Hi Etienne and all the lovely people who inputted on this thread
Our selection review was unfortunately unsuccessful. As I muddle through my own emotions and the facts on the selection review decision letter, I thought I'd post a few key points from it:
"His case was not considered by the Special Access Panel - the Panel who considered requests for adjustments to the test timings, materials or conditions. In making your review case you asked that the Selection Review Panel consider him to be a disabled pupil. The Selection Review Panel felt the evidence provided indicated that he may have a disability. For this reason, the Panel was supported in its decision making by an Educational Psychologist."
"The Panel decided that he is not disabled for the purposes of the Equality Act 2010 because:
The panel notes he is on a waiting list at CAMHS for an Autism assessment." This is a concluding statement, however they do reference the various assessments they did to consider if he is disabled; including whether he has a physical impairement, to which the answer is somehow related to the WISC: "The WISC-V score shows his full scale in IQ at 87th percentile,the panel questionedthis score, because two of the five core scales in the general WISC assessment were in the low range. These were the visual spatial and processing scales."
And another asesssment for whether an impairement that impacts him day to day, has the response: "The panel notes he is on a waiting list at CAMHS for an Autism assessment." Essentially I think they are eluding to the fact that there isn't enough evidence.
Not sure about the referenced to his WISC score though, doesn't this show that his impairement as they call it, does impact him day to day? We have found a lot of external research to show a variability in score categories in WISC (98th and 96th percentile in two areas) is common among neuro diverse children. FYI we are mid flow with a private diagnoses. Also as per the note above in this thread, he was accepted by the Exceptional Social needs panel in the meanwhile!
There are other points made re: academics. Basically it seems they don't believe his headteacher's predictions for achieving GDS in every subject this year. This is heartbreaking as he has gone from strength to strength and is currently performing at GDS in every test given at school, as the headteacher had predicted for him.
The panel questioned the the accelerated attainment in Writing from Year 3 to July 2024. Even though our head teacher has specifically noted his improvements here. So effectively they don't believe our head teacher despite high academic predictions and a 1:1 score. Can they make this assertion I suppose as this isn't a known headteacher to them (out of county school)? Yet he, and the school are reputable and top 1% of schools in the National league tables for the last 9 years.
Also noted "Where there was Key Stage Progress information, for EXS in reading and mathematics a predicted scaled score range was provided."
Specifically they note following this that "the panel did not believe the outcomes were achievable".
Not sure what it is referring to, though in the joint SEND and class teacher letter they included his test scores in autumn from a SATs test paper, which were:
110 in Reading, 113 in Maths, 113 GPS
When they referred to it, they referred to the scores as GDS (not sure if this is a county translation thing, as note the reading score), the teacher in the letter referenced that they hadn't even taught all the material relevant to the test by the time of this test.
"The academic evidence does not demonstrate that he would be suitable for a grammar school.
The Panel noted: Did not qualify in any of the elements of the test." (His scores for each individual element were noted above, as between 116 and 119)
"The Panel considered all of the evidence you provided for both academic evidence and extenuating circumstances. Where information was included in your parent submission or where other academic evidence was included in the headteacher's form then this was read and considered before the Panel came to a decision. The Panel were also mindful of the educational experiences of all children throughout the pandemic"
"The evidence was considered by the panel and it did not explain shortfall of marks"
"The extenuating circumstances evidence provided does not demonstrate that the circumstances set out significantly affected the test score."
"Parent explains they currently do not have a firm diagnosis and related support for ASD due to an extended CAMHS waiting list. Impact of social isolation and lack of structured education arising during the Covid pandemic hindered his development through Years 3 and 4."
What I understand from having read it through is they took my notes about his circumstances in years 3 and 4, as the exceptional circumstance, when in the letter I clearly said this was included to explain his sudden jump academically, after those events occurred. I specifically stated the exceptional circumstance in the exam was solely due to his special needs, for which we didn't have a clear plan for. This all is backed by the school SEND department and headteacher. I just feel ignored.
I have read your advice on how to approach an appeal (though I will need to read it again when I'm less blurry eyed). I know this needs to be about process above the judgement. Does anything I have written here resonate with the process not being as it should have been, aside from what you have noted here: https://www.elevenplusexams.co.uk/forum ... 12&t=64249.
For example, if ESR have accepted him on basis of having an exceptional need, and here they don't consider his as such?
