Are you half-term happy? Holidays are fantastic 11plus learning gifts!

A huge motivational entrance test hello and a very short burst of happiness to remind you the half-term is gifting you time to plan and weave in happy hours of intentional eleven-plus learning.

Your child can make huge progress during these long days, as well as having a fun break. Please find two to three hours a day to go over difficult subjects, to rehearse different writing essays, or to focus in on a handful of test strategies and techniques to blast your child’s score and progress. You can do it, your child can do it – you have to do it. As someone who teaches during the holiday – and as a parent who took both his children through the 11plus journey – I vow with everything I can that holidays are superboosts of learning. Whatever you are doing, do lots of it this week!

Looking for help? Consider the 11 Plus English Masterclass Bundle as part of your toolbox. Targeted, specialised help is yours for less than half-price. You’ll find everything I’ve learned as a father, tutor, teacher and writer to help your child thrive.

If you haven’t yet, remember to sign up for your free course on why time is such a superhero of the 11plus. Just look at the box to the right of this post (assuming you’re reading this online). I’d love you to sign up to the blog to make sure you catch all other posts. (There have been some important ones recently, so make sure to visit and read over previous posts.)

Stay half-term happy! My best, Lee

Reason 5 of “5 reasons NOT to wait until Year 5 to start preparing your child for 11plus entrance tests”

Hello again. (Welcome, if this is your first time visiting). Leading on from Reason 4, today we come to the second big benefit, superboost 2, of starting with easier, younger material. (If you missed the last post, Reason 4, I’d encourage you to click back and read that first.)

Do you remember in Reason 3 we discussed the need to learn specific test and preparation strategies? (Click here if you missed Reason 3.) The second benefit is that

your child is going to have a much stronger chance of learning these strategies while practising on easier, age related material.

You could set aside a handful of practice tests just to learn these reusable skills. For example, many multiple choice tricks and techniques can be mastered early on. Consider how the answer options in multiple choice English tests are often cleverly similar, designed to look correct and trick rushing skim-readers. Using this to your advantage, if the questions and answers are fairly straightforward at first – which they will be in a test for ages 7-8 in comparison to a test for ages 10-11 – you can better teach the hacks that will help your child find the right answer, without your child becoming confused by the question itself. Indeed, tests for younger children tend towards simple, information-finding questions, whereas higher level tests will introduce more complex questions that ask why something happens, or ask your child to infer, to work out an answer that isn’t in the text using clues from other information that is there.

Let’s look closely at a trick and a hack in action!

A question asks for the year in which an event in the passage took place.

Use this opportunity to point out that when questions ask for a date, the test may actually try to play 4 tricks, discussed below. The fourth trick is more complex, but if your child has learned to look for the first three tricks, they can use the hacks for these to help solve the fourth one.

  1. It is likely that if there is a question on dates, more than one date appears in the text. A child can see the first date they come to in the text and use that.
  2. Answer options might use all the dates in the text. A child may see a date, recognise it from the text, then think – Ah yes, I saw that, it must be that one. The temptation to use what you see in the text quickly can be very strong. It just seems to make sense – if it’s there, it must be right. Not so fast…
  3. Incorrect dates may be similar, sometimes switching digits. E.g. 1789 becomes 1798 or 1879. When under time pressure, our minds are fantastic at finding small pieces of evidence and immediately turning it into the answer we need.
  4. The date may not even be mentioned in the text! What? Yes, really. What are you supposed to do if this is the case?

To hack date questions and supercharge your child’s test skill-set, you can teach them the following, extremely practical hacks. (WARNING: Before we start, here’s a thought point. What if you leave it late to show your child these skills? There appears to be quite a lot, especially when you consider we are only discussing dates, so it makes sense to begin early and learn the skills slowly and surely. There are dozens of other strategies that you can teach your child, so get them started soon!)

