11 PLUS TUTOR
Studying for the 11+ is intense and challenging.
The children end up enjoying it and are quite often sad when they have finished.
The 11+ is a selective examination for gaining entrance into a Grammar School. It is designed to identify the top 25% of people using IQ type questions.
It is called the 11+ as children sit it at the start of Year six when they are 10 or 11 years old; it is for their education after the age of 11.
It is possible to take a 12+ or even 13+ in different parts of the country for children who wish to gain entrance once they are at secondary school; this, however, is much less traditional.
The exam is for children in Year six to see if they have the necessary intelligence to receive an education from a grammar school. Which exams a child takes varies around the country. Some do IQ tests coupled with English and Mathematics. In Lincolnshire, where I am based, they sit two papers’ a verbal reasoning and a non-verbal & spatial reasoning paper. About 10 to 12 years ago Lincolnshire changed from children sitting two verbal reasoning papers. This meant that they then used two tables to work out who passed. The girls, who are deemed to be more verbally advanced, had to achieve a higher level and a separate lower boy’s table.
They tried to balance the examination with the verbal favouring the girls and the non-verbal & spatial the boys. Whilst this generalization does hold true it depends on how a child’s brain is wired. I have had some of my best at verbal reasoning being boys whilst some of the best for non-verbal and spatial reasoning have been girls. Now they use one table to work out if a child has passed.
A pass mark is taken as a score of 220 or more. This is after a combination of the two paper scores so it is possible to get say 100 in the verbal paper, which on its own would be a failure, and then 120 in the second paper and get the prerequisite 220.
The scores are not what a child gets on a paper. The verbal is out of 80 and the non-verbal & spatial only 70 making a total of 150. Children get an adjusted score using the raw score from the paper and then using their age, in years and months, to adjust it. Children are grouped into year groups using the school year starting from September. If a child has their birthday in September, then they are ‘old’ when compared to a child with their birthday in August; the August child is nearly a year younger! Consequently, a September child, or one nearer the beginning of the educational year, needs to gain a higher raw score than one from the end of the year to achieve the same adjusted score.
I have been coaching for many years and whilst the 220 mark is deemed the pass mark, I have known children who missed out by 1 or 2 marks and still get in on the appeal process.
The total mark is 282 so my children usually turn their pass mark into a percentage as in 220 ÷ 282 = 78%. Many having had 90%’s or even 100% but that is unusual and difficult to achieve.
The above holds true for Lincolnshire but I’m sure it works equally for those other counties which sit the 11+, not all do.
The verbal paper is mainly English, although there can be a Mathematical component, and tests vocabulary, logic and things such as anagrams. The non-verbal element is about patterns made using shapes, in picture format, which have one part missing. These come in the format of series, codes both vertical and horizontal, most unlike or most like, grids and analogies. The spatial part tests visualization in 2 or 3D and comes in the form of hidden shapes, matching shapes, jigsaw pieces and counting blocks.
They do, however, continue to add both new verbal, non-verbal or spatial questions. This doesn’t happen each year, but it does happen.
The obvious one is that they wish their secondary school to be a Grammar school. Those who pass the entrance examination, the 11+, are then able to apply for a place. Most grammar schools are oversubscribed, that is, more apply than places available. This unfortunately, means even if a child passes the 11+ they are not guaranteed a place.
Other children may be from service families or may relocate in the future and wish to keep their options open. The best school in their new area may be a grammar school and if they have passed it, even if from a different county, they can apply.
Some children see it as a challenge, do not plan on going to a grammar school but given that only the top 25% of people are able to pass they like to see if they can do it.
I have had many children whose parents would like them to undergo the training as they have seen the benefits with older siblings. Children of today have many electronic devices and very busy parents which has meant they are used to instant gratification and in turn have quite poor concentration levels when compared with children say 20 or 30 years ago. The training I give them helps improve this and benefits them in all their education as they progress.
In Lincolnshire most grammar schools are part of what is called the consortium; this means the 11+ examinations are the same whichever Grammar school a child wishes to apply for. Some such as Caistor follow their own scheme, which they don’t publish, which seems to be the verbal paper and then one which involves other questions such as IQ, Mathematics etc. However, every child I have coached for Caistor has gained a place.
The simple answer is, their Primary school or the Grammar school they are applying for.
If the Primary school which your child is at allows them to sit the examination at their school this is allowed and encouraged as it helps with administering the papers; some Grammar Schools stress that they would like a child to sit the tests at the Grammar school. If taken at their Primary school, on a Friday morning, it is much less stressful. I have had many who have done the training gone to a Grammar School and fed back what I have already told them that as many as 10 children burst into tears and quite a few leave without taking the tests. It would be stressful for anyone when entering a hall with 300 children to take an examination.
If they are going to take it at their Primary school, they take it on consecutive Friday mornings usually the first, verbal paper, at the start of September say 8 days into term and the second the following Friday. If a child takes it at the Grammar school this will be the next day, the Saturday mornings.
Papers are delivered to the school on Thursday afternoon so that the teacher in charge can check they have the correct number of papers and there are no printing errors. The test is then sat the following morning. The teacher then does the administration and parcels up the papers for collection the same day.
