The IEP isn't central to my case, though it is of relevance in that it is another piece of evidence I'm hoping will show a need for a selective education - though perhaps more by inference than anything more conclusive.
If your child has qualified, then you shouldn't be putting forward a case for selective education!
issue is "Why this particular school?"
You need to be absolutely clear about this!
Otherwise the arguments will be 'muddled'.
I suppose I was thinking of including it more as an additional piece of evidence to add to the rest in the hope of providing an overall totality of evidence that may be convincing as a whole.
But what is it you're setting out to prove?
There is only one issue to be addressed, namely reasons for wanting a place at this
The "totality of the evidence" should support those specific reasons alone.
I was reassurred by the SENCos responses to my questions, but really doubt she would remember me amongst all the other prospective parents. Do you think this matters so long as I can state what the school offers that I think meets her needs better than any others?
I can't see the SENCO being involved in the appeal, so it's unlikely to matter if she doesn't remember you.
I'm not sure that a hurried conversation at an open evening is ideal, though.
Did you really have time to show her the IEP and go through it?
It would be better to make an appointment with her to discuss it.
Then you could tell the appeal panel you've had two meetings!
And you could be in a position to show them the IEP and say "This is what we discussed - and I was reassured and encouraged by everything I heard.
Do you think this matters so long as I can state what the school offers that I think meets her needs better than any others?
It probably depends how much substance there is to the arguments, and how well they stand up to scrutiny ......
One of our forum members had in-depth discussions with the SENCOs of at least three schools some years ago, and was well-prepared for an appeal:
"When looking at schools I did a lot of research, met with the SENCO at each school, and asked a lot of questions. Our catchment [non-selective] school were not able to tell me they would be able to stretch him intellectually, while supporting his other needs. So there was no way he was going to go there! I then went to another secondary which is out of catchment but not far away and they were much better and more supportive. The Grammar school he is going to is the school that everyone told me I needed to get him into (apparently it has an excellent reputation with boys with AS) ........"