  1. Underline or dot the date on the question paper, so you know what you are being asked.
  2. Read the question closely (You can find lots of targeted, effective, child-friendly ways to properly question the question in the Grammar School Success in Multiple Choice English ebook, available individually and as part of the English Masterclass Discount Bundle), so you know what finished looks like. What are you actually supposed to do in the question? Misreading questions is one of the biggest causes of children losing marks.
  3. Check each date with the information around it in the text to see if this is the one being pointed to by the keywords in the question.
  4. Check the digits and the order of the digits to make sure you have the right choice in the answers.
  5. If the date is not in the text, do the next two hacks:

a) First, top and tail. Look above the text for an intro or title, then look below the text for extra info. Sometimes info you need is located here, either in context (it will tell you it was during WW2, for example) or openly written, e.g. the author and date of publication come as a footnote at the end of the passage.

b) Look for info in the text that helps you work out the date. Suppose you are asked in which year a character was born. It doesn’t tell you her birth year or birthday, but there might be pointers to the event, or other numbers which refer to it. It could say something like:

“Four years ago, on her fifth birthday, Jaya had been given an ancient piece of paper with a code on it. She stared, transfixed, at today’s newspaper – The Daily Spark, Monday 5th October, 2023 – and the headline on the front page: it was the same code.”

What information will help us answer the question? In the example above, the date is 2023. 4 years ago, Jay was 5, so we can take away 4 and 5 from 2023 to infer he was born in 2014, 9 years ago. Your child then checks the answer options for this figure. (Also teach your child to be check that answer options are not playing tricks even with this inferring information. For example, a wrong answer might be the date if you take away 4 years instead of 9.)

You can improve your child’s ability to solve date questions by having you both create questions designed to be tricky, hiding the date deep inside the writing, as we did above. You can have a lot of fun creating lots of layers and rules to uncover the answer.

Now, does this feel like a lot for your child to learn? The brilliant news is if you start early, you have the time to teach them one at a time. You also – and this is my favourite reason for starting early – allow all these hacks, all these techniques, to become just habits, automatic tests your child will apply to certain questions – as we said in our last post, like brushing teeth and looking for traffic before crossing the road.

The gold is that, as questions increase in ‘difficulty’, you remind your children that the tricks and hacks stay the same and can be used on all levels of question! This should create a virtuous circle, whereby the time taken to learn the tricks and hacks using easy material helps your child read and answer more and more complex questions correctly and quicker, as she or he approaches the creative challenge of aiming for 100% in later practice tests and on the day itself. The strategies they used to solve simpler tasks can be used on harder tasks! Thus, with the hacks learned and embedded, you can spend a large part of Year 5 refining knowledge, language technique, spelling, practising cloze, learning new vocabulary and grammar, reading lots, as well as creating incredible, stand-out writing.

That’s all for today. Please come back for Reason 6 on Saturday, or sign up to the blog to make sure other posts come straight to you. (We all need fewer clicks in our lives!) You’ll know from reading the start of the series that I quickly realised while writing early posts that there were more than 5 reasons not to wait. Hence, there’ll be 6, possibly 7 reasons in this mini-series.

I truly hope today’s reason makes it clear that starting early is without doubt the best possible 11+ action plan. Thank you for reading and for nurturing your child’s 11+ opportunity. Start learning, stay learning, stay happy.

Best, Lee

Reason 4 of “5 Reasons NOT to wait until Year 5 to start preparing your child for 11plus entrance tests”

Straight in today; your time is short and after 3 days of our mini-series blog/mini-blog series, I know you’re ready for the reason.

Reason 4 has two sides to it, both of which offer true superboosts to your child’s learning and enjoyment of 11plus prep.

Reason 4: Start early – Y4, Y3, Y2 – and your child will begin with easier, age related material. (Bond, for example, has books for 5-6, 7-8, etc.) Easier material at the start allows two magical things to happen:

  1. You give your child important early wins in their work, exposing them to the happy feelings of getting questions right, which can be enormously motivational. Securing early wins at a time when your main aim is building regular learning habits and a real enthusiasm and love for learning is turning the sails in your child’s favour.

Few children – or grown ups – like to get things wrong, especially in front of the person who cares for us. At least, not at the start. Working on harder material straight away – which is a real risk if starting from scratch in Y5 – can make some children worry. Even worse, if they consistently get a lot of things wrong in early sessions, the habit that can be created is a reluctance to work, a tendency to avoid the regular hours of home learning that make the difference.

