Thank you for all your kind words about the site and the forum.
I am worried now as to what position to take on Monday with the obviously willing to help HT?
All correspondence for the appeal is confidential and routed via you. If the Head teacher wants to support your DD without compromising the rules, she might consider writing a letter that does not refer to grammar schools at all. "To Whom It May Concern": DD is a very bright girl who has achieved the following outstanding results. She is a model pupil, and is expected to achieve these results in Year 6, etc. Past scores have been ... Would be very well placed in a high achieving school ..." After all, you could be leaving the country and need a reference for DD for a possible future school? The panel will know her recommendation is a 2:1 from the appeal pack they receive, and with the combination of those they will have almost everything that the panel would otherwise receive on the HT summary sheet.
Have talked to DDs teacher who did respond positive for writing a separate letter yesterday.
Good. Possibly the same approach? You can explain the reason for the cloak and dagger bit in a single pithy sentence in your appeal letter. All your correspondence for the Appeal is covered by the Data Protection Act and can't be released to a 3rd party unless they have very specific and powerful reasons.
Test1: 120, Test2: 120
You have so little to prove. You can't take success for granted by any means, but with good academic evidence you have every chance.
DD is on the Maths G&T register and has developed strong aptitude for maths especially for the last 1-2 years.
She is stronger in maths than English, so a VR test might not reveal her true strengths.
I believe her SATs predictions are 5s for English, Maths, Science while maths is her stronger subject. Will confirm further. I understand children can obtain max. 5b on SAT papers they sit at end of Y6.
So far, so good - keep us posted. 5a is the maximum in Year 6, but 5b across the board would be fine. (It sounds to me as though she should be a 5a in Maths.
School is within the top 25% in Milton Keynes if the ‘Aggregate of test pct for Level 4+’ is taken. If I look at ‘Aggregate of test pct for Level 5’ then results fluctuate/alternate from year to year – between 40% above national average and at average. Which one is more important?
40% above national average is the better one to quote - MK is a very small area. You might like to try comparing it to Bucks if you can? That is the context panels will recognise.
End of year reports are not very academically specific, no end of year SAT levels mentioned. There is a rate of dozen sublevels in each core subjects in A,B,C (above ,average, below) manner. I believe they are overall very positive – especially in maths Y5 almost all ‘A’s and in English Y4 - Y5 almost all ‘A’s.
She is bilingual. Home language is not English ie English vocabulary not being developed/helped by home environment (apart reading at home)– last two bullets may be not an 'all win' combination for VR type exams... I believe about start of secondary school was the critical point for other child - DS (at Uni now) - to show eagerness in development of rich vocab.
An interesting point about your older child, and "worth a mention" at the hearing. Please search the Appeals "Cue"&A (sorry - a couple of keys on my keyboard have packed up this evening - the "Cue" key and the exclamation mark) for the word "language" for how to handle this point.