Bucks: Headteacher not supportive

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Chairboyssupporter
Posts: 29
Joined: Sat Oct 16, 2021 11:24 pm

Bucks: Headteacher not supportive

Post by Chairboyssupporter »

My DS missed the 121 qualifying mark by 1.25. He had marks between 125-130 for Maths and NVR, but 112 for Verbal. The headteacher will not support a review because he only had a EXS for reading/writing in his Y5 report (although I feel there are reasons for that which I will come to). I am therefore very aware that it will be hard to win a review, but my son wants me to try - and I do feel that he would flourish in a grammar-school environment with like-minded individuals keen to learn.

I have booked a WISC V assessment to provide an independent set of results. That may support my case, or persuade me that a grammar school isn't the right environment for him. The only other results I have are Y5 NFER age standardised scores (130-137 for Maths/Spelling; 108/116 for SPAG/Reading; these are significantly above his Y3 NFER scores which I feel demonstrates the upward trajectory he is on). He is a July birthday.

I am of the opinion that the school hadn't taught the full Y5 syllabus before the 11+ exam. In the first lockdown (Mar20-Jul20) when DS was Y4, my son was sent "work ideas" (often YouTube/BBC Bitesize links that lasted 2 minutes) on a single A4 piece of paper that had to last him 2/3 weeks. There was no option to send work in for review, and he had one class Zoom call for half an hour. He also has a younger brother, and with full-time working parents and reduced interaction, he understandably lost motivation and enthusiasm. It also meant that when the kids returned in Sep, the cohort were behind in the syllabus. When I asked the Y5 teacher about this earlier this year, she said that the school would ensure that all topics would be covered by the end of Y6 - which of course is fine for starting secondary school, but of no use for the 11+ exam. If I can somehow get independent evidence of this approach, would that be helpful for a review - to demonstrate that my son's marks would have been higher if they'd covered all topics in the class?

I also have other extenuating circumstances I can provide evidence of - I was diagnosed with breast cancer in Jan 21 and have had chemotherapy and 3 operations so far this year. Still undergoing treatment (the prognosis is positive - just taking a time to get there). I don't have direct empirical evidence of the impact on my DS, but the family situation has obviously led to stress, worry, reduced parental support and disruptive childcare arrangements. But I am aware that I need to demonstrate his ability, as well as providing evidence as to why he didn't demonstrate that on the day.

Any thoughts/advice gratefully received!
Etienne
Posts: 8978
Joined: Mon Dec 12, 2005 6:26 pm

Re: Bucks: Headteacher not supportive

Post by Etienne »

Welcome! :)
Chairboyssupporter wrote:The headteacher will not support a review because he only had a EXS for reading/writing in his Y5 report (although I feel there are reasons for that which I will come to).
Do we know if he has given a recommendation? (A 3:3 or a 4:2, for example?)
Y5 NFER age standardised scores (130-137 for Maths/Spelling
Good!
108/116 for SPAG/Reading; these are significantly above his Y3 NFER scores which I feel demonstrates the upward trajectory he is on).
Perhaps not really enough of a trajectory if this is Y5 - the panel will look to see if there was an issue with English that pre-dates any problems with the curriculum during covid. What was reading and writing in years 2 & 3? (EXS? GDS?)
He is a July birthday
Noted.
If I can somehow get independent evidence of this approach, would that be helpful for a review - to demonstrate that my son's marks would have been higher if they'd covered all topics in the class?
It depends - what do you have in mind?
I also have other extenuating circumstances I can provide evidence of - I was diagnosed with breast cancer in Jan 21 and have had chemotherapy and 3 operations so far this year. Still undergoing treatment (the prognosis is positive - just taking a time to get there). I don't have direct empirical evidence of the impact on my DS, but the family situation has obviously led to stress, worry, reduced parental support and disruptive childcare arrangements.
I'm so very sorry to hear what you've been going through.
For review purposes the panel will look for evidence that the school was aware of what was happening at the time. (There is a specific question about extenuating circumstances on the headteacher's review form if it is submitted.)
I have booked a WISC V assessment to provide an independent set of results
Although this is expensive, it does sound like a good way forward.
Would be happy to discuss the results with you when you get them.
Etienne
Chairboyssupporter
Posts: 29
Joined: Sat Oct 16, 2021 11:24 pm

Re: Bucks: Headteacher not supportive

Post by Chairboyssupporter »

Etienne wrote:Welcome! :)

