Pupils have been examined at 11+ in the UK for many years, in both the state and independent education systems, usually as an entrance exam. Recently, even independent schools that start in Year 9 (the academic year in which the pupil turns 14) have started using 11+ ‘Pre-Testing' to determine which pupils should be allocated places in an increasingly competitive market.
It is not an entrance exam per se, as most pupils will still have to take the traditional 13+ Common Entrance exams. However, for many schools it is now one of the most important parts of the selection process. Some use the ISEB Common Pre-Test; others commission or write their own tests.
Commissioned by the Independent Schools Examinations Board, this is currently the most common Pre-Test used by independent schools. It has been created by GL Assessment as a fair and age-standardised measure of ability.
This is the standard exam taken for entry into independent senior schools in Year 9 and is taken in addition to the Pre-Test. It is taken once and the results are shared with all schools to which the pupil has applied.
These exams are taken by pupils of high academic ability, who wish to gain a scholarship for their chosen school. There is an ISEB Common Academic Scholarship, but most independent schools create their own specific scholarship examinations, which are sat at each individual school.
The Independent Schools Examination Board (ISEB) Common Pre-Tests are standardised measures of ability and attainment taken when pupils are in Year 6 or occasionally in Year 7. They can only be taken once in any academic year. The senior schools to which pupils apply register pupils for the ISEB Common Pre-Tests.
The adaptive tests are created for ISEB by GL assessment. Adaptive means that the test gets harder when the pupil answers questions correctly and easier when the pupil answers the questions incorrectly.
The ISEB Common Pre-Tests are computerised tests which comprise of four multiple choice assessments: English, maths, verbal reasoning and non-verbal reasoning.
The time allowed for each test is as follows:
Each test begins with a set of written instructions. There is no audio component. Every question must be answered and pupils cannot go back to previous questions.
The tests contain a timer at the top of the screen that indicates how much time pupils have left. A progress bar at the bottom of the screen tells pupils how many questions they have answered. pupils press ‘next' to submit their answers, after which they cannot return.
Pupils may use pen and paper in the maths test for working out. No other test requires, or allows, additional materials, and each assessment, except English, contains examples and practice questions.
The English test consists of three parts: 1) comprehension 2) sentence completion 3) spelling and punctuation.
The comprehension section consists of roughly 15 multiple choice questions. These questions test understanding of a passage, knowledge of vocabulary and the meaning of certain phrases. Some questions will involve finding a particular set of lines from the text. The sentence completion and the spelling and punctuation sections each contain roughly 7-8 questions.
The maths test consists of the following topics: place value up to 1,000,000; rounding; four operations; word problems with whole, decimal and negative numbers; long multiplication and long division using factors; number properties: even, odd, consecutive, prime, square and cube numbers; multiples and factors, pairs of factors, prime factors, common factors and LCM; fractions, decimals and percentages conversion, with associated word problems; fractions; percentages of amounts and writing a quantity as a percentage of another quantity; ratios; time word problems, interpreting times tables; perimeter and area of squares, rectangles, triangles; angle laws, angles on a clock and on a compass; properties of 2D and 3D shapes; surface area and volume of cuboids; transformations: translations, reflections and rotations; metric conversion (length, weight and capacity); averages; data handling: bar charts, frequency tables and line graphs; probability using terms and fractions; forming linear equations to solve simple word problems; sequences, including finding the nth term of an arithmetic sequence; order of operations (BIDMAS); calculation by comparison; speed - Distance - Time.
The verbal reasoning test lasts for 36 minutes and tests a pupil's ability to understand what they have read and apply key reasoning skills.
The non-verbal reasoning test lasts for 32 minutes and is designed to assess the pupil's ability to analyse visual information e.g. pictures, diagrams and shapes and to solve problems using visual reasoning.
The ISEB Common Pre-Tests are rooted in the Key Stage 2 national curriculum and therefore can and should be prepared for.
Atom Learning is an AI-driven, online learning and mock test platform which exactly mirrors the real Pre-Tests, comprehensively preparing pupils for the ISEB Common Pre-Tests.
Atom Learning achieves this through:
Each pupil receives a standard-age-score (SAS) per subject based on their performance in the test. The SAS takes into account a pupil's age when grading the pupil for a given subject. This means that an older pupil could perform better in the test than a younger pupil but still receive a lower SAS overall.
The ISEB Common Pre-Tests' results are available to the senior schools that use the test, but are not shared with parents or prep schools. Senior schools also receive individual stanines (scores based on a scale out of nine), percentile ranks, group scores and a mean SAS (the mean of the four subject SAS).
