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

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5.3.3 Method of jobsearch and advice received Friends and family played an important role when looking for work/placements and almost half of young people in work or training said they had found their job through these personal (and informal) contacts (Table 5.17). Almost one-fifth of young people had applied to employers directly in order to find their current job whilst one in ten had found their job/placement by applying to an advertisement in the newspaper. A similar proportion (nine per cent) of young people in work or training had visited the Careers Service or Connexions in order to find employment (eight per cent of young people in Connexions areas and ten per cent of young people in non-Connexions areas). Not surprisingly, given the informal nature of most of their job search activities, almost half of all young people in work have cited their parents/carers as the most helpful source of advice when looking for work. Friends and partners were reported to be the most helpful by just over one in ten young people currently in work or training, whilst a similar proportion said that the Careers Service or Connexions personal adviser had been the most helpful to them in their jobsearch. Once again, similar proportions of young people in both Connexions areas and non-Connexions areas reported this to be the case. Table 5.17: Method of job search N = % Through friends or family 279 47 Applied directly to employers 104 17 Applied for jobs advertised in newspapers 53 10 Visited a Careers Service/Connexions Service 59 9 Visited a Jobcentre 32 5 School or college careers service 28 4 Training and Employment Agency Office 24 4 Through work experience/part-time work 17 3 Yellow Pages 7 1 Visited a Jobmarket 3 1 Tutor at college 4 1 Other 10 2 N = 588 Note: All percentages are weighted percentages, unless otherwise stated Source: IES/MORI 2003 Post-16 Transitions of Young People with SEN: Wave 2 75
Table 5.18: Most helpful person when looking for work N = % Parents/carers 250 49 Friends or partner (boyfriend/girlfriend) 65 13 Careers Service/Connexions personal adviser 57 11 Other family member 42 8 Jobcentre 34 7 Careers adviser at school/college 25 4 Other college staff 14 3 Other school staff 12 2 SENCO at school 3 1 Other 8 2 N = 511 Note: All percentages are weighted percentages, unless otherwise stated Source: IES/MORI 2003 Very few young people who were in work or training at the time of the survey reported that school or college staff had been the most helpful people when looking for work (Table 5.18). Table 5.19 lists the type of help young people received from others when looking for work or a placement. In the main, young people received: Table 5.19: Advice received when looking for work N = % Helped me to progress into work/further education/training 236 46 Provided information 210 41 Helped me to make decisions 156 31 Explained options available 112 21 Planned how I would be supported 47 8 Encouragement/pointing me in right direction 16 4 Helped with CV/application forms 10 2 Gave me support/help 3 1 Other 10 2 Don't know/can't remember 9 2 Total N = 511 Note: All percentages are weighted percentages, unless otherwise stated Source: IES/MORI 2003 76 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
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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 86 and 87: Table 5.14: Occupation/training typ
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
Page 136 and 137: 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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