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PostPosted: Tue Jun 23, 2020 10:56 pm 
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Joined: Sat Oct 19, 2019 7:35 pm
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It looks like ,I missed your message and just sent the reply to them but I would re send with changes and I hope they will consider it .Many many thanks ,can’t believe at this time as well you managed to send me reply.Hats off to you .Thanks a lot !!


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PostPosted: Tue Jun 23, 2020 11:00 pm 
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I am going to call them tomorrow and going to request for extra day as their was attachment issue from their side .I would consider all your points Which are really appreciated and will revise the answers in the morning and resend if they allow .Thanks a lot !!


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PostPosted: Tue Jun 23, 2020 11:48 pm 
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Let me know what they say ..... :)

I shall be away much of tomorrow, but could look at it further in the evening.

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Etienne


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PostPosted: Wed Jun 24, 2020 12:59 pm 
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Thanks Etienne!!
I rang them but they advised to write to particular Clark which I did already.
I have not received any email reply yet ,I am thinking to send them answers again anyways with request to consider updated replies .Please when you get chance and add your input if you can and I will send the answers tonight.
Many Thanks !!


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PostPosted: Wed Jun 24, 2020 10:10 pm 
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I hope this will still help.
Strictly speaking, I think only the panel can refuse to accept late evidence.


Quote:
1. What specific areas lead you to conclude the SRP (Selective Review process) is not FCO?
Please see answer to question 2 for a detailed response.

Quote:
2. Questions from AA Since the SRP correctly noted all the evidence available to it, including X's STTS score of 114, the fact that he failed to qualify in two elements of the test, which is entirely in line with his academic track record, the Headteacher’s recommendation (2:2) and that the Headteacher stated that there no extenuating circumstances to explain his performance in the test, where is the evidence to suggest that the SRP process was not Fair, Consistent and Objective?
I am not querying that the SRP looked at all the academic evidence available at the time, but, with respect, the issue is whether there is evidence to show that the process being followed was fair, consistent and objective.

It is for the admission authority to prove their case (para. 3.13b of the Appeals Code), but I would like to draw attention to two main flaws in the review process as it was applied in my case:
(a) Looking though the school's case, there appear to be no academic criteria for the SRP to use as a guideline in determining grammar school suitability. How, therefore, could my academic case possibly be judged consistently with other cases? How is grammar school suitability defined?

(b) The clerk's notes state that the SRP did not feel my extenuating circumstances explained the gap between 114 and the qualifying mark.
Contrast this with special needs where the LA has stated: "We cannot offer extra marks to compensate for any special needs your child may have. This is because each child's case is different. It is impossible to say exactly how many marks would be appropriate."
https://www.buckscc.gov.uk/services/education/school-admissions/grammar-schools-and-secondary-transfer-testing-2020-entry/adjustments-to-the-testing-conditions/
Surely the same basic principle applies to extenuating circumstances? In the absence of any criteria, how was it possible for the SRP to determine objectively whether my exceptional circumstances were sufficient to account for the shortfall in marks?
And in what way was this part of the review process consistent? In order to try and make consistent judgements, SRPs needed at the very least a policy setting out how they would deal with extenuating circumstances. (Presumably universities and exam boards do this?)


Quote:
3- Of all the Bucks grammar schools what makes John Hampden the most suitable for him?
He personally would prefer a boys school.

JHGS used to specialise in technology (with Maths, ICT and Science), and this is still one of its strengths. X is very good at maths, and would like to develop this ability in the context of Technology.

JHGS has extensive sportive programme, and I believe X being a sporty child, would definitely benefit. It is certainly something that appeals to him. He is an only child, and in our view the sport would also help him to integrate and develop socially.

Parents of friends would be happy to take him to school. As someone sensitive, he is feeling very bruised from our family issues, and getting lifts from familiar and trusted faces would be such a reassurance for him (and for us) at the start of his secondary career, in contrast to the journey to Desborough.

Quote:
4. What has enthused him about the school?
The main points have already been explained, especially maths/technology and sport.
As parents we put down another school as first preference for essentially logistical reasons at that time, but X’s personal preference has always been for the boys' grammar school.

His best (older) friend from primary school joined JHGS in 2019 and could not have been more positive in his feedback. They both share the same interests, and because his friend is academically very able and sporty, X trusts his opinion and was looking forward to enjoying the same experience and opportunities.

Quote:
5. Do you have any additional academic evidence, CATs, SATs etc., to show X’s capabilities?

The school does not do CATs. I have already provided a SATs update. Please refer to the headteacher's letter which clearly shows X is on target for 111-120 and GDS.


Quote:
6. Has he visited the school, or looked at it on the website?

We wanted to take him to one of the open evenings, but we both had heavy work commitments at the time, so sadly could not attend. He was so disappointed that I called school to request a private tour, but was told they could not arrange this, and there was no other option for us to visit.
We together with X obviously looked at their website, and he was excited to read all about the school and what it has to offer.

Quote:
7. Does he have friends who will be going to John Hampden and Desborough?

As already mentioned, his best older friend already studies at JH, and a couple of friends (including his best nursery friend from a different school) are joining the school this September.
He also has friends in Beavers who are at JHGS.
We only know of one boy from his class joining Desborough this year.

Quote:
8. Can you expand on the effect your domestic situation has had on his performance in the STTS?

X was in fact doing increasingly well with routine school work, which is one reason why we did not engage the headteacher in our family issues.

However, X is a very sensitive child, and it was our fault for not seeing that for him the transfer test was a momentous event, not something routine. Grandfather used to do the school runs, and chat with him about his school day. X could have done with that sort of support at the time of the transfer test, especially as his parents (both with full time, demanding jobs) were distracted by their own issues.

Quote:
9. You have commented on the general process and his sensitivity and the impact of your family circumstances. Is there anything else you would like to highlight?
I hope everything has been explained.
I would only add that I know the chances of a successful appeal are not great, but I am fighting for him now, as best I can, as I do not want him to suffer due to his parents' mistakes. He is very bright child who deserves better. He really wanted to pass the transfer test and succeed at grammar school.

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Etienne


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PostPosted: Wed Jun 24, 2020 10:52 pm 
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Thank you so much Etienne .I am so grateful to you .


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