Thank you!
Do we know if he has given a recommendation? (A 3:3 or a 4:2, for example?)
I have not been informed of any ratings. I have instigated a Review and therefore an automatic request has been sent to the headteacher. I'm not sure whether she has to complete the form if she has already said she is not supporting the review, but perhaps it will be on there if she does. The head had merely said the school had, last year, compiled a list of those they considered were suitable for grammar and would therefore support on review if needed, and if the child's name wasn't on that list, the head wouldn't subsequently support
108/116 for SPAG/Reading; these are significantly above his Y3 NFER scores which I feel demonstrates the upward trajectory he is on).
Perhaps not really enough of a trajectory if this is Y5 - the panel will look to see if there was an issue with English that pre-dates any problems with the curriculum during covid. What was reading and writing in years 2 & 3? (EXS? GDS?) [/quote]

Y2 and Y3 were all EDS. At the time, I had assumed this was primarily due to him being young in the year. His Y3 NFER scores were all in the range 107-119 (average of 114 vs 123 Y5). I understand that might not indicate a significant enough trajectory. In Y2, the teacher did wonder if he might suffer from dyslexia (maternal uncle does) but that has never been formally assessed. Perhaps the WISC assessment would help to identify if that was a possibility.
If I can somehow get independent evidence of this approach, would that be helpful for a review - to demonstrate that my son's marks would have been higher if they'd covered all topics in the class?
It depends - what do you have in mind? [/quote]

Simply that I could email the school to ask - but perhaps they wouldn't say, even if if that was the case. I am aware that some children are now getting extra tuition at the end of the school day to "bring them back to a baseline" - but appreciate that's likely to be a nationwide approach and supports under-performing students, rather than supporting average/higher students.
I'm so very sorry to hear what you've been going through.
Thank you :)
For review purposes the panel will look for evidence that the school was aware of what was happening at the time. (There is a specific question about extenuating circumstances on the headteacher's review form if it is submitted.)
The school has been aware from my initial diagnosis. Whether they have taken account of any impacts is not obvious. Nothing has been indicated to me that it has. When I saw the head earlier in the week, she didn't even ask about my wellbeing. As you say, we will see if anything is mentioned in the headteacher's review form.
Would be happy to discuss the results with you when you get them.
Thank you! The test isn't until the 30th (with the results soon after that). I would be grateful for your informed view. If grammar school isn't appropriate for my child, I am happy to accept that. I would be doing my DS a disservice if he would be capable/benefit from that setting and I didn't at least try a review.

I am very grateful for all the support and advice given on this thread, and others. Thank you.
Chairboyssupporter
Posts: 29
Joined: Sat Oct 16, 2021 11:24 pm

Re: Bucks: Headteacher not supportive

Post by Chairboyssupporter »

An additional question - Is there any incentive (aside from genuinely supporting pupils) for a headteacher to support a review? My understanding is that Bucks LA primary schools are not assessed on 11+ results. So is it simply "easier" for a headteacher not to support a review? (I only ask, because I am not aware of our head supporting any reviews although appreciate that could simply be a coincidence for this academic year, or a lack of knowledge across all pupils on my part)?
Etienne
Posts: 8978
Joined: Mon Dec 12, 2005 6:26 pm

Re: Bucks: Headteacher not supportive

Post by Etienne »

Chairboyssupporter wrote:Simply that I could email the school to ask .....
That would be fine, if they will 'deliver'.
Perhaps a quiet word with the Y5 or Y6 class teacher? - although some schools may have a policy that the classteacher should refer such matters to the headteacher.
Chairboyssupporter wrote:An additional question - Is there any incentive (aside from genuinely supporting pupils) for a headteacher to support a review? My understanding is that Bucks LA primary schools are not assessed on 11+ results. So is it simply "easier" for a headteacher not to support a review? (I only ask, because I am not aware of our head supporting any reviews although appreciate that could simply be a coincidence for this academic year, or a lack of knowledge across all pupils on my part)?
My impression is that primary schools have been much more concerned with their position in the league tables (which take no account, of course, of the 11+).
If they happen to have a lot of children transferring to grammar school, it's a secondary consideration, albeit one which might be perceived as adding to the primary school's reputation.
I suppose it's just possible a head might not want to be seen to have supported too many unsuccessful reviews for fear that it might reflect on their professional judgement - but generally speaking I do think most heads in Bucks would do their very best to support a review wherever possible.

