This is exactly what my thoughts were when I saw that table..a much more rounded picture of ability I'd say. Not only is the Bucks test 'vehicle' squeezed into a mere 15 questions, the format is so predictable, and the results are so proportionate to the level of hot-housing the child is subjected to, that there is no way the test can be relied on as an indicator of a rounded academic ability. It is this flaw that concerned me the most when DD was sitting the test. On the one hand I don't believe in tutoring for a test like this, and on the other, I know if I don't, my child will be at a serious disadvantage relative to most of her cohort. So our personal belief gives way to 'failure', and then we are left with the hard task of 'proving' our childrens ability to a panel of three strangers..who in spite of a mountain of academic evidence and glowing recommendation...will still be cast in the glow of doubt, because they didn't quite make that magic, but seriously manipulated mark.
There are many children in the sets below my DD who are undoubtedly going to GS, purely because their hot-housing programmes extended well beyond the summer, well beyond Year 5..and in some cases..as early as Year 4!! If it were not for the fact that I had planned an alternative should the system let us down..I would probably have joined them..but in the weeks that followed her result, I have to admit, I started to feel that it was perhaps my own stubborn view that had let her down. I have reconciled myself with that one now..and I am happier for the fact that wherever she goes, she will be there on much broader, much fairer merit.