In Lincolnshire, the tests are sat early, that is the start of September, so that parents receive the results in the middle of October. This allows them to make an informed choice when filling in the County Council’s choice form for Secondary school which has a closing date at the end of October.
As the Grammar schools are oversubscribed then a child may pass but not be offered a place. The parents fill the form in at the end of October and are then informed at the start of March whether their child is offered a place. If they are, that is nice. Others don’t get offered a place; parents can then enter the appeal process to challenge that decision. This can then mean they get a place. As a parent you can ask the Primary school to provide supporting evidence for your appeal process; a letter from the head can be very useful.
As a parent it is worth noting that children who I have taught for the 11+ who then go to a Grammar school but continue with me for Mathematics coaching inform me that quite a few children leave in Year 7. It is thus worth trying later in the year or ask to be put on the waiting list. Equally if you are a pushy parent, we all know human nature being what it is, they are more likely to get what they want!
I start coaching the children in Year Five at the start of the academic year. They get one hourly session per week.
I explain at the start that they will need a notebook and a folder to keep all the papers I give them. I explain about making sure this year to look up or find out the meanings of any words they do not know; the verbal paper really tests vocabulary.
I also explain that I will dictate the notes for each set and that they will have to concentrate and write those notes down. I explain I will not be marking them so not to worry about spellings etc. but that they need the notes for each set as they will forget. They can then refer back to the notes as they go along. This process helps them develop both concentration and speed. The main difficulty when they first start is the speed they need. It used to be thirty seconds per question and hasn’t changed much.
At the start they will take time to develop these skills and I only cover one set per week but gradually build up to two sets. We do the notes and then have a go for about twenty minutes doing some of the questions. We then cover the answers and explain any issues.
In the notes I cover what the questions are like but then more importantly how to do them. I finish with an example or examples.
After the first twelve sets of verbal reasoning, I give them a verbal reasoning paper. This sets the benchmark and gives them a reality check. THESE tests are not easy. I have had children only getting in the ones or low teens out of 80 who do eventually pass. After this first test, I start mixing in non-verbal sets and later the spatial sets. We also do more tests of both types, they become very familiar with them.
I then send home, those who are at my old school, I’m still covering the 11+ for them, a pack containing all the sets both verbal, non-verbal and spatial and examples of papers. I stress that if they are serious about the examination they will need to do 30 minutes 11+ practice every day over the holidays.
For those I tutor we usually continue with our session each week but, they may start to do more than one session.
I am not selective in who I coach. I will, however, inform you of what I think their potential is; good, moderate or poor chance. It is up to the parents and the child to consider the self-esteem issue if they fail. You can pull out the morning of the test if you want to! Over the years every person I thought had a good chance has passed. That also holds true for most of the moderate chance children. Most who I think will fail do so but not all some do pass; whether that is a good thing I’ll leave up to you; bottom of a Grammar school class is not good for one’s self esteem!
Why I specialise in teaching 11 plus
As a dedicated 11 plus tutor, I focus entirely on the specific reasoning skills required for the entrance exam. My role as an 11 plus teacher is to ensure each child develops speed, accuracy, and confidence in the logic-based components of the process. I design every session specifically for the unique demands of the exam: timed questions, pattern recognition, code-breaking, and rapid information processing. Whether you’re looking for an 11 plus tutor who makes complex patterns clear or an 11 plus teacher who actively prepares students for the rigour of the test, my approach is consistent.
Through my teaching method, I help students who begin with little confidence to progress steadily. I treat each child as an individual learner, adapting resources for the 11 plus syllabus and tracking progress weekly. From the first session, we emphasise core logic, spatial awareness, and speed—all of which are central to the exam. As your child works with me as their 11 plus tutor, they will build a strong foundation in reasoning, learn how to approach specific question types, and develop the resilience to face timed tests with calm and clarity.
Why Choose a Dedicated 11 Plus Tutor?
The exam requires more than simply knowing the primary school curriculum. It demands the ability to think clearly, work quickly, and recognise abstract patterns under strict timing—effectively functioning as an IQ test. As an 11 plus tutor, I tailor every lesson to these specific requirements, rather than relying on general school content.
Children benefit from one-to-one guidance where they can ask questions freely, practise difficult techniques repeatedly, and gain reassurance from a consistent teaching style. My work as an 11 plus teacher is centred around giving each child the tools they need to feel confident on exam day.
Parents often tell me that personalised support makes the biggest difference:
targeted teaching 11 plus strategies (verbal and non-verbal techniques)
clear explanations for tricky logic puzzles and codes
timed practice to build speed and resilience
a structured approach to the examination process from start to finish
This focused preparation is exactly what most children do not receive in a busy classroom environment.
Is Teaching 11 Plus Suitable for Every Child?
Yes. I believe every child can succeed with the right support. Some begin with strong natural aptitude but need help developing strict exam technique. Others start with lower confidence and need a structured introduction to 11 plus skills.
As a long-experienced 11 plus tutor, I adapt each session to the child sitting in front of me, ensuring the work feels achievable and motivating, not overwhelming.
For many pupils, the biggest transformation happens when they realise they can crack the codes and solve the patterns—they simply needed a clear explanation and an experienced 11 plus teacher to guide them.
Do you have any questions?
Contact me!