Bucks - No help from the school
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Bucks - No help from the school
Hi purple123
Thanks so much for your post. Sorry it has taken me so long to reply, I have had some terrible family issues to deal with, but now things are back on track.
How did it go with the Educational Psychologist?
Did you get a supportive letter from your child's new school?
Take care,
Tweets
Thanks so much for your post. Sorry it has taken me so long to reply, I have had some terrible family issues to deal with, but now things are back on track.
How did it go with the Educational Psychologist?
Did you get a supportive letter from your child's new school?
Take care,
Tweets
Bucks - No help from the school
Hi Sally-Anne and Etienne
A belated thank you for all of your help. The past few weeks have been difficult and so I have not be doing anything related to my DS appeal. I also felt so down and didn't think it was worth appealing. I couldn't sleep so I thought I would look a the forum and I feel heartened. Today I received the Headteacher's Summary Sheet from my DS's current school
Academic potential -3
Attitude to work - 3
Predicted SATs in Eng, Scie, Maths - Level 5
(I will PM the comments)
and a more supportive letter from his previous school.
.
(I will PM the salient points)
I also have the key stage 1 results: Subject Level 3 for Maths and Science. English - speaking and listening 3 and Writing 2a.
I'm going to crack on with the appeal and hand deliver it tomorrow (I mean later today).
Thanks again for all of your help and support.
Tweets
A belated thank you for all of your help. The past few weeks have been difficult and so I have not be doing anything related to my DS appeal. I also felt so down and didn't think it was worth appealing. I couldn't sleep so I thought I would look a the forum and I feel heartened. Today I received the Headteacher's Summary Sheet from my DS's current school
Academic potential -3
Attitude to work - 3
Predicted SATs in Eng, Scie, Maths - Level 5
(I will PM the comments)
and a more supportive letter from his previous school.
.(I will PM the salient points)
I also have the key stage 1 results: Subject Level 3 for Maths and Science. English - speaking and listening 3 and Writing 2a.
I'm going to crack on with the appeal and hand deliver it tomorrow (I mean later today).
Thanks again for all of your help and support.
Tweets
Bucks - No help from the school
Hi
My DS's Key Stage 1 results in 2006 were 3s with one 2a in writing.
He moved to another junior school in Sept 2008 (Yr 5) and the levels were:
English: Autumn 3a - Summer 4b; Maths Autumn 3a - Summer 4b; Reading: Aut 4b - Sum 4c; Writing 3a -Sum 4a; Science: Aut 3b - Sum 4c (His Yr 5 Autumn results were lower than his Year 4 Summer results)
A grandparent died in May 2006 and another grandparent has been infirm and has needed 24 hour care (from family members) since 2006 until Sept 2009.
I think his progress from Key Stage 1 has been affected by the family situation, as well as the move to another school.
Do you think this is reflected in his results?
All feedback will be greatly appreciated.
Thanks
Tweets
My DS's Key Stage 1 results in 2006 were 3s with one 2a in writing.
He moved to another junior school in Sept 2008 (Yr 5) and the levels were:
English: Autumn 3a - Summer 4b; Maths Autumn 3a - Summer 4b; Reading: Aut 4b - Sum 4c; Writing 3a -Sum 4a; Science: Aut 3b - Sum 4c (His Yr 5 Autumn results were lower than his Year 4 Summer results)
A grandparent died in May 2006 and another grandparent has been infirm and has needed 24 hour care (from family members) since 2006 until Sept 2009.
I think his progress from Key Stage 1 has been affected by the family situation, as well as the move to another school.
Do you think this is reflected in his results?
All feedback will be greatly appreciated.
Thanks
Tweets
-
Sally-Anne
- Posts: 9235
- Joined: Wed Jan 11, 2006 8:10 pm
- Location: Buckinghamshire
If I were on the panel, I would want to know exactly what your commitments were, and how they might have impacted on performance at school. I would also be looking for evidence of a decline in school work between May 2006 (when the KS1 results were good) and summer 2007 (before moving school).A grandparent died in May 2006 and another grandparent has been infirm and has needed 24 hour care (from family members) since 2006 until Sept 2009.
I think his progress from Key Stage 1 has been affected by the family situation
On the separate issue of moving school, the comparison between summer of year 4 and autumn of year 5 may not be too much of a surprise, as a term or so might well have been needed to adjust. The argument, I feel, would be stronger if the change of school had happened at the beginning of year 6.
