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

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5.2.3 Ease of transition The majority of young people (66 per cent) who were studying at the time of the survey reported that they had found it very or fairly easy to start their course (see Table 5.12). However, one in five young people who were still studying said that they had experienced some difficulty starting the course. Table 5.12: Ease/difficulty of starting course N = % Very easy 272 28 Fairly easy 349 38 Neither easy nor difficult 95 10 Fairly difficult 135 15 Very difficult 52 5 Don’t know/can't remember 39 3 N= 942 Note: All percentages are weighted percentages, unless otherwise stated Source: IES/MORI 2003 When asked what or who had eased the transition into post-16 learning (Table 5.13) young people most frequently reported that teachers and tutors had made this move easier for them (61 per cent of those finding the transition easy responded in this way). Not surprisingly, support from family and friends also rated highly as having eased the transition into further studies. The availability of transport was another ameliorating factor mentioned by almost one-fifth of young people who had found the transition easy. Only three per cent of young people reported that the Careers Service or Connexions had eased their move into further studies. The difficulties that young people experienced in making the transition from school (reported by 20 per cent of those staying in learning post-16) related primarily to heavier workloads and the need to adapt to change, and getting to know new people and a new environment. Interestingly, some of these problems may have been addressed by greater ‘emotional’ or informal advice and support when young people were making decisions about their course (see section 5.2.2). Post-16 Transitions of Young People with SEN: Wave 2 71
Table 5.13: Factors affecting ease of transition N = % Teachers/tutors 378 61 Family support 189 30 Friends/peers 126 21 Other students 105 17 Transport availability 108 17 Other people's attitudes 42 7 Being able to get around 34 6 Good health 37 5 Availability of equipment or facilities 29 5 Sufficient financial resources 29 5 Connexions personal adviser 23 3 Staying at same place/in same building 13 2 Other 18 3 Don’t know/can't remember 54 8 N = 621 Note: All percentages are weighted percentages, unless otherwise stated Source: IES/MORI 2003 5.3 Employment and training 5.3.1 Type of employment and training Approximately, one-third of young people taking part in the survey were currently in employment or some form of workrelated government-supported training (Table 5.14). Most of these young people were engaged in elementary occupations, such as labouring, low-level catering, cleaning or security (39 per cent), or the skilled trades, for example, bricklaying and plumbing (28 per cent). A further 16 per cent of employed young people were working in retail and customer service occupations. As might be expected, more men than women were employed in elementary occupations, with women being much more likely to be engaged in retail and customer servicerelated jobs. Similar proportions of men and women, however, were found in elementary-level occupations. The majority of young people engaged in work or training at the time of the survey were in permanent jobs (82 per cent) with just 15 per cent reporting that their work was temporary. 72 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
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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 82 and 83: transition plan to have sought advi
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
Page 132 and 133: 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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