Your Guide to Grammar SchoolAppeals(Kent & Medway)

A parent-friendly eBook from Maidstone Learning Centre

1) The appeal panel’s “balancing act”

Grammar school appeals are decided in two stages:

1. School’s case (prejudice test): The admission authority explains why admitting another pupil would harm (“prejudice”) efficient education or the efficient use of resources — e.g., classes already at or above PAN, lab safety ratios, staffing, sets, etc.
2. Balancing stage: Even if the panel accepts there would be some prejudice, it must balance that prejudice against your child’s case — your reasons and evidence for a place at this specific school. If your case outweighs the prejudice, the panel must allow the appeal.

What wins the balance? Compelling academic evidence of grammar suitability (for non-qualification) plus clear, school-specific reasons (curriculum, languages, specialist provision, travel, safeguarding, continuity of siblings, etc.) that alternatives cannot match. Panels decide on the balance of probabilities, not “beyond reasonable doubt.”

 

 

2) Where to start: evidence that carries weight, what not to include, and what you can request

Build a clear, paginated evidence bundle. Prioritise objective, standardised and recent indicators of high academic ability:

• KS2 teacher assessments (Working at Greater Depth/Expected), recent progress data, internal assessments, reading/spelling ages.
• Standardised scores (e.g., CAT4, NFER/GL, PiRA/PaG, NGRT) and any nationally benchmarked tests from Y5/Y6. Panels give these strong weight.
• Headteacher/class teacher letter explaining sustained high performance, work ethic, and why the 11+ score under‑represents ability.
• Mitigating‑circumstances evidence (e.g., medical notes, bereavement, SEND/diagnostic reports) that plausibly affected test performance.
• School‑specific reasons: prospectus extracts/timetable blocks, subjects (e.g., triple science track, Latin), clubs, pastoral/SEN offer — anything unique your child would use.

 

Kent/Medway notes

• Kent has a Headteacher Assessment (HTA) review shortly after results; even if that does not succeed, you can still appeal and present your own evidence.
• Medway panels look for clear evidence of grammar‑level ability (school reports + supportive letter).

 

What not to include (or include sparingly)

• Unverifiable anecdotes (“always top of class”) without data.
• Bulk exercise books — many authorities discourage them; use teacher‑summarised attainment instead.
• Late evidence submitted after the deadline — panels may refuse to consider it.

 

Information you’re entitled to request (Appeals Code)

Ask politely (in writing) for:

• PAN and current numbers on roll in the year group; class sizes/sets; site capacity constraints.
• The school’s case papers and any distance cut‑offs/oversubscription data.
• Waiting‑list position and typical movement patterns.

 

3) Completing the initial paperwork & drafting the written case

Key timelines (typical — always check the letter you receive):

• At least 20 school days to lodge your appeal from the decision letter.
• At least 10 school days’ notice of the hearing date.
• Evidence deadlines are usually 7–14 days before the hearing. Decision letters typically follow within a week.

 

Registering your appeal (the form)

• Name the school, your child, and tick/select “non‑qualification” (and “oversubscription” if the year group is full).
• Add a short headline summary (you can write, “Full case to follow by evidence deadline”).

 

How to write the appeal statement (aim for 2–3 pages + appendices):

1. Opening snapshot (4–6 lines): strengths, consistent attainment, why the test score isn’t representative, and why this grammar school fits.
2. Academic case: bullet the strongest standardised scores and KS2 assessments; show trajectory (e.g., reading age growth, Y5‑Y6 test improvements); include professional opinions (HT/class teacher letter).
3. Mitigating circumstances: specific, evidenced, and linked to test day/performance.
4. School‑specific reasons: what this school offers that reasonable alternatives cannot (curriculum, sets, clubs, pastoral/SEND) linked to your child’s needs.
5. Balancing note: explain why admitting one more pupil creates limited prejudice compared with the clear educational benefit to your child (refer to numbers/capacity, if relevant).

Attach a contents page and paginate appendices A1, A2, etc. Most authorities use an online portal/email for uploads.

 

4) What to expect on the day — format, presenting well, and common pitfalls

Who’s in the room (or on the call): an independent panel of three (typically at least one with school experience and one lay member), a clerk, and representatives for the admission authority/school. It is formal but not a court. You may bring a supporter or representative.

Typical running order:

1. Stage 1 (group hearing): the school explains its capacity/prejudice case; questions from parents and panel.
2. Stage 2 (your individual hearing): you present your case; panel questions; brief closing summary. The decision isn’t given on the day; it arrives in writing.

 

Presenting well (what works):

• Lead with academic evidence, then mitigation, then school‑fit.
• Be concise: 8–10 minutes of clear points; then take questions.
• Signpost evidence clearly (e.g., “Appendix A3 shows CAT4 VR 125”).
• Answer directly; if unsure, say so and refer to documents.
• Be school‑specific (subjects/sets/clubs relevant to your child).

 

Common pitfalls to avoid:

• Criticising schools or providers — keep it factual and respectful.
• Volume over quality — panels prefer short, strong, standardised data.
• Late evidence — may be excluded.
• Treating the appeal as a complaint (that’s an Ombudsman route).

 

 

Quick Kent/Medway notes

• Kent: consider the Headteacher Assessment (HTA) review (if applicable). An independent appeal remains available with new evidence.
• Medway: panels look for clear academic evidence (school reports + supporting letter) to show grammar suitability.

 

Handy checklist

• Appeal form submitted within 20 school days (see your letter for the deadline).
• Request PAN/class sizes/sets/numbers on roll and the school’s case papers (Appeals Code para 2.8).
• Evidence bundle labelled: KS2 assessments; standardised scores; teacher letter; mitigation proofs; school‑fit notes.
• All evidence submitted by the deadline (often 7–14 days before the hearing).
• 10‑minute spoken summary prepared + answers to likely questions.
• Post‑hearing: await the written decision; for process concerns, note the Ombudsman (maintained) or ESFA (academies).

 

What happens after the hearing? If unhappy with the result

• Decision letter: usually within five working days; binding on the authority/school and explains the panel’s reasoning.
• Ombudsman (LGSCO): investigates procedural maladministration for maintained schools (can order a fresh appeal).
• ESFA: investigates process concerns for academies/free schools (can require a new hearing).
• Judicial review: possible if the decision is unlawful; must be brought promptly.

 

Sources & further reading

• GOV.UK – School admission appeals code and guidance
• Kent County Council – Kent Test & Headteacher Assessment (HTA) information
• Medway Council / local grammar schools – appeals guidance and evidence examples
• Local Government & Social Care Ombudsman – school admissions appeals complaints
• Education & Skills Funding Agency – academy appeal complaints
• Setfords / Doyle Clayton / other legal briefings on admissions appeals (for parents)
• Eleven Plus Exams – parent forum guidance on evidence and standardised scores