A new 11+ pupil does not need a two-hour entrance exam from the tutor. You need enough evidence to answer five questions: What test are they targeting? What is secure? What is weak? What changes under time pressure? What should we teach first?
Two structured sessions are usually more informative than one giant baseline paper.
Before Session 1: collect the context
Ask the parent for target schools, likely exam area, test date, previous tuition, recent reports and any known learning needs. Clarify whether the goal is exploratory or tied to a specific selective test.
Do not accept a parent's statement that “Maths is weak” as the assessment. It is useful context, not data.
Session 1: untimed and lightly timed skill sampling
Begin with a friendly conversation and short mixed questions. Sample:
- arithmetic and number fluency;
- fractions/ratio/word problems;
- reading comprehension and vocabulary;
- core VR types;
- core NVR types.
Ask the pupil to explain thinking. A correct answer reached through a fragile method is different from fluent understanding.
Observe learning behaviours
Record how the pupil responds when stuck. Do they guess immediately, persevere too long, ask for reassurance, reread effectively or abandon the task?
Note question-reading and checking habits too.
These behaviours often explain future mock patterns.
Between sessions: create a provisional map
Use three categories:
Secure: maintain.
Developing: likely quick gains.
Foundation gap: needs explicit teaching.
Choose a small number of priorities. Do not write a report listing everything the 11+ could theoretically include.
Session 2: test transfer under time
Use a timed mixed paper or selected sections at a level the pupil can access. The aim is to see what changes when the topic is not labelled and the clock is present.
Use a paper the pupil has not seen before, so the second session measures transfer rather than recall. free 11+ papers
Track completion, answer changes and the point where pace deteriorates.
Compare untimed with timed performance
The contrast is extremely useful.
If untimed accuracy is strong but timed completion is low, fluency and pacing need work.
If both are weak in one topic, teach the foundation.
If results fall only when questions are mixed, recognition and strategy may be the missing link.
Report to parents in plain English
A good initial report might contain:
- target exam confirmed;
- three strengths;
- three priorities;
- timing/stamina observation;
- proposed four-week plan;
- suggested home practice volume.
Avoid claiming a precise chance of admission from two sessions.
Reassess after four to six weeks
An initial assessment is a starting hypothesis. Use marked work to see whether the pupil responds as expected and adjust the plan.
Use fresh diagnostic material
EduArchives includes mixed mock papers and targeted worksheets, allowing tutors to assess broadly and then drill the exact skills the baseline exposed.
Use tutor tools to track follow-up: teachers
Frequently asked questions
Should the first 11+ assessment be timed?
Use a mixture. Untimed work reveals understanding; timed work reveals fluency, pace and exam behaviour.
Should parents sit in?
That depends on the tutor and child. Some pupils behave differently with a parent present, so consider what will produce the most authentic picture.
Can two sessions predict grammar-school success?
No. They can identify current strengths and gaps and support a realistic teaching plan, but admissions outcomes depend on many factors.