However, if you are simply trying to introduce or supplement the knowledge they are learning at school through extra home learning, using materials for a younger age group, it is more likely that initial scores will be higher.

In effect, their first impression of extra learning is success.

Another recommended way you can play this as their teacher is to start with easier material regardless of their age. Again, what you want them to experience is the thrill of getting things right. It can lift self-esteem and build resilience for later, harder material. You want your child to think: Well, I got it right before, so I can get it right again (you can say this to them to encourage); you don’t want them to think, Well, I got it wrong before, so I can get it wrong again.

I would say always start them on easier material. If your child is in Y4, let them work through a Y3 age-related book or two. You don’t have to tell them it’s easier material. Let them tell you proudly that they find it easy, then simply move through the difficulty levels without labelling them as such. For non-verbal and verbal reasoning, this can be especially helpful, as much of the material will be brand new.

KEY TRUTH: When you start early, you give yourself and your child time to go through these different levels.

Okay, so we’re learning that kicking off the 11plus journey with easier, younger material helps secure early wins and allows your child’s first impression of learning to be success, which should:

  • boost motivation,
  • supply your child with lots of good learning feelings (children are often more emotional than rational at this early stage, so switching on good emotion could support the development of rational, question-based thinking and stamina),
  • help build the crucial superhero habit of regular learning.

So that’s superboost 1. I said at the start there were two huge benefits to setting off on the 11plus journey by passing through easier, lower-levelled material.

Ready for superboost 2?

Come back tomorrow and we’ll go through that. I want each superboost to stand alone, framed in its own mini-blog, to give you time to think about each one, to help you grasp their power and inspire you to start teaching your amazing child now!

Thank you for reading and for nurturing your child’s learning opportunities. Visit 11plushappy.com to read the rest of the posts in the series. Why not sign up to the blog to make sure you receive the posts straight to your inbox?

Start learning, stay learning, stay happy. Lee

Reason 3 of “5 reasons NOT to wait until Year 5 to start preparing your child for 11plus entrance tests”

Today’s reason is a big one, often overlooked, even denied. Remember that if you missed the first two reasons, you can catch up on

Reason 1 here,

and

Reason 2 here

Reason 3, then, is that starting early, at least in Year 4, gives your child one of the biggest advantages when it comes to scoring highest in tests: time to seek out, find and show your child specific test strategies. In short, you can go a long way to teach them how to sit the test.

Verbal and non-verbal reasoning tend to have repeated styles of questions, many of which your child will not have been taught at primary school. Neither subject is part of the primary curriculum. Nevertheless, if you watch videos or look at practice books in both subjects, you will see that patterns and sequences often follow similar steps that your child can and will get better at if they are shown the pattern or code structure, then practise this on a range of material that gradually increases in difficulty. For example, there are only so many ways a picture can change: size, colour, shading, spots or stripes, direction of arrows, overlapping or separate shapes, moving around corners, and so on.

It’s a very similar story in multiple choice English. It is not taught in any depth at primary school, yet often forms the first, sometimes the only, part of the English entrance exam. Over the years, my students and I have discovered more than fifty ways tests try and trick children. Although I didn’t set out to, I ended up needing to write a valuable book about Multiple Choice English tricks, together with hacks to help children beat them. I found I needed a way to log them to help explain and illustrate to children what to look out for and what they could do about it.

What strategies and practical tips am I talking about? There are far too many to cover in even multiple posts. I’ve ended up writing four books just about the English part of the test. Here, though, are two factors to engage with.

  1. A huge multiple choice English trick is your child is being tested THREE times, not once. Children can be fooled into thinking it is easier than a written test; they won’t have to write lots of complicated answers with evidence, and the answers are already there! They only have to find them. Easy? Not so. It is a reading test, not a writing test, and your child has to know three ways to read the test. First, they have to know how to read the comprehension properly and swiftly; secondly, they have to learn to read the questions properly and fully – and to watch out for the dozens of tricks that may be hidden inside them; lastly, they have to read the answers very carefully, as incorrect options are designed to look right and catch children out. Again, there are dozens of ways they attempt to do this.
  2. Time. I wrote at length about how to get the most out of time in my first book. I’ve recently serialised the chapter on time into a free e course, which you can sign up to in the yellow box to the right of this blog post or blog page, assuming you’re reading this online. There are seven major ways to play with and manage time. Knowing these is essential when you remember your child has around 40 minutes in each subject to show 6 years of primary education, one of which they won’t even have completed!