Etienne
Bucks - No help from the school
Hi Etienne and Sally-Anne
Thanks to everyone for all of your great advice and support.
My appeal is next week and I am getting really nervous.
I've just got a few questions re evidence:-
School Books - I have them not sure I should take them.
Maths: The work on average 94% correct, some 100%, except for 'finding out the areas of compound shapes' 5%-70% correct . His strengths are word problems, times tables, fractions, decimals and percentages. Comments: 'a few errors' 'why no workings out' 'excellent - again an improvement in the amount of work' - 'well done, much better effort, really accurate' - 'good so far' - 'accurate, but I was expecting more' - 'did you really take 40 mins to do this, then you need to speed up' - 'good effort'.
Literacy: 95% correct, only a few spelling mistakes. Comments: 'good work' - 'rather short for 45mins' - 'you've missed out major parts of this' - 'good work' - 'good effort, some interesting descriptions'. From Oct onwards its: 'good start' - 'well done' - 'you worked really hard today', 'excellent descriptions', 'super description', 'super report'. 1 piece of work at 5 and two 4/5.
Science: A few mistakes in Sept, but 100% from then on. Comments 'accurate, but need more detailed conclusions', 'well done, good points in your conclusion', 'good work', 'try to get this finished', 'well done, good use of scientific vocabulary', 'well done, accurate observations', 'interesting observations'.
To me the comments weren't bad, but they weren't glowing either.
Will the panel expect to see his books? If I don't take them will it look bad and how do I explain it away? It's half-term so he's not using them.
I look forward to hearing from you.
I would also love to hear 'pearls of wisdom' from any other forum members.
Thanks
Tweets
Thanks to everyone for all of your great advice and support.
My appeal is next week and I am getting really nervous.
I've just got a few questions re evidence:-
School Books - I have them not sure I should take them.
Maths: The work on average 94% correct, some 100%, except for 'finding out the areas of compound shapes' 5%-70% correct
. His strengths are word problems, times tables, fractions, decimals and percentages. Comments: 'a few errors' 'why no workings out' 'excellent - again an improvement in the amount of work' - 'well done, much better effort, really accurate' - 'good so far' - 'accurate, but I was expecting more' - 'did you really take 40 mins to do this, then you need to speed up' - 'good effort'.Literacy: 95% correct, only a few spelling mistakes. Comments: 'good work' - 'rather short for 45mins' - 'you've missed out major parts of this' - 'good work' - 'good effort, some interesting descriptions'. From Oct onwards its: 'good start' - 'well done' - 'you worked really hard today', 'excellent descriptions', 'super description', 'super report'. 1 piece of work at 5 and two 4/5.
Science: A few mistakes in Sept, but 100% from then on. Comments 'accurate, but need more detailed conclusions', 'well done, good points in your conclusion', 'good work', 'try to get this finished', 'well done, good use of scientific vocabulary', 'well done, accurate observations', 'interesting observations'.
To me the comments weren't bad, but they weren't glowing either.
Will the panel expect to see his books? If I don't take them will it look bad and how do I explain it away? It's half-term so he's not using them.
I look forward to hearing from you.
I would also love to hear 'pearls of wisdom' from any other forum members.
Thanks
Tweets
Dear Tweets
However, with an unsupportive head, you've got an uphill struggle, so the panel will need as much alternative evidence as possible to make a (possibly favourable) decision. On this basis I don't think you have anything to lose by showing the English and Maths books (Science would be optional). They may not help your case, but they don't sound so bad that they'll lose you the appeal on their own. If you don't show them, there's a good chance the panel will think "We just haven't got enough evidence ......"
No, it's not a requirement.Will the panel expect to see his books?
No.If I don't take them will it look bad
They're unlikely to ask you for an explanation, but you could say "I thought you'd be too busy ....."how do I explain it away?
However, with an unsupportive head, you've got an uphill struggle, so the panel will need as much alternative evidence as possible to make a (possibly favourable) decision. On this basis I don't think you have anything to lose by showing the English and Maths books (Science would be optional). They may not help your case, but they don't sound so bad that they'll lose you the appeal on their own. If you don't show them, there's a good chance the panel will think "We just haven't got enough evidence ......"
