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

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college for people with LDD, and were less likely to be at an FE or tertiary college. 5.2.2 Advice received Looking at who helped or advised young people with regard to following their current course of study (see Table 5.9), it is clear that parents and carers played a significant role, with over half of all young people reporting that they received help from them when choosing what to study. School staff, school and college careers advisers, and other college staff were also commonly mentioned by almost one-quarter to one-third of all young people as sources of help and advice regarding their studies and choice of course. Just over one in ten young people currently in education mentioned that they had received (impartial) help or advice about doing their current course from the Careers Service or Connexions. Interestingly, young people in Connexions areas were more likely than young people in non-Connexions areas to cite this type of help and advice (19 per cent of young people in Connexions areas had received this type of formal help and advice compared to 11 per cent of those in non-Connexions areas). On closer inspection, it is possible to see that some young people relied more heavily on their parents and other informal sources of advice and help than others when choosing their course. Table 5.9 shows that young people without statements of SEN were more likely than young people with statements to have received help or advice from parents/carers, friends or partners, and other family members. Conversely, people with statements more frequently turned to school staff and SENCOs for advice and help than was the case amongst those without statements. Young people who attended mainstream schools were also more likely than those who had attended special schools to use informal sources of advice and support ie parents, friends, other family members, in relation to the choice of course. On the other hand, young people who could recall attending a transition review meeting, and thus drawing up a transition plan, were more likely than those without a Post-16 Transitions of Young People with SEN: Wave 2 67
Table 5.9: Provider of help/advice with current course All Male Female State– mented Not state– mented Special school Main– stream Yes Transition Plan No N = % % % % % % % % % % Parents/carers 495 53 54 52 51 57 48 56 54 59 45 Other school staff 327 32 29 37 40 21 19 24 40 22 25 Careers Adviser at school/college 220 23 22 24 23 22 22 23 27 18 18 Other college staff 210 22 23 21 22 22 19 24 23 19 24 Friends or partner 133 16 17 15 11 22 6 21 13 16 24 Careers Service/Connexions personal adviser Someone else in your family 118 12 12 13 12 10 13 12 14 11 10 75 8 10 7 7 10 5 11 8 8 11 SENCO 89 8 7 10 11 4 11 7 10 7 5 Other 53 6 5 7 5 7 6 6 6 6 6 Don't know/can't remember 80 8 8 9 9 7 13 6 7 8 13 N = 942 541 401 677 219 411 531 560 203 179 Note: All percentages are weighted percentages, unless otherwise stated Source: IES/MORI 2003 Don’t know
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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
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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 78 and 79: Table 5.6: Current main activity, b
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
Page 128 and 129: “(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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