Of course, starting early ensures that you can be thorough and gradual in the learning and practice of these strategies. You may worry that there are too many and that they will only confuse your child further. If you try and teach them a few weeks before the test, you may be right. Strategies are best thought of as habits, learned over a period of time, which become natural and almost immediate. For example, while teaching and looking for the different tricks hidden inside questions, practice papers will be slower to complete. This is fine when using practice tests as a teaching tool, not as an end in themselves, which is an effective way to squeeze more value from practice tests. We know that it is not practice that makes perfect, but deliberate, targeted practice that allows lasting breakthroughs to be made. With time to spend learning strategies, your child can adopt them as automatic thinking patterns, like putting on a seat belt before a journey, brushing teeth at night, or stopping and looking for traffic before crossing a road.

Remember as well that while every question may contain a trick, or at least have a strategy to answer it effectively, not every question contains every trick! If your child has learned the range of strategies and ways to approach questions, (and actually, there are not that many – most children can name the children in their year group, or a couple of football teams, which is about the same number), they are best placed to recognise question and answer traps and be able to work around them.

I hope today’s reason helps you to feel good about starting the learning journey as soon as you can. You are not putting pressure on your child; the longer you can spend, the more relaxed, thorough, and most of all, happy you should both be.

Yes, the first step, always, is to know lots of things. Here is where you can point out and encourage your child to listen well, work actively and positively in class, to be fascinated generally by how amazing learning and information is. This is surely the main aim – to love learning. To love finding out. To love turning not knowing into knowing.

Nevertheless, the second step is to know how to show what you know, how to work through a paper properly, in time, how to read questions properly, how to avoid wrong answers in multiple choice, how to sit the various tests your child will be sitting.

Thank you for reading this far, and for nurturing your child and giving them the once-in-a-lifetime opportunity that the 11+ represents.

Click here for more information about the Multiple Choice English book. You can look inside the amazon version to see just how many areas are covered. For your information, it’s available in three formats: on kindle, as a standalone printable ebook on this site, and as part of the 11 Plus English Masterclass Bundle, which carries a better-than-half-price discount on all four titles.

In writing this post, as I did a day back, I realised a seventh reason for not waiting, which needs its own mini-blog rather than a couple of lines at the end of today’s blog. So in the spirit of expansion, this 5 reasons mini-blog series will now last for 7 days. I really hope each reason helps you feel confident about beginning your child’s future today. Please come back tomorrow for Reason 4. Start learning, stay learning, stay happy. Lee

Reason 2 of “5 Reasons NOT to wait until Year 5 to start preparing your child for 11plus exams”

Yesterday, we admitted the important truth that starting to prepare in Year 5 could be simply expecting too much for some children, given the amount of material to be covered versus the amount of time available. Today’s reason, Reason 2, is actually an extra one I realised while writing the reason 2 I was going to tell you about today. I was planning to add a couple of sentences onto yesterday’s post, a sort of P.S. to Reason 1, but there was too much to say on the subject. It was too important to brush over. So, in fact, there are 6 reasons not to wait. Expect this 5-part miniblog series to now have 6 parts!

Reason 2: The age factor. How old is your child? If your child is younger in their year – sometimes they are nearly a year younger than others – that can be an influence on how much they can learn within a given time. As importantly, as a teaching consideration, are the ways they may learn best at a younger age. If you start in Year 4, you have time to develop learning games in the home that can hook their imagination, sense of fun and need to play. You can still maintain a lot of these throughout Year 5, while at the same time developing their stamina to sit longer exam papers.

Two powerful effects of play-based learning:

  • It’s more fun and will often lead to longer sessions, as well as helping to build your learning relationship;
  • It’s more likely to be practical, and for many children, this ‘concrete’ experience of doing things will help them thrive.