If your son was so very close to qualifying, then arguably he has academic potential which ought to have been recognised - perhaps a 2 for academic suitability, or a 3 (recommended with reservations).
Had this been a nationally standardised test, a score of around 119-120 would have put him in the top 10% of the population.

WISC-V is a nationally standardised test, so it will be interesting to see what the full scale IQ is.
It will also be interesting whether the results can offer any clue as to the relative underperformance in English, such as a dyslexic tendency. Sometimes there are children whose learning disability gets overlooked in primary school because they are bright and seem to be coping.

Just my thoughts!
Etienne
Chairboyssupporter
Posts: 29
Joined: Sat Oct 16, 2021 11:24 pm

Re: Bucks: Headteacher not supportive

Post by Chairboyssupporter »

Thanks so much, Etienne. I really appreciate your professional and impartial advice. I will be back in contact once we have the results of the WISC assessment. Thank you!
Chairboyssupporter
Posts: 29
Joined: Sat Oct 16, 2021 11:24 pm

Re: Bucks: Headteacher not supportive

Post by Chairboyssupporter »

Just to say that I have now received the Headteacher's report. She has given my DS a "4" for grammar school suitability and a "Do not wish to make a recommendation" for attitude to learning. I make no comment aside from the fact that I do not agree with this assessment.

She also shared NFER scores for Y3-Y5 (Y4 results were never shared with parents previously. I assume they were assessed at the start of Y5). I believe these demonstrate my previous concerns re Y4 lockdown teaching, and his trajectory since then - an average increase of 19 points:

Y3 Y4 Y5
Spelling 113 109 130
Grammar n/a 87 108
Reading 107 102 116
Maths 120 119 137

If I were to use these at the Appeal, then I would have to quote them myself as the only other document they are on is this Headteacher's report (I am happy to share the HT report through a direct message should that be of any use).

As mentioned before, I will share the WISC results when they are available.

Many thanks again for your continued support, interest and advice.
Moon unit
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Joined: Fri Mar 07, 2014 9:14 am

Re: Bucks: Headteacher not supportive

Post by Moon unit »

I don’t live in Bucks but reading this makes me despair.
Your child was so close to passing.
It seems totally wrong that a head teachers recommendation carries such weight.
The fact that children with lower marks stand a better chance at review because of better headteachers grading does not seem fair.
Children surprise us all the time.
The so say bright child who actually doesn’t do well at gcse or a level.
The children who don’t pass the 11+ and get to Cambridge.
I cannot understand why this system is allowed in Bucks.
I am very grateful it isn’t in my area.
I was very aware when my children were younger of the PTA parents children getting bigger parts in plays etc.
That can be dismissed as not that important but I hope these sharp elbowed parents don’t get preferential headteacher recommendations but I suspect they do.
If those in Bucks say I am wrong about this I will be pleased to hear it.
Chairboyssupporter
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Joined: Sat Oct 16, 2021 11:24 pm

Re: Bucks: Headteacher not supportive

Post by Chairboyssupporter »

Thank you Moon Unit for your support and encouragement. It's worth a try....
tamisara
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Joined: Mon Nov 30, 2020 6:30 pm

Re: Bucks: Headteacher not supportive

Post by tamisara »

Moon unit wrote: That can be dismissed as not that important but I hope these sharp elbowed parents don’t get preferential headteacher recommendations but I suspect they do.
If those in Bucks say I am wrong about this I will be pleased to hear it.
I agree the system can be unfair, but I don't agree at all with the above.

Headteachers have to submit their recommendations before the 11+ is sat (for Bucks primary schools), so a head giving a high recommendation to an average/slightly below average, child, who then scores 100, will not have their views taken seriously.

I've never been part of a PTA, or went to socials at the school, as I have (MH) problems that affect socialising, so there was no reason for the head to support our daughter, except she'd already submitted her suitability for grammar schools and her work showed her ability. The same with the other pupils who succeeded at SR. None were parents that were friendly with the school or PTA. I'm not saying that favouritism doesn't exist, just that a head's reputation is too important to them to allow them to blindly support students that don't make the mark.

Chairboyssupporter I am so sorry that your head is so unsupportive. The recommendation score you've been given shocks me, especially as your son is obviously bright, as his score shows.

Has there ever been any issues in the school? I'm struggling to see a reason why the support is not forthcoming.

I hope the WISC is helpful (I'm afraid I don't know what that is), and you manage to get the outcome that befits your son's ability.
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