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

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Table 5.21: Reasons for current inactivity N = Poor health 28 Looking after home/children 22 Not yet decided what job or course to do 13 Need more qualifications or skills to get a job or training 9 Not yet found a suitable job or course 8 Housing problems 4 Family problems 3 Available transport is not suitable 2 Currently having a break from study 3 None of these 12 Don't know 2 N = 81 Note: All percentages are weighted percentages, unless otherwise stated Source: IES/MORI 2003 5.4.2 Jobsearch methods and advice received Young people who were looking for work, or who were waiting to start a job at the time of the survey tended to have used the Jobcentre to find work. Other common methods of jobsearch included applying to jobs advertised in the newspaper and using friends and family to help them to find work. Just under one-third of those who were looking, or had looked for work, had used the Careers Service or Connexions to do so. This figure seems quite low given the age of these young people (Table 5.22). Young people who had looked or were looking for work cited their parents or carers as helping them the most in their jobsearch (31 per cent). Just over one-quarter of young people who had looked for work reported that the Jobcentre Adviser had been the most helpful to them when looking for work. Similar numbers of young people looking for work cited their Careers Service or Connexions Personal Adviser, or their friends and partners as being the most helpful in their jobsearch activity (Table 5.23). Post-16 Transitions of Young People with SEN: Wave 2 79
Table 5.22: Method of job search From Table 5.24 it is possible to see that most of the help young people received when they were looking for work related to: • the provision of information • explaining the options available • helping them to progress into work, and • helping them to make decisions. N = % Jobcentre 146 81 Jobs advertised in newspapers 90 50 Family or friends 88 49 Careers Service/Connexions Service 53 29 Job on the internet 27 15 Direct contact with employers 24 14 Training and Employment Agency Office 18 11 Job Club 5 2 School or college careers services 3 2 Jobmarket 3 2 Disability employment adviser 3 1 Other 11 7 N = 181 Note: All percentages are weighted percentages, unless otherwise stated Table 5.23: Most helpful person in job search N = % Parents/carers 55 31 Jobcentre Adviser 39 26 Careers Service/Connexions personal adviser 22 13 Friends or partner (boyfriend/girlfriend) 21 15 Someone else in your family 9 6 Careers Adviser at school/college 9 4 Other college staff 2 1 Other 3 2 Total N = 161 100 Note: All percentages are weighted percentages, unless otherwise stated Source: IES/MORI 2003 80 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
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severe learning difficulties/profou
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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 88 and 89: 5.3.3 Method of jobsearch and advic
Page 90 and 91: • help to progress into work/trai
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
Page 138 and 139: For Li, who has found his own way o
Page 140 and 141: 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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