Our selection review was unfortunately unsuccessful. As I muddle through my own emotions and the facts on the selection review decision letter, I thought I'd post a few key points from it:
"His case was not considered by the Special Access Panel - the Panel who considered requests for adjustments to the test timings, materials or conditions. In making your review case you asked that the Selection Review Panel consider him to be a disabled pupil. The Selection Review Panel felt the evidence provided indicated that he may have a disability. For this reason, the Panel was supported in its decision making by an Educational Psychologist."
"The Panel decided that he is not disabled for the purposes of the Equality Act 2010 because:
The panel notes he is on a waiting list at CAMHS for an Autism assessment." This is a concluding statement, however they do reference the various assessments they did to consider if he is disabled; including whether he has a physical impairement, to which the answer is somehow related to the WISC: "The WISC-V score shows his full scale in IQ at 87th percentile,the panel questionedthis score, because two of the five core scales in the general WISC assessment were in the low range. These were the visual spatial and processing scales."
And another asesssment for whether an impairement that impacts him day to day, has the response: "The panel notes he is on a waiting list at CAMHS for an Autism assessment." Essentially I think they are eluding to the fact that there isn't enough evidence.
Not sure about the referenced to his WISC score though, doesn't this show that his impairement as they call it, does impact him day to day? We have found a lot of external research to show a variability in score categories in WISC (98th and 96th percentile in two areas) is common among neuro diverse children. FYI we are mid flow with a private diagnoses. Also as per the note above in this thread, he was accepted by the Exceptional Social needs panel in the meanwhile!
There are other points made re: academics. Basically it seems they don't believe his headteacher's predictions for achieving GDS in every subject this year. This is heartbreaking as he has gone from strength to strength and is currently performing at GDS in every test given at school, as the headteacher had predicted for him.
The panel questioned the the accelerated attainment in Writing from Year 3 to July 2024. Even though our head teacher has specifically noted his improvements here. So effectively they don't believe our head teacher despite high academic predictions and a 1:1 score. Can they make this assertion I suppose as this isn't a known headteacher to them (out of county school)? Yet he, and the school are reputable and top 1% of schools in the National league tables for the last 9 years.
Also noted "Where there was Key Stage Progress information, for EXS in reading and mathematics a predicted scaled score range was provided."
Specifically they note following this that "the panel did not believe the outcomes were achievable".
Not sure what it is referring to, though in the joint SEND and class teacher letter they included his test scores in autumn from a SATs test paper, which were:
110 in Reading, 113 in Maths, 113 GPS
When they referred to it, they referred to the scores as GDS (not sure if this is a county translation thing, as note the reading score), the teacher in the letter referenced that they hadn't even taught all the material relevant to the test by the time of this test.
"The academic evidence does not demonstrate that he would be suitable for a grammar school.
The Panel noted: Did not qualify in any of the elements of the test." (His scores for each individual element were noted above, as between 116 and 119)
"The Panel considered all of the evidence you provided for both academic evidence and extenuating circumstances. Where information was included in your parent submission or where other academic evidence was included in the headteacher's form then this was read and considered before the Panel came to a decision. The Panel were also mindful of the educational experiences of all children throughout the pandemic"
"The evidence was considered by the panel and it did not explain shortfall of marks"
"The extenuating circumstances evidence provided does not demonstrate that the circumstances set out significantly affected the test score."
"Parent explains they currently do not have a firm diagnosis and related support for ASD due to an extended CAMHS waiting list. Impact of social isolation and lack of structured education arising during the Covid pandemic hindered his development through Years 3 and 4."
What I understand from having read it through is they took my notes about his circumstances in years 3 and 4, as the exceptional circumstance, when in the letter I clearly said this was included to explain his sudden jump academically, after those events occurred. I specifically stated the exceptional circumstance in the exam was solely due to his special needs, for which we didn't have a clear plan for. This all is backed by the school SEND department and headteacher. I just feel ignored.
I have read your advice on how to approach an appeal (though I will need to read it again when I'm less blurry eyed). I know this needs to be about process above the judgement. Does anything I have written here resonate with the process not being as it should have been, aside from what you have noted here: https://www.elevenplusexams.co.uk/forum ... 12&t=64249.
For example, if ESR have accepted him on basis of having an exceptional need, and here they don't consider his as such?
Statistics: Posted by yogamum — Fri Feb 16, 2024 4:52 pm