Appealing being in the bottom class

While this bottom class will be doing differentiated work and will not be eligible for mainstream GCSEs.

Do you mean foundation only GCSEs? They're still 'mainstream' GCSEs, just that the maximum grade is a 5.

As PP have said, they'll be a lot of movement before GCSEs so I'd not worry.

So do you mean it is a private school OP Or are you not in England?

If a private school, I would certainly not be paying for that service. It's utterly ridiculous to make a GCSE decision like this before the child is even at the school.

If not in England, I'm less sure tbh, as I don't know so much about schooling systems in other countries.

OP I understand your concerns. My daughter had to be moved into a PRU because she couldn’t cope socially in a big school. It felt awful for us both , but actually she ended up doing very very well and went on to begin a successful career.
if your daughter has been placed in a small class offering intense support at the beginning it may be exactly what she needs and should provide an opportunity to catch up and move into the mainstream classes later. And if they don’t do this, you can still encourage her to study hard on the core subjects and pay for her to sit them. All isn’t lost. On the level of her socially feeling isolated and the effect on her self esteem which I feel may be your primary concern, how you manage this and the language you use is key. Ensure that her twin and friends from primary are encouraged to continue to socialise with her at all breaks and outside school and explain that no one’s really supposed to chat in lessons anyway so it doesn’t matter who’s in the room then. Adopt a ‘see what it’s like , give it a chance, you’ll probably enjoy it’ attitude to her placement and make sure to check in with the SENCO and built rapport with them so that if she does manage to improve her scores she’ll be on the radar to get promoted to higher sets.

Just wanted to say this happened to a friends DC. For them it wasn’t that they couldn’t sit GCSEs, but the class moved so slowly, and had so many disruptive children, that they couldn’t possibly learn enough to pass anything.
I absolutely would appeal this.

Not clear if it is a private school, or not in England.

Did your DD sit SATS, and if so, what did she get?

Email Senco. Put it in writing now, before your meeting so that there's evidence. What someone says, on the phone can be disputed, but if you follow up every meeting with an email then there is a paper trail.

Ask her now, if she can be moved groups, up to the next group. Say your concerned that bottom group don't get entered. Ask her for copy of the results from their test she did. Ask her for clarification why she didn't get extra time in that test.
Senco won't like your questions! Someone has to be held responsible here. Be firm.

It's likely that there are only so many support staff to assist with SEN and therefore can't be spread across a number of classes.

If she gets the support she needs to do as well as she can, she doesn't need to be in a different class.

If this one does turn out to be limited then you can ask questions, but it's the school's choice how to organise all the children to do the best for them all with the provision they have. Friendships won't be the highest factor.

As a fellow dyslexic I would share your concerns.
I would definitely push for higher set to start and move down if she can't cope rather than the other way around.
I was once told by a teacher I didn't need to be dyslexic because I was smart. I don't think it is quite as bad now but it isn't always great.
I am still dyslexic but have good academic credentials. You definitely can have both.

Some schools do this — I went to a non-selective state comp and they did tests before we started so they could put us in sets. But then at the end of every year we did exams, based on which people got moved up and down the sets. The first year is a guess.

That sounds a bit nuts. Is it a state comp, in England? Actually I presume not as they appear to have done tests before starting.

My children’s school only sets for maths in y7 and that is based on info from primary school and the SATS. My daughter was moved up a set within 4 weeks of starting school.

I'm a twin.

Unless the school gives a very good rationale, I'd be thinking of other options.

This school sounds crazy. How have they tested the kids sufficiently to know that even with 5 more years of schooling these kids can't sit GCSEs? Why haven't kids with diagnosed sen had that taken into account. Are you sure you want your kids at this school because I wouldn't touch it with a barge pole.

My daughter is very dyslexic. She struggled to learn how to read and spell and received learning support until she was 13.

She is an extremely hard worker though and got AAA in her A-Levels. She is hoping to study medicine next year. I remember when she was about 13/14 at a parents evening and she said to the maths teacher that she would like to study medicine, the teacher said “nursing might be a better idea” she was pretty much written off as not being very smart.

It could be that this class gets extra support with thinks like dyslexia. She may not have been allowed extra time as they wanted to see whether pupils need extra support or not. I would go and talk to the school and find out.

Don’t panic, it’s just a starting point whilst they get to know her. It’d be equally bad for her confidence if they started her too high and she struggled from day one.

Here’s what you do:

1. Meet with SENCO and tell them your daughter’s long term goal is to rise up the sets and eventually take GCSEs.
2. Tell them that they need to draw up a SEN plan for her as soon as possible so that they can identify her needs relating to the dyslexia and put effective supports and accommodations in place quickly.
3. Maintain a good relationship with the SENCO. Insist on at least one SEN meeting per term.
4. Put everything in writing- including email summaries of all verbal conversations. If it’s not written down it didn’t happen.
5. This one is vital: your local authority will have published a document called an OAP (Google “ordinarily available provision + your county”). Every school should be able to offer any student - no need for diagnosis - any of the provisions/ supports in the OAP, as needed. Go through your OAP, pick out anything that you know would help your DD, and discuss with the SENCO.
6. Research the recommended school based accommodations for dyslexia - you’ll find lots of decent resources and ideas to pass to the school. The work has already been done by dyslexia and SEN charities and is out there to be used.

BEST OF LUCK!

I agree with others. It is surely very unlikely that any school will say, at year 7, without even teaching the students, "none of this group of students will achieve any GCSES".

I agree. I have never in nearly 30 years of teaching heard of any school which does such a thing.

When did they do this test? It seems very odd that they have managed to do it even before starting school? There will be kids from many schools going - they can't have asked them all to invigilate a test for secondary?

I think there may be some crossed wires somewhere. There is also no chance that the set in Yr 7 determines whether and which GCSEs are taken.

You're jumping the gun by talking about an appeal (who to?) When you havent even had a conversation with the school. I'd be amazed if there's a school that decides on GCSE entries before a year 7 child has been started

Might they not have communicated it very well

It would hurt her self esteem more to be moved down a class once she's there, wouldn't it? But she could be moved up.

The class (nurture group?) is likely to have greater TA support, smaller numbers and be in a position to assess the students fully once they're there. And if they haven't carried out CAT4s yet, it's very possible that there could be a further shift in classes towards the end of September.

Hopefully, the SENDCO can reassure you that this isn't her entire secondary school career and life forever mapped out for her before it's even begun.

I agree with others. It is surely very unlikely that any school will say, at year 7, without even teaching the students, "none of this group of students will achieve any GCSES".

What do you mean btw op, by "mainstream GCSEs"? Is it actually correct that this whole group will do no GCSEs at all? There's no such thing as a non-majbstream GCSE.

Some schools I have worked in have a nurture group where a small group of students receive extra support through Yr 7 and maybe 8. It's usually very positive for them and they have always gone on to sit GCSEs, perhaps mixed with BTECs.

I would also probe further the streaming - setting for subjects, good; streaming so the whole group is in the same lesson for everything - more tricky. A 12yo who is tiptop at maths may not be the best at English.

And ask about possible future movement for her. In fact probe the whole set up in detail. Is this a state comp?

Have you asked why her reasonable adjustments for dyslexia were not put in place for this banding assessment/exam?

Why did she not get any exam arrangements if she has a diagnosis? Speak to Sendco and ask what flexibility there is between groups. It would be unusual for it to be so static and defining early on.