Etienne
Bucks - No help from the school
Hi Etienne
Thanks for your advice.
My DS's January results were 5b in English, Maths and Science. I was hoping to show that since the home circumstances have changed, he is now more relaxed and able to apply himself to his studies. I'll take this with me.
His Key stage 1 results (Yr2 - 2006) Level 3 for Maths and Science. English - speaking and listening 3 and Writing 2a.
Yr3 - 2007 - End of year report - Literacy: writing 3b, reading 4 - Progress Satisfactory, Effort excellent. Maths 3c - P satisfactory, E Inconsistent. Science 3C - P satisfactory and E generally good. Comments: 'needs to check his results', 'good progress, but could have done better'. Capable, works well in all lessons, can be relied upon to work hard, prefers to work as an individual rather than in groups, 'needs to learn that he can't answer all the questions, others must be given a chance', 'over confident, gets frustrated when he has not completed work to a standard he is happy with, eg. art project' 'he must ask if he doesn't understand.
Yr4 2008 - 4C in all subjects except Science 3B. Progress very good and Effort excellent in all subjects. Again his desire for independent working is mentioned. This time it says he is more confident working with others. My DS said he preferred working on his own because he does all the work (he was usually paired with someone of a different ability). 'he has become more confident to smile, even laugh when overcoming difficulties in class rather than getting upset and thinking he is failing'. 'He does need to be more confident and use his own imagination and express ideas rather than always expecting to only follow directions or a set formula' There are also other positive comments re his attitude and behaviour.
Not sure if the above is worthwhile taking, but I was hoping to show that his progress from year 2 to year 3 was hampered and that it was slowing improving in year 4. The change of school coupled with the home circumstances set him back. Now the home circumstances have improved, he is now back on track.
Not sure if the above will evidence this. I have corroborating evidence re home circumstances.
Thanks
Tweets
Thanks for your advice.
My DS's January results were 5b in English, Maths and Science. I was hoping to show that since the home circumstances have changed, he is now more relaxed and able to apply himself to his studies. I'll take this with me.
His Key stage 1 results (Yr2 - 2006) Level 3 for Maths and Science. English - speaking and listening 3 and Writing 2a.
Yr3 - 2007 - End of year report - Literacy: writing 3b, reading 4 - Progress Satisfactory, Effort excellent. Maths 3c - P satisfactory, E Inconsistent. Science 3C - P satisfactory and E generally good. Comments: 'needs to check his results', 'good progress, but could have done better'. Capable, works well in all lessons, can be relied upon to work hard, prefers to work as an individual rather than in groups, 'needs to learn that he can't answer all the questions, others must be given a chance', 'over confident, gets frustrated when he has not completed work to a standard he is happy with, eg. art project' 'he must ask if he doesn't understand.
Yr4 2008 - 4C in all subjects except Science 3B. Progress very good and Effort excellent in all subjects. Again his desire for independent working is mentioned. This time it says he is more confident working with others. My DS said he preferred working on his own because he does all the work (he was usually paired with someone of a different ability). 'he has become more confident to smile, even laugh when overcoming difficulties in class rather than getting upset and thinking he is failing'. 'He does need to be more confident and use his own imagination and express ideas rather than always expecting to only follow directions or a set formula' There are also other positive comments re his attitude and behaviour.
Not sure if the above is worthwhile taking, but I was hoping to show that his progress from year 2 to year 3 was hampered and that it was slowing improving in year 4. The change of school coupled with the home circumstances set him back. Now the home circumstances have improved, he is now back on track.
Not sure if the above will evidence this. I have corroborating evidence re home circumstances.
Thanks
Tweets
Bucks - No help from the school
Hi All
Our appeal was earlier this week; just wanted to give some feedback.
We were the first of the day; we arrived 10 mins early so we could relax a bit. We were both nervous, so much so that I couldn't even look at my speech without feeling worse.
The Clerk came to get us on time and we went straight into a small room (approx 10ft sq.) The panel were seated round an oblong table (space for 8 people). The LEA representative sat at one end of the table, the Clerk sat at the other end and in the three seats facing us sat a Lay member (mental health specialist), Chairperson (ex-head teacher and now a governor at the school) The last panel member was former Head of department at a local secondary school. We sat at the table next to each other facing the panel. We were all so close together, like we were gathered for Sunday dinner. The atmosphere was surprisingly relaxed.