Each senior school decides how it uses the pupils' results. The selective senior schools use them to discern which pupils to interview, and then assess again according to their own methods and criteria.
|Bedford School||Bradfield College||Brighton College||Caterham School|
|Charterhouse||Cheltenham College||City of London School||Dauntsey's School|
|Easton Square Upper School||Eton College||Harrow School||Headington School|
|Hurstpierpoint College||Marlborough College||Monkton Combe School||Mount Kelly College|
|Northfields Int. High School||Palmers Green High School||Radley College||Reddam House School|
|St Paul's School||St Swithun's School||Stowe School||University College School|
|Wellington College||Westminster School||Wetherby Senior School||Worth School|
The 11+ London Consortium is simply a group of independent schools in London that have agreed to use the same admissions procedure for entrance into Year 7.
Parents and pupils often apply to more than one of the schools in this group, so managing applicants together makes the admissions process fairer and more efficient. All schools in the group set the same entrance exams, with the same mark schemes, sharing the results with each other. This means that pupils have to sit fewer exams and have more flexibility over where they sit them. It also means pupils can be matched more effectively to schools that best fit their profile.
This group used to be known as the North London Girl's School Consortium, but has now changed its name after incorporating more schools into one group and developing a new cognitive ability test. The schools that currently make up the 11+ London Consortium are:
Open events, held throughout the year, will allow parents and pupils to visit schools and help them to decide where to apply. It is important to use these opportunities to decide which schools will best suit your daughter. You should ring each school early in the Autumn Term for the dates and times of Open Days.
You start the applications process by requesting an Application Form directly from the school for which you wish your daughter to be considered. If applying to more than one school, you will need to complete a separate application form for each one. Any schools applied for will then process your application and send you information regarding the next steps. Registration closes in November.
If you have applied to more than one school in the London 11+ Consortium, you can state a preference for the school in which you wish to take the exam, giving a second or third choice if applicable. Depending on space, a candidate may be asked to sit the exam in a school which is not her first choice, but this will have no bearing on how the application is considered; the result of the test will be shared with all schools to which the candidate has applied and the location of the test will not affect her chances of success at other schools.
The candidate's junior school will need to provide a reference before the entrance examination. Each of the London 11+ Consortium schools to which you have applied will ask for a reference individually. They will seek detailed information on the pupil's current academic level and performance as well as more general information on character and attitude towards learning.
From 2019 entrance onwards, the separate maths and English 11+ tests will be replaced with one Cognitive Abilities test. This is an effort to reduce pressure on pupils and combat intensive preparation techniques. It is taken in person at a Consortium school. Please see below for details.
In addition to the Cognitive Abilities test, candidates will also be asked to interview at each Consortium school to which they have applied. Each Consortium school decides their interview format and interview date separately. Minimal information will be provided in order to ensure equal opportunity, but interviews will generally test problem-solving, critical thinking and creativity.
Results will be shared with all Consortium schools to which you have applied. Each school will decide individually whether to offer a place based on the candidate's reference, and their performance at examination and interview. Different schools may place different weight on each part, but all are important.
Offers are sent directly to parents by all Consortium schools on the same date in February, using either post or email. Candidates may be offered a place on a waiting list; everyone on the waiting list is considered to have met qualifications for entry if a vacancy comes up.
If offered a place, you will need to send your acceptance by early March. If no acceptance has been received by the date given, the place will be re-offered to another candidate. You can only accept an offer at one school. After accepting an offer from one school, it is good practice to inform any other school at which you hold an offer immediately, so they may reallocate their places to pupils on waiting lists.
The Cognitive Abilities test will test candidates' current level of academic attainment as well as their potential. The Consortium website states that it has been created as a ‘bespoke examination', with a different format to any other tests currently available.
Though they do not state which examination provider they have used, it is clear from their familiarisation booklet that it has been created by CEM. This booklet provides a useful introduction to question style and is available on the Consortium website (www.london11plus.co.uk). Other details are as follows:
As ever, the website is at pains to state that the exam is tutor-proof. This means that they are secretive about format and will not provide sample papers. However, familiarity with CEM-style reasoning questions will undoubtedly help with speed and accuracy, as will a slow but steady revision schedule for maths and English, while reading widely to improve vocabulary.
The London 11+ Consortium follow the regulations and guidance for access arrangements set down by the Joint Council for Qualifications (JCQ). This means that any applicants who have had a professional assessment, which identifies a learning difficulty or an uneven learning profile may have 25% extra time.
For this to apply, candidates must have either at least one standardised score of less than 85, or at least two standardised scores of less than 90, which relate to one of the following processing scores:
If this is the case, the candidate's current school should have been made aware and should already be allowing extra time in tests. The Consortium school to which you are applying will need to receive evidence from a specialist and also from your current school by 30th November to qualify for access arrangements.
If standardised scores do not fall into the conditions described above, there are rare occasions where extra time will be allowed, but these will require extensive evidence and will be considered on a case-by-case basis. If, in these cases, extra time is refused, the educational professional's report will still be taken into consideration alongside the test results when deciding whether to offer a place.
As the cognitive test is multiple choice, and answered on paper, laptops will not be necessary.