Before booking a mock examination, you should establish exactly what it is testing and how closely it reflects your child's actual entrance examination.
If a mock contains subjects that do not appear in the real examination, or uses timings that are significantly different from the actual test, it may provide a misleading picture of your child's readiness.
More importantly, valuable preparation time may be spent working on areas that will never be tested.
One of the most common mistakes is taking a mock examination that includes subjects outside the actual syllabus.
Timing is equally important.
For example, if a mock gives a child 30 minutes to complete a section but the real examination allows only 7 minutes, the experience may give them a completely inaccurate understanding of how quickly they need to work.
A mock examination should therefore be designed around the actual format, content and timings wherever possible.
If you are unsure about what your child's examination contains, ask the relevant school for clarification before booking a mock.
Taking ten mock examinations one after another does not necessarily provide ten times the benefit of taking one.
The purpose of a mock examination is to identify weaknesses, learn from mistakes and improve performance.
Taking another examination immediately without addressing the problems identified in the previous one can simply teach a child to make the same mistakes more quickly.
The most valuable part of a mock examination is therefore often what happens after the test.
Your child should understand:
The objective should be continuous improvement rather than simply accumulating examination scores.
A percentage score on its own tells you relatively little.
For example, a score of 90% may appear impressive, but if the rest of the cohort achieves 95%, it may indicate that further preparation is required.
Conversely, a score of 65% may represent a very strong performance if the majority of students achieve around 40%.
The more useful questions are:
Did my child run out of time?
How long did they spend on comprehension?
Did they spend too long on individual questions?
How many questions did they guess?
How many questions did they leave unanswered?
Did they check their answers?
Did they use spare time effectively?
Did they complete the answer sheet correctly?
What types of questions caused difficulty?
These details provide considerably more useful information than an overall percentage.
When choosing a mock examination provider, ask what feedback you will receive afterwards.
Some providers may offer a detailed report, while others may charge separately for this service.
Before booking, establish exactly what is included and, if necessary, ask to see an example report.
A well-structured mock should make it possible to identify specific areas for improvement.
Subject-level analysis can help establish whether your child needs further work in areas such as literacy, numeracy, comprehension or other components of the examination.
The purpose of the mock should ultimately be to answer one question:
What does my child need to do differently before the real examination?
That is where the real value of the process lies.
You may come across claims that historic examination papers are available or can be purchased.
However, historic examination papers are not published as official preparation material.
For this reason, preparation should focus on developing the underlying skills being assessed rather than attempting to memorise or replicate a particular historical paper.
My approach is based on quality rather than quantity.
I deliberately manage the number of students taking each mock so that there is sufficient opportunity to address individual needs.
Mock examinations are supported by preparation and follow-up, including opportunities for students to ask questions and understand where they can improve.
This also creates a healthy competitive environment that more closely reflects the experience of sitting alongside other candidates in the actual examination.
Regardless of where you choose to take a mock examination, the greatest value should come from the follow-up.
The test itself provides information.
The analysis, feedback and subsequent improvement are where that information becomes useful.
Additional mock examinations are administered during July and August, in the months leading up to the September entrance examinations.
Places are prioritised for existing students.
If you are not currently enrolled in my tuition programme but would like to request a mock examination place, please use the contact form.
Once your request has been received, I will confirm available dates and times.
The Revision Week Course takes place during the week immediately before the entrance examination, running from Monday to Friday.
Places are initially reserved for registered students.
Any remaining availability is subsequently offered to external students. Parents on the waiting list will be contacted with details of any available places before the end of July.
Students following the full learning programme begin developing examination skills well before the final preparation period.
From Years 3 and 4, students are introduced to techniques for reviewing questions and understanding how to approach different sections of an examination.
Regular timed class tests are used to measure progress and familiarise students with:
The difficulty and demands of these tests gradually increase as students progress through the programme.
As the examination approaches, this preparation develops into extensive full-length mock examinations designed to replicate the conditions of the actual test as closely as possible.
The mocks are deliberately challenging, helping students develop the ability to work accurately under pressure and manage demanding questions within strict time constraints.
Examination preparation is not simply about academic ability.
Confidence also plays an important role.
For a young child, an 11+ entrance examination can be their first experience of a formal examination environment with significant time pressure.
Regular testing helps make this experience familiar rather than unfamiliar.
One of the key messages I aim to establish is that anxiety is often reduced when a child knows they are properly prepared.
As students become familiar with examination conditions, timings and question formats, the experience becomes part of their normal learning routine.
The objective is for children to approach the examination with confidence, preparation and enthusiasm, rather than uncertainty about what to expect.
The format of selective entrance examinations varies between schools and regions.
Some examinations may take place over one day, while others may involve multiple stages or days.
Some may use standard questions while others may use multiple-choice formats. Some examinations include non-verbal reasoning, while others do not.
There can also be differences in the emphasis placed on literacy, numeracy and other areas, and some schools may incorporate interviews into their selection process.
Examination providers and regional arrangements can also change over time.
For this reason, it is important to establish exactly which examination your child will be taking before selecting a mock.
A mock should be as closely aligned as possible with the real examination your child is preparing for.
If you are uncertain about the format, ask the school or examination provider for clarification.
You are paying for a preparation service, so it is entirely reasonable to ask questions and ensure that the mock you select is relevant to your child's requirements.
Mock examinations often take place relatively close to the actual entrance examinations, which can be a particularly important period for a young child.
Preparation should therefore be handled carefully.
The purpose of mock examinations is to build confidence and identify areas for improvement—not to create unnecessary anxiety.
Early and structured preparation can help remove much of the pressure associated with the final weeks.
The 11+ does not need to become an arduous process. Starting early, building skills progressively and making learning engaging can make the experience considerably more manageable for both children and parents.
If you have arrived at this website after the 11+ process has already passed, remember that secondary school is only one stage of your child's education.
A selective school does not guarantee academic success.
Ultimately, progress depends on the child's own effort, attitude, discipline and willingness to learn.
Likewise, a child who does not attend a selective school can continue to achieve highly through hard work and determination.
The school your child attends is important, but it is not the sole measure of their future success.
Success is ultimately defined by the child—not simply by the school they attend.