bucks_dd_2019 wrote:
I have seen a lot of information about Appeals but little about Selection Reviews. I read somewhere that some Selection Reviews are over within mintues, and I'm conscious that the parent and Headteacher forms are only 2 sides of A4. So, I am curious whether there is a difference in the level of detail or the approach required for a Selection Review compared to an Appeal.
I suppose the key difference is that there's a highly structured headteacher summary sheet for the review, and the panel's decision is likely to be made on the basis of what this form states.
My guess is that most parents rely on the headteacher summary sheet, although there may be a substantial minority who add a Y5 report.
The appeal process is more open-ended, and it deals with a much wider range of issues.
Quote:
Can I treat every suggestion about Appeal as being equally valid for a Selection Review?
Or is there any extent to which I should make it more succinct?
I think our suggestions for academic evidence would be broadly the same (except that school work cannot be submitted for a review).
Parents probably tend to write too much for reviews and for appeals. Ideally, the evidence should speak for itself.
Quote:
It occurs to me that the headteacher writing your sample bullet points appears to be dealing with a very strong student who I'm surprised to find having to appeal!
I agree! The 11+ result must have been a complete blip. It happens!
Quote:
May I ask:
Whether the bullet points are simply showing a range of examples, or whether one should feel disheartened if ones child doesn't match up against all of them?
Just examples.
Quote:
Is the bar higher to get through an SR or Appeal than it would have been to get through the 11+?
It's difficult to compare an 11+ test on one day in September with progress in the curriculum at KS2.
However, if the comparison is between an 11+ test result and and a nationally standardised test such as CATs, I do think the bar is higher.
Quote:
So what’s wrong with a nationally standardised 121 if it’s around the 92nd percentile?
There may be nothing wrong with it – but we have to keep in mind that we’re talking about evidence that’s going to convince a review or appeal panel.
121 might look borderline to a panel – especially taking into account confidence intervals (the ‘true score’ could be higher or lower).
In so far as one can generalise, my experience was that panels felt reassured by scores around the mid-120s. The upper-120s would have been better. There was no guideline or ‘rule’, however – it was up to individual panel members to weigh up the evidence as a whole.
The issue is what a panel might perceive to be a ‘satisfactory’ score.
Someone on the forum once wrote:
“It’s like seeking to adopt a child – you have more to prove than an ‘ordinary’ parent would!”https://www.elevenplusexams.co.uk/appea ... cation#b57
Quote:
4. Having accepted the need to demonstrate wider academic ability, should I still focus on the maths issue?
Surprise at the Maths paper seems to be the point to labour since it's the only one that was below 121, since it was significantly worse than the others, and since it would make my submission simpler to focus just on Maths.
Does this feel right to you ?
I would tend towards attaching equal weight. If possible, don't write too much. Just refer to the evidence.
Quote:
Yes, it is a partner school,
Good.
Quote:
and I have asked the school to share with me the original headteacher recommendations.
The following sort of information is made available to a review panel, and to everyone attending an appeal if at a Bucks or partner school:
Quote:
How many children had a 1:1 (a ‘1’ recommendation, and a ‘1’ for attitude)?
How many of these qualified?
How many children had a 1:2 (a ‘1’ recommendation, and a ‘2’ for attitude)?
How many of these qualified?
How many children had a 1:3 (a ‘1’ recommendation, and a ‘3’ for attitude)?
How many of these qualified?
How many children had a 2:1 (a ‘2’ recommendation, and a ‘1’ for attitude)?
How many of these qualified?
How many children had a 2:2 (a ‘2’ recommendation, and a ‘2’ for attitude)?
How many of these qualified?
How many children had a 3:1 (a ‘3’ recommendation, and a ‘1’ for attitude)?
How many of these qualified?
Quote:
Have you come across situations where schools feel minded, having reflected, to be more positive in their Selection Review than they were in the original submission?
If by "submission" you're referring to the headteacher recommendation, it was due in by 4th October. It seems unlikely that they would revise their opinion within the space of a month or so.
Appeals are another matter. The gap between 4th October and the summer term is such that headteachers have been known to write in some cases "
If I were giving my recommendation now, it would be a ...."
Quote:
If so, are there any key justifications that might be reasonable for that change?
Recent rapid progress owing to greater maturity?
Interesting questions!