Here’s a link to a simplypsychology article on Kolb’s Learning styles, giving a brief overview of this ‘concrete’ learning style, alongside other learning styles, in case you’d like to have some context. As an illustration, my daughter and I, towards the end of Year 4, opened a Problem Shop in the kitchen. She was the owner, ‘the boss’, and I would post written maths problems in an envelope through her shop door. She would then call me up on a pretend phone (sometimes a real one) and try and explain how she would solve it for me. I would sometimes ask if I could come to the shop so she could show me on paper, which she always agreed to because she was in role as a polite shop owner! This matched her love of drama and was an excellent way to have several, very short ‘lessons’ at spare points in the day. When similar problems were met in practice papers, I would remind her of the similarity to a problem her Problem Shop had solved for me.

Children love to play, and sometimes fun, unusual approaches will stick in the memory longer or clearer than only sitting with a book. (You still need to do this, of course.) To help with measurement, estimation and approximation, we measured spaghetti sticks and then predicted how many we would need to make a path to reach the garden. It goes without saying that we had a lot of fun making the path, especially when it came to going down the stairs. We were also able to discuss how much the pasta would weigh, using the mass of one pack. (Food can be an amazing learning tool.) A similar game was to make a Book Path, laying out every book we had in the house, then learning probability from trying to work out the likelihood of landing on a fiction or non-fiction title, or a title by a favourite or least-favourite author.

It goes without saying (teach your child this sentence opener as a rhetorical phrase they can use in persuasive letters – because, of course, I am going to say it) that what made these games so enjoyable and effective was that I had started long before the test, so I knew I had time to meander and spend important time going through this process. There was less pressure than if we had started a few months before.

Age is not the defining factor, but it is most definitely a strong influence. As I wrote yesterday, part of the reason for starting earlier than Year 5 is simply because you can. So many children can learn ideas and topics not covered until Year 5 or 6 when they are in Year 4 or earlier. Perhaps a more precise way to think about it is that it is more to do with stage than age. What stage of learning is your child at? Of course, you may not know until you try them with material from later years, so go ahead and introduce these materials. For example, I use the picture-rich CGP KS2 Maths Book on children in Year 3. At this point, they have only entered KS2, but the book covers material right up to Year 6, a lot of which children can grasp, or at least begin to grasp as they move on into Year 4.

Okay, that’s the end of an extra reason not to wait until Year 5 to start preparing your child for eleven-plus entrance tests. Thanks for letting me add an extra reason. Please come back tomorrow for Reason 3 – the one I said at the end of Reason 1 that your child cannot afford to you to miss.

Why not sign up to the blog to get the reasons automatically sent to your email? (Remember to check spam or the gmail promotions tab, and to whitelist the blog post.)

You can also grab a free email course on why time is so important to the 11plus – and what you and your child can do about it. If you’re reading this on the 11plushappy! website, check out the yellow box to the right of this blog post.

Thanks for reading, and thanks for giving your child the once-in-a-lifetime opportunity that is the eleven-plus. Have an amazing week of learning together. Stay learning, stay happy, Lee

11 Plus Happy! – 88 Essential Grammar School Steps you and your child MUST do Now is free for 5 days on kindle!

YES! YES! YES! It’s free! Please, if you are serious about helping your child to 11 plus success, read my first book for free for a very limited time. Amazon lets authors offer their books once for 5 days in every 90 days. Tomorrow, 15th August, to celebrate A-level results day – begin with the end in mind – those 5 days start. Please don’t wait, it’s never too early to have information – you just don’t want to be too late. Please share this news with anyone you think might benefit. I hope you find practical steps, practical value, that actually makes a difference to your daughter or son’s education.

If you’re a tutor, this is absolutely for you too. I wrote this and my other books as both a parent and a teacher/tutor, and would love this book and my others to serve as a useful bridge between you, your students and their families. Families – you are everything. Nothing happens without you, without your support, motivation, persistence and love.

The dream is to get your child into a grammar school, preferably their first choice. As I say in the book, the first step to making that dream come true is to stop seeing it as a dream and start seeing it as a goal, to be achieved with steps, lots of learning, time and lots of smiles.

