Many thanks for posting, Stacey. Hope you won't mind if I add a few comments.
StaceyT wrote:
The panel comprises a lay person, two representatives of the school and a determining panel of three.
The panel consists of just the three people mentioned at the end. The others are not part of the panel.
I assume the lay person is the clerk, who takes notes of the proceedings and stays with the panel when they take their decision, but has no vote.
The school representative(s) are only allowed in the room when you are present.
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So that's six people in total who you face as you walk in: the lay person is on your left, the Wirral Grammar reps are on your right, and you are facing three panel members. It is quite unnerving, so you need to brace yourself for this.
Are you saying that the school representatives were already in the room when you entered? This would be a serious breach of the Appeals Code.
Taking the country as a whole, there's usually just one representative from the school. It's possible the second rep. might have been a 'trainee'.
6 people does sound daunting - and, quite apart from the numbers, they have the advantage over you of being in a familiar situation.
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The rep from Wirral then read out the reasons/ criteria for non acceptance and defers to the panel chairperson. They will then give you an opportunity to speak and present your case.
I assume there had already been a group hearing with all parents when the school presented its case for prejudice?
https://www.elevenplusexams.co.uk/appea ... -school#c1Quote:
I prepared some notes in advance and rather than read a pre prepared speech I used the bullet points to ensure that I got my message across.
Excellent idea.
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I noticed that all 3 panel members rarely looked up and were busy making notes. The two reps from Wirral less so
Probably no reason for the school reps to take notes. They have no further part to play in the proceedings, unless they want to ask you a few questions about your case.
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in order to demonstrate this you will need to back it up. I would strongly suggest that evidence to support this needs to be provided to the panel in the written submissions several weeks in advance of the appeal.
Evidence is usually important. You should have been given a deadline by which it was to be submitted (perhaps a week or two before the hearing).
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I believe that my submission was very well received and indeed I was praised by the chair for my succinct presentation.
Well done!

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I mentioned the reasons I believed my son would both be an asset to the school
As KCG says above, this isn't relevant in an appeal.
The Code is quite clear. If the child is deemed qualified, then the panel must balance the
parental reasons for wanting a place against the prejudice to the school.
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and why it was the preferred school for him
Correct!
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Mention of the ethos of the school and pastoral leadership is also recommended.
This can sound a bit woolly to an appeal panel. All schools have an ethos and pastoral leadership.
A recent Ofsted report might provide evidence of outstanding pastoral leadership, but I'm not so sure about something as vague as "ethos".
If questioned, some parents resort to saying "
I read it in the prospectus" or "
a friend of mine told me". Not very convincing!
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However, the overriding factor and ultimately the stumbling block for us, was not being able to back up the strong belief that my son had an off day during the test. As one of the panel members pointed out, the "mean" score for those attending WGB is in the 250 range, well in excess of 236, which is in excess of 233. Hand on heart, can you honestly say he will not struggle in the school environment from the off? And I believe that question to be genuinely levelled. So you need to have an honest and robust response. I floundered a little at that point, I have to admit.
Not very fair, in my view, to refer to the mean score. Anyone who achieved the cut-off score is, by definition, suitable.
The only issue should really have been about the gap between 233 and 236.
It's difficult to prove an 'off day'. All you can do is point to the strength of your alternative academic evidence.
http://www.elevenplusexams.co.uk/appeal ... cation#b11Quote:
The other strong recommendation I would advise is for your Head-teacher to write a letter to the panel on your son or daughter's behalf stating not only what personality traits they have, but MOST IMPORTANTLY to express a strong belief that based on evidence that they have witnessed, the child is well above average academically (with evidence). Better than expected, or above expected will not be enough.
Personality traits aren't relevant, but in the Q&As and the Appeals forum we are constantly stressing the importance of evidence to demonstrate well-above average ability.
https://www.elevenplusexams.co.uk/appea ... cation#b48Quote:
Remember, immediately before the results are made public to parents the Head-teacher has sight of the results and can appeal directly on behalf of your child if they believe the results do not reflect your ability.
This sounds like the Independent Assessment Board. It's a non-statutory review, rather than an independent appeal.
https://www.elevenplusexams.co.uk/appea ... cation#b18Quote:
Good luck!
And to you. Thanks again for the feedback. It would be helpful if you could also consider posting in the dedicated appeals thread BucksBornNBred has drawn attention to.