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

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Table 5.14: Occupation/training type N = % Professional 5 1 Associated professional and 12 2 technical Administrative and secretarial 17 4 Skilled trades 168 28 Retail and customer service 97 16 Process, plant or machine operator 53 9 Elementary occupations 230 39 Other 5 1 N = 588 100 Note: All percentages are weighted percentages, unless otherwise stated Source: IES/MORI 2003 Approximately one-quarter of young people in employment were on a Modern Apprenticeship or National Traineeship when they were surveyed, and just under one-fifth reported that they were on the New Deal or some other sort of government-supported training course (Table 5.15). A small proportion (five per cent) of this group were in supported employment. Most young people who are in work, though, are not undertaking any sort of formal training programme (61 per cent). Young people who recalled having a transition planning review and a transition plan were more likely to report that they were on a Modern Apprenticeship or National Traineeship than those without a transition plan (30 per cent compared to 20 per cent). Table 5.15: Type of training N = % Modern Apprenticeship 123 21 National Traineeship 23 4 Work-based training through the New Deal 25 4 Other government supported training 25 4 Supported employment 31 5 None of the above 350 61 Don't know 16 3 N = 588 100 Note: All percentages are weighted percentages, unless otherwise stated Source: IES/MORI 2003 Post-16 Transitions of Young People with SEN: Wave 2 73
5.3.2 Ease of transition In terms of their experience of finding their job/position, the majority of young people in work or work-related training reported that it had been easy to do so. However, almost onefifth of those who were in work or training at the time of the survey said that they had experienced some difficulty finding their position (Table 5.16). Once more, the only (minor) difference observed related to the presence, or otherwise, of a transition plan. Young people with a transition plan, who had found work or a training placement, were more likely to say it had been easy to do so (77 per cent) than those who had no transition plan (65 per cent). When asked what or who had made finding their job/training easy, the key factors that young people offered were: • Family support (44 per cent of those who said it was easy finding their job/training reported this was due to family support). • Friends/peers (26 per cent said friends/peers had made it easier for them to find work). • Transport availability (nine per cent cited transport as an easing factor). • Careers Service/Connexions personnel (eight per cent suggested these services had made it easier to find work/training). • Good health (seven per cent related good health to how easily they had found work). Table 5.16: Ease/difficulty of finding job N = % Very easy 181 30 Fairly easy 236 41 Neither easy nor difficult 56 10 Fairly difficult 74 12 Very difficult 38 6 Don't know/can't remember 3 1 N = 588 100 Note: All percentages are weighted percentages, unless otherwise stated Source: IES/MORI 2003 74 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
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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 84 and 85: 5.2.3 Ease of transition The majori
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
Page 134 and 135: 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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