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

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transition plan to have sought advice and help from formal sources ie school staff, school or college careers advisers and SENCOs, with regard to choosing their course. Essentially, it seems that where there is a statutory obligation to undertake formal transition planning, ie for statemented pupils, school staff and SENCOs play a greater role in the provision of help and advice. Conversely, where there is no formal requirement to plan for the post-16 transition, school staff are much less likely to be involved in helping young people with their choices. This may relate to capacity within schools such that (scarce) resources are targeted towards those for whom the school has a statutory responsibility. Schools may not have the capacity to extend this type of help and advice to those beyond the statutory remit. Parents and carers are clearly important sources of help and advice to young people when choosing their course of study, and from Table 5.10 it is possible to see that almost one-third of all young people believe they were the most helpful people in this endeavour. However, taken together, exactly half of all young people currently in education reported that school and college staff (including SENCOs and school or college careers staff) were the most helpful when choosing their course. Just six per cent of young people cited the Careers Service or Connexions personal adviser as the most helpful person when making decisions about future study. Formal sources of advice and help from schools and colleges with regard to future course choice were more important to young people with statements than those without, to young people who attended special schools than those who attended Table 5.10: Most helpful person when choosing course N = % Parents/carers 259 31 Other school staff 184 19 Other college staff 132 15 Careers Adviser at school/college 101 12 Careers Service/Connexions personal adviser 48 6 Friends or partner (boyfriend/girlfriend) 41 5 SENCO at school 36 4 Someone else in your family 18 2 Other 43 5 N = 862 Note: All percentages are weighted percentages, unless otherwise stated Source: IES/MORI 2003 Post-16 Transitions of Young People with SEN: Wave 2 69
mainstream schools, and to those who had a transition plan over those who did not. Young people with sensory and physical disabilities were also more likely than any other SEN type to report that these formal sources of advice and support were the most helpful. Whilst choosing their current course of study, young people most frequently reported that they received: • information • an explanation of the options available • help to make decisions • help to progress into further study/education. Many young people were also helped to plan how they would be supported in their further studies. Table 5.11 illustrates the type of help young people received. Very few young people reported that they had received help and advice on more emotional issues, for example, providing encouragement or building confidence etc., when choosing their course. Table 5.11: Advice received when choosing the course N = % Provided information 439 51 Explained options available 354 41 Helped me to make decisions 329 38 Helped me to progress into work/further education/training 278 33 Planned how I would be supported 136 16 Gave me encouragement 19 2 Gave me support/understood my needs 16 2 Gave me confidence 4 1 Took me to interviews/college 9 1 Helped plan for independent living 2 * None/nobody helped 5 1 Other 18 2 Don't know/can't remember 37 4 Total N = 862 Note: All percentages are weighted percentages, unless otherwise stated * - less than 0.5 per cent Source: IES/MORI 2003 70 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
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introduction of a Children’s Bill
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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 80 and 81: college for people with LDD, and we
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;
Page 130 and 131: 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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