Well, today was the day that we've been gearing up to for about a month - the appeal hearing. I have been finding it really stressful, both preparing for the appeal itself (I have got physically shaky whenever we've been working on it) but just as much the uncertainty for M and for us as a family. Unfortunately A is abroad with work so couldn't come, but H, our lovely friend and neighbour who has been through an appeal at primary level for her daughter L when they moved to the area a couple of years ago, came with me for support.
Having looked at the stats on my blog, it's really quite noticeable how much interest there seems to be in my posts about this, so thought that it may be helpful for anyone else who may be in this position in the future to know what the process is like.
We had been given information about the process but had misunderstood what it was saying. The hearing is in two parts, the first where school puts their case, namely that they are full. Our understanding was that we had to show that this was not the case in order to progress to the second part, about M and why she should have a place. Actually, the second part happens only if the school does show that they are full. If the appeal panel is not satisfied that the school is full, then there is a place so M would have been given it without having to put our case. It seems rather bizarre that it is only if the panel accepts that there is not space that they then move on to hearing our case as to why M should go to the school and indeed determine whether she should go there anyway, but that's how it works.
The appeal panel is independent of the school and made of three people. There has to be one 'educationalist' and two others, in this case a business woman and a man who had been a school governor and parent. They were clearly aware of the stressful nature of the situation, did their best to make it as easy as possible, while still asking sensible and searching questions. They had obviously read what we had submitted in writing and also the emails that asked for further information subsequent to receiving the school's case, along with the replies.
It was the school's head who put its case, fairly briefly, but based on the written submission that the panel had already received, and that had been provided for us several weeks ago. I was then given the opportunity to put questions to him, when I asked about some of the numbers we'd been provided with (about how although the school is clearly oversubscribed this year, it's not to the extent that it was last year). The panel then asked a number of questions as well. At this point we, the school's representatives and H and I were asked to leave for the panel to consider whether the case had been made. It didn't take long for them to decide that it had, which was absolutely fair enough.
Then it was my turn. I started off by saying that we bring up our children to make their own decisions and then they do, which is why we were there. My main points were that we considered it essential for M to go to this school where she had established friendships in order to support her transition to school education; that this was something that M had given a great deal of thought and consideration to; and that this was her catchment school (and she would be less likely to be offered a place at any of the three other local schools and that a school further away would be isolating for her). One of the questions that the panel asked was about what had prompted M's decision to go to school. I explained that, somewhat ironically given the reason we home educated in the first place was the amount of testing at primary level, it was feeling left out during the end of SATS celebrations of friends that prompted her seriously considering the possibility of school. Another question was what our Plan B was, to which I replied that we would continue with home education. When given the opportunity to put questions to me, the head picked up on my remarks about testing about primary level and asked my feelings on the testing that takes place in school, for setting and continued assessment. I replied that in that case it was about ensuring the pupils were in the right group as regards the level they were working at and was to their benefit, rather than about testing the school and entirely different.
The school and I were each given the opportunity to make any final remarks, at which time the head took the opportunity to try to suggest that M could go to another of the school in the academy chain and indeed mentioned this again in the corridor afterwards. (That's not going to happen!) I took the opportunity to ask about the school's waiting list. It states on their website that they maintain a waiting list only for year 7 and only until Christmas. The head started to explain that it follows the same admission criteria, but I clarifed that this was not what I meant and asked at what point the child at the top of the waiting list would be offered a place, if it would be if year 7 child left the school. He explained that would only happen when the number of children in the year dropped back to below the published number that the school is 'supposed' to have (I can't remember if it's the PAN or IAN - published/indicative admission number), which given that they are currently around 60 children above that number means that the waiting list is a complete farce. However, I'm very glad that I did ask that, as it means that we know where we stand.
Stressful though it was, the hearing went as well as it could have done I think, and H said the same. I might have shed a tear or two of relief once it was over. We will hear within five working days in writing by first class post, although I'm hoping that we'll know by the weekend. I'd been hoping that the ball of stress in my stomach that has been there for the past month or so would go once I'd got the hearing out of the way, but unsurprisingly given the uncertainty is still hanging over us, it's still there.
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