When you’ve read it, please get in touch and let me know your favourite step, or if there’s a step that’s not clear. I look forward to helping you in your dream goal. Remember, you can get it free from 15th August for 5 days.

Start learning, stay learning, stay 11 plus happy!

Lee https://11plushappy.com/

Do you really, really believe your child will succeed in the 11 Plus exam?

Good morning, 11plus families and all those supporting them.

Quick question?

Are you visualising your child’s success in the entrance test?

Seriously, do you believe it can happen? It’s vital you do and here’s the most important reason why –

if you fully believe it can happen, even will happen, then you will DO MORE, TAKE MORE ACTIONS to make it happen. Which is, of course, the single best thing you can do to make it happen. 


When I was teaching my daughter, a lot of me was quite worried. It was a horrible feeling, which I know led to tension and me picking at my daughter. I was thankfully able to catch myself doing that and I changed my approach completely.

I used to run daily before tutoring, sometimes out at 5 a.m. to make sure I had time to teach the hours I knew she needed. Here’s the thing – at the end of every run, the last half mile, I played the same scene over and over again of the head teacher of the grammar school we were aiming for shaking my daughter’s hand and saying: “Well done, welcome to Nonsuch.” ( Both my children did the sutton test.)
Every run. I know it inspired me to do more, to work harder to find things in English and Maths that she didn’t know, so we could learn them together. The picture became a promise – I had the successful outcome so clearly that it was as if I gave myself no wiggle room, no possibility of not doing everything I could. I couldn’t let down my own vision.
The funny thing is we did a lot more learning, but with less tension and more fun. This is when I started really thinking about the idea of 11plushappy! as a way to help both my daughter and I enjoy the process and enjoy being excited about the idea of achieving the goal. It was the approach that led me to write the 11 plus books on my website. It was much less to do with fear-based “What if she doesn’t?” scenarios and much more to do with “How amazing would it be if she did/will it be when she does?” 


I encourage anyone reading this who has embraced the 11 plus challenge to really see it happening for your child, and let the vision motivate you to add in the extra learning time required to give the best chance of that outcome.

All in is the only way to be.

I say this a lot, but someone else probably said it first!


Have an amazing day of learning. Best, Lee

What does a successful 11 Plus routine look like?

(Part 2 of a 4-blog mini-series)

In the first post in this series, we began examining why routine and time are such vital tools in giving your child the best chance of 11-plus success. I promised to show you one such routine, so here we are. The table below shows you what my son and I did together in a typical Y4 week during school term. A holiday plan will look different and I will show you an example of this in the next blog.

I’ve shown you the reasons for each part of the plan. It’s crucial to have a why for each study session if you are going to help your child run out of things they don’t know and can’t do by the end of your preparations. For a few seconds thinking at the beginning, the rewards for focusing are huge.

You’ll see that in Y4 I only put in around 6 hours a week, instead of the 9 hours or more I recommend for Y5. It’s enough at that age, when you are teaching knowledge and subject skills rather than teaching and rehearsing test strategies and time-management.

Here’s the big deal though: I didn’t find those 6hrs all at once. I used bits of time here and there throughout the week. You don’t eat a day’s meals all at once, you eat them one meal at a time, one bite at a time. This is a good analogy for learning. What matters is that you use the time you have while it is there and don’t let it slip away.

Sticking with the meal image, you eat meals throughout the day to make sure your nutrients and energy are delivered slowly and regularly, so you are in the best health. With 11-plus learning, you need spaced learning throughout the weeks and months to allow the brain to digest the information over time. Cramming everything in at once is like gorging breakfast, lunch, dinner and snacks all at once. Nutrients are wasted, the body suffers and cannot use the energy and vitamins effectively.

Three more reasons why routine is the lifeblood of learning: it helps memory, helps normalise good learning habits and slowly draws your child into the ‘zone’, into a mental space where they are focusing on all things 11-plus as they approach the exam period.

  1. Memory. We forget a lot of what we learn just half an hour later. If we repeat things through routine, we’ll remember more. We just will. We just will. We just will.
  2. Habits. Your child will hopefully resist less and appreciate why learning time is so helpful. They’ll spend more time by design learning, rather than watching tv or playing computer games if time is not planned.
  3. The zone. An imaginary, yet real mental space. In the few weeks before the tests, you want your child focusing on only the exam. Note that I say focusing, not worrying. Never worry. Plan and execute.