We took in his school books and also some other supporting info (reports and recent test results), as well as a copy of my speech (Clerk was grateful). The chairperson did her best to make us feel at ease; she explained the process and they all introduced themselves. After the LEA rep did his spiel, we were given the opportunity to ask questions, we didn't have any.
I gave a 6 min speech, which covered his academic achievement from year 2 to present, as well as the circumstances for non performance during the tests. They then asked questions, I think I remember most of them: Why isn't the head teacher supporting you? Does your son have homework, how does he get on with it? Does he take part in any out of school activities? Does your son like reading? What type of books does he read? What is his favourite website? How was he on the day of the test? How was he after the test? Did he finish the test? Which question types did he find difficult? Which question types did he find easy? How long did it take him to to the test? Why do you think he didn't perform on the day? Was he on medication when he was taking the test? (my son was ill on the test date, so he took his test later). Did he do any practice papers at home? How did he get on with his familiarisation papers at school? Does your son's school have maths and English sets?
The LEA rep, said "I can't understand why the head teacher gave your son a 3:3". We were then asked if we have anything else we want to say. The LEA rep gave a summing up and so did we. We were then asked if we had the opportunity to say all that we wanted to. The Chairperson summed up and we were asked to wait outside the room while they looked at the school books. We waited outside with the LEA rep. He remarked that the panel were taking a long time to look at the school books. Shortly after the Clerk came out and returned the books and said the Panel would be looking over the supporting materials and then making a decision.
Overall the experience was not as bad as we thought it would be; even though the panel gave us a real grilling. It lasted for 40 mins, plus 5 mins waiting for them to look at the school books. We're not sure whether it will be a yes or no, but we feel that we did the best we could have done. Even though I'm still thinking I could have answered some of the questions better.
We expect to hear by tomorrow.
Our appeal was earlier this week; just wanted to give some feedback.
We were the first of the day; we arrived 10 mins early so we could relax a bit. We were both nervous, so much so that I couldn't even look at my speech without feeling worse.
The Clerk came to get us on time and we went straight into a small room (approx 10ft sq.) The panel were seated round an oblong table (space for 8 people). The LEA representative sat at one end of the table, the Clerk sat at the other end and in the three seats facing us sat a Lay member (mental health specialist), Chairperson (ex-head teacher and now a governor at the school) The last panel member was former Head of department at a local secondary school. We sat at the table next to each other facing the panel. We were all so close together, like we were gathered for Sunday dinner. The atmosphere was surprisingly relaxed.
We took in his school books and also some other supporting info (reports and recent test results), as well as a copy of my speech (Clerk was grateful). The chairperson did her best to make us feel at ease; she explained the process and they all introduced themselves. After the LEA rep did his spiel, we were given the opportunity to ask questions, we didn't have any.
I gave a 6 min speech, which covered his academic achievement from year 2 to present, as well as the circumstances for non performance during the tests. They then asked questions, I think I remember most of them: Why isn't the head teacher supporting you? Does your son have homework, how does he get on with it? Does he take part in any out of school activities? Does your son like reading? What type of books does he read? What is his favourite website? How was he on the day of the test? How was he after the test? Did he finish the test? Which question types did he find difficult? Which question types did he find easy? How long did it take him to to the test? Why do you think he didn't perform on the day? Was he on medication when he was taking the test? (my son was ill on the test date, so he took his test later). Did he do any practice papers at home? How did he get on with his familiarisation papers at school? Does your son's school have maths and English sets?
The LEA rep, said "I can't understand why the head teacher gave your son a 3:3". We were then asked if we have anything else we want to say. The LEA rep gave a summing up and so did we. We were then asked if we had the opportunity to say all that we wanted to. The Chairperson summed up and we were asked to wait outside the room while they looked at the school books. We waited outside with the LEA rep. He remarked that the panel were taking a long time to look at the school books. Shortly after the Clerk came out and returned the books and said the Panel would be looking over the supporting materials and then making a decision.
Overall the experience was not as bad as we thought it would be; even though the panel gave us a real grilling. It lasted for 40 mins, plus 5 mins waiting for them to look at the school books. We're not sure whether it will be a yes or no, but we feel that we did the best we could have done. Even though I'm still thinking I could have answered some of the questions better.
We expect to hear by tomorrow.
