Mentioning teaching standards of school at an appeal
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Mentioning teaching standards of school at an appeal
We have a very good recommendation from the headteacher for academic potential but are facing a 3 for attitude.
It has been explained to us that our child is often found reading when he is waiting for a difficult class to settle and so is not always attending. Attention to detail and reading further on a subject also leads to work not being completed.
We believe that different teaching and classroom expectations would challenge this attitude and allow full potential to be unlocked but would be reluctant to criticise the school at appeal.
Any advice?
It has been explained to us that our child is often found reading when he is waiting for a difficult class to settle and so is not always attending. Attention to detail and reading further on a subject also leads to work not being completed.
We believe that different teaching and classroom expectations would challenge this attitude and allow full potential to be unlocked but would be reluctant to criticise the school at appeal.
Any advice?
Yes - a difficult one! Have you any evidence e.g. an Ofsted report, that you could use instead of your opinion?
If you are asked 'why a 3' just explain as simply as you have done - without criticising - I see it as a 'coping' menchanism by your child and hopefully a perceptive panel member would too
If you are asked 'why a 3' just explain as simply as you have done - without criticising - I see it as a 'coping' menchanism by your child and hopefully a perceptive panel member would too
Mentioning teaching standards at appeal
Thanks for the advice.
We went to appeal this morning with just one line burried in the the middle of our academic evidence. It was picked up on as a question by one of the panel and we were able to expand simply, at their leading.
Who knows what the outcome will be but we feel we have done everything we can.
We went to appeal this morning with just one line burried in the the middle of our academic evidence. It was picked up on as a question by one of the panel and we were able to expand simply, at their leading.
Who knows what the outcome will be but we feel we have done everything we can.
They asked many of the questions already mentioned.
What books is he reading?
How did he feel after the test/after results?
How did you feel? Did you expect him to pass?
How much homework does he get?--leading to: Would he cope with the work load, homework, pressure? type questions
Is he competetive?
They dug deep to find out mitigating circumstances.
We did feel that whilst we were put through the mill in a big way (tears!) they were very interested in finding out why he did not pass.
We had prepared hugely for our statement but our answers to the questions were heartfelt and spontaneous.
Grace
What books is he reading?
How did he feel after the test/after results?
How did you feel? Did you expect him to pass?
How much homework does he get?--leading to: Would he cope with the work load, homework, pressure? type questions
Is he competetive?
They dug deep to find out mitigating circumstances.
We did feel that whilst we were put through the mill in a big way (tears!) they were very interested in finding out why he did not pass.
We had prepared hugely for our statement but our answers to the questions were heartfelt and spontaneous.
Grace