“Don’t worry, work.”

Mr Jackson, Dalry Secondary School
(My physics teacher!)

The time you spend worrying you can spend learning something instead. Getting your child used to spending this planned, weekly learning now should make the final approach, the last couple of months leading up to the tests, effortless and smooth. (You are also building their study skills for later use in GCSEs, but as we are only thinking about the 11-plus, that’s just an added extra!)

Okay, have a look at the table below. Think about how you are spending your week, think about where you can find time, and then make a plan and start. Oh, and this is the first time I’ve used a table in a blog, so if it goes a bit strange when you are looking at it, please let me know, I’m still learning!

In part 3 of this mini-series, we’ll consider a holiday routine. Thank you as always for helping your child.

Stay happy, Lee

Plan during school termEnglishSuccess ReasonMathsSuccess Reason Superhero Time used
MondayBond Assessment paper - 100 marksWriting full answers helps think about finding evidence.
Help with spelling & grammar.
Experience of managing time.
45 mins
(6-6.45pm)
TuesdayPrefixes. Quick warm up fun activity. (15 min)He couldn't do them in yesterday's test. Fill knowledge gap.Bond Assessment paper - 50 marks.Exposure to different maths to find topics he knows and topics he doesn't.15 mins
45 mins
(5.30pm-6.30pm
WednesdayWriting: Sentence Starter football game.Learn new sentence starters and understand that great writing must use a variety of sentence starters.Interior angles of regular shapes.He knew angles of square and triangle, but not pentagon. Taught him formula for any regular polygon.30 mins
20 mins
(6-6.50pm)
ThursdaySchofield & Sims Mental Arithmetic Book 4: 1 test. (36 questions)
See if he struggles with any area, then have a mini-lesson on this while it is fresh in his mind.
Experience of managing time: Section 1 - 5 min
Section 2 - 10 min
Section 3 - 15 mins
Practice 2-step word problems.
25 mins
20 mins
(7-7.45pm)
FridayDay off, but still do daily shared reading aloud.20 mins reading aloud. (We both read to each other.) Bed time
SaturdayBond Assessment paper - 100 marks.
40 min writing exercise - story.
Visit a cafe for 2 hours for fun and long learning.
Practice in comprehension; revise and learn spelling and grammar. Put the earlier work on sentence starters into a new piece of writing, plus new writing technique: personification to build mood.
Bond: How to do 11 Plus Maths: 40 mins going through topics.Familiarity with doing maths & English on the same day, mirroring the test.
Securing knowledge and finding an area he doesn't know, then spending time on that until he does know.
2 hrs
(9.30-11.30am)
SundayDictionary work: Find 5 new words and write meaning.
Writing technique: 3 different ways to start a story.
Develop vocabulary; find a favourite word he can use in the test and in other writing; prepare for different writing questions by learning how the same story can start in different ways.Long Division: 2 different methods.He was getting confused with one method. Expose to different solutions. He ended up preferring the first method, but understood it better.10 min
30 min
40 min
(11am-12.20pm)
Totals6 English Sessions
(Plus daily reading every day)
6 maths sessions6hrs 40 mins

11plushappy! New Year

Is this the year your child gets into grammar school?

Is 2019 the year your child sits their 11 Plus? From the very first day to its last, I hope 2019 is filled with learning and happiness for your child and your family. Add these brand new, essential 11 Plus English learning materials to your journey.

Managing the year is like managing the tests themselves. 60 questions in 45 minutes? Try breaking each test into 3 or 4 mini-tests: 10-15 minutes for each set of 15-20 questions. Manage time and focus within each pocket of time.

It’s the same with your child’s year. What are they learning today? Even 5-20 minutes will make a difference over time. Please – as a parent who’s been there twice and as a tutor who keeps going back every year! – don’t let time run out. The best time to start learning and continue learning is always now.

Have an incredible year of learning.

Lee Mottram

Teacher, parent, tutor. 2019