre 1 0 0 0 University 0 1 1 0 Other 4 5 2 5 Don't know 1 0 1 1 N = 232 444 87 108 Note: All percentages are weighted percentages, unless otherwise stated Source: IES/MORI 2003 66 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
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of work-related training schemes. I
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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 74 and 75: Table 5.1: Current main activity Al
Page 76 and 77: Table 5.4: 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
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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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