Hi, I've been reading the forum avidly and trying to work out the best route to take for my DS but still dithering about it and hoped you might be able to offer some sage advice.
If you mean recommending whether to go for a review or appeal, this is the point at which we run for cover.
I'm afraid it's a bit of a gamble. All we can do is highlight some of the issues.http://www.elevenplusexams.co.uk/appeal ... aneous#e33
However, my DS was assessed in Y5 spring term by the CC Cognition & Learning team and was found to have specific problems with processing speed, on the 6th centile. The conclusion was that DS was likely to process information at a slower rate than his peers and that various support methods be used in the classroom allowing him time to process delivery of instructions and verbal information, time to proof read, etc.
In the STTS exams, he wasn't given any extra time and we feel that this disadvantaged him. We're not sure if we were meant to request it or the school was meant to request it, or even whether he would have qualified for it.
In the 'Moving up to Secondary School Guide' it says: "..... the parents may wish to discuss their child’s access to the tests with his or her headteacher. If the disability might affect access, you should discuss whether any special testing arrangements should be made. If it is felt that adjustments should be put in place for the tests, then your child’s headteacher should contact us or, if this is not possible, then please email: firstname.lastname@example.org
We need to know about this before your child sits the tests so that an application can be considered beforehand.
I think the school had responsibility in the matter too. (I assume they must have known about the very low processing speed, and the recommendations that were made following the assessment.)
BCC guidelines in the light of the Equality Act state "The duty on schools (and in the matter of the Secondary Transfer Testing process only, the LA on behalf of the grammar schools) to make reasonable adjustments is anticipatory.
" [my underlining]
"Discrimination may occur by ......... failing to take reasonable steps to ensure that disabled pupils or prospective pupils are not placed at a substantial disadvantage in comparison with their non-disabled peers. This is known as the ‘reasonable adjustments’ duty.
Whether you go to review or appeal, I suggest you tick the box on the form next to "Do you believe your child has a disability as defined by the Equality Act 2010?
" and attach a copy of the assessment. Part of your case could be that the school did not fulfil its duty to be 'anticipatory', and your son was consequently at a disadvantage in the tests because no reasonable adjustments were made.
The panel may or may not agree, depending on the details of the report and on all the circumstances, but at least the matter will be considered. (It is perfectly possible, by the way, for different panels to come to different decisions.)