Okay, decision time. This level of superinfluence happens either before, or in the early stages of, helping your child be superhero prepared and happy.
Your child can’t do this because they don’t know the choices. They can’t see over the fence of the next hour without your help. That’s how children are; totally immersed in the moment. You are the strategic thinker, it’s your plan. Create the learning moments and your child will live them.
Here’s what you need to think about.
Deciding what and how starts with deciding where.
Why? Three reasons.
1. Each school tests slightly differently: don’t waste a minute on something your child isn’t going to be tested on.
By example, the three schools we chose for our son at the time tested English, Maths and verbal reasoning, but not non-verbal reasoning, so we ditched non-vr completely and devoted all study time on the first three areas. This freed up a lot of time, as we had been trying to learn everything. For our final school choice, only English and Maths were tested; knowing this allowed us an even sharper focus.
2. You need to know the catchment areas for schools you are interested in and how they work. Often, grammar schools have no geographical bias – getting in is based on ability in the test and that’s it. Nevertheless, some grammars may favour local children, at least for a percentage of admissions.
For example, if all children applying passed with the same high mark, the first 50-80 children (out of an average intake of 150) might be chosen from the nearby area, with the rest going to outliers. This may or may not influence your decision, but you need to know.
3.Travel time. How long will your child spend travelling to and from school? I drew the line at an hour, but there are children at my son’s school for whom two hours each way is the norm. It’s up to you and your child. Also, how will they get there? Is there public transport from where you live?
Finding out where the schools are is easy.
Visit www.ngsa.org.uk the home of the National Grammar Schools Association and do a geographical search across England or Northern Ireland. There are no grammar schools in Scotland or Wales. A google search will also throw up results quickly.
Ask at your child’s school and speak to other parents in the playground. (As complete newbies to both the area and secondary education, we found out about the local school – Wilson’s – from a neighbour who lived half way down our street and who we’d only ever had a couple of chats with. How thankful are we for that conversation and that lady’s generous information and encouragement to apply?) Parents and families may have inside and up-to-date information – an elder child who goes to a nearby grammar, for example. Your local education authority (LEA) will also advise you of any grammar schools in the area.
When you find a school that interests you, here are five questions you absolutely need the answers to, either from their website or from a telephone call to the ADMISSIONS department. Ideally, do both – check a website first, then follow up with a phone call to get things totally clear.
1. When and how do I apply to your school?
2. What’s in the entrance exam? What subjects will my child be tested on?
3. HOW do you test each subject? Is the test format
- A full sentence/calculation answer sheet, with working out shown for maths question?
- Multiple choice?
- A combination of both? If so, which parts use which format?
4. Does your school offer a sit-down ‘mock’ or practice test’? Do you provide sample questions or a sample paper?
5. When are the dates of any open days so we can visit your school?
It might help to zoom in a little on each of these points. Remember, your child cannot do any of this without you. Nor is it your primary school’s role. You alone are the power here.
Usually, you apply in the Spring term when your child is in Y5, around Easter time, April. The cut-off date may be early July, or sometimes as late as September of Y6 if the testing takes place later in the year. There are, however, some tests which take place closer to July, and which may have earlier cut-off dates. PLEASE DO THIS STEP ASAP!
Make sure you know this date well in advance.
In fact, if you are in a position to, stop reading this and find the date and as much of the information as you can now. It’s that important. Don’t miss it.
You must fill in a separate form for each school.
Depending on the school, you apply online, but may be able to apply by post. If you apply online, you need to upload a photograph of your child, but the process is easy, with full instructions given.
Later, in October of Y6, after you have applied separately to the school, and in some cases, after your child has sat the test for a grammar school, you fill the local authority shared Common Entry Form. On this form, you list all your school choices in order of preference. This form goes to the local authority, not the schools. Your child’s primary school will give out, and may help in submitting, this form. Do ask them.
If you have visited possible schools earlier in the year, choosing the order of preference may be easier. Note, I say easier, not easy.
A lot of thought and worry goes into choosing which school to put first, second, etc. Some people argue that if there is more than one grammar in the borough, it is risky to put 1st, 2nd and 3rd choice as grammars, simply because the pass rate for first choices is high enough to make it very hard to get a grammar as a second or third choice. Some parents put a grammar 1st, then choose the best secondary comprehensive they find. I can’t advise you on this, it’s your decision.
Personally, as my son had passed two tests before we filled the form, we risked it all and put the three grammars as our first three choices. I know we were not alone in doing this, and we also heard from one grammar school Head that several children had come to his school as a second choice.
Remember, each school does not know how you have listed your preferences. If your child passes with a high enough mark to be offered a place, they will be offered a place. The offer is submitted to the local authority, not you, and it is the council who look at 1st choice 2nd choice, etc.
If your child has sat an entrance test in September, and you know the result, this can help either way.
If your child hasn’t passed the entrance test, DO NOT continue to put that school down on as a preferred school – it will not be considered, and you waste a chance to put a good second choice as a new first choice. I know this is an obvious point, but each year people make this mistake.
It’s also worth repeating, so you are very clear on this, that you cannot list grammar schools, or many other state schools, on the CEF unless you have first filled out the individual school form and applied for the test earlier in the year.
Don’t miss the opportunity – fill in the school’s separate form. Even if you change your mind later, it’s better to have the option to put a school down on the CEF. It happens every year that parents leave this too late: you are not going to be one of them.
After you have submitted the individual school application, the school will confirm receipt, then write to you with the date and time your child will sit the test. Tests happen from as early as September in your child’s Y6 year (just a few weeks after they start Y6), to as late as January. You are given a morning or afternoon time – they choose, not you.
When you are given the date, congratulations! You’ve handled the paperwork that makes it possible; the opportunity to get into the school is now a reality.
I’m splitting this post into two, maybe three parts, as there is so much information to share with you. We’ll continue to zoom in on the above points tomorrow, starting with answering the question: what’s in the test? What will your child be tested on?
Have a happy day of learning, Lee
P.S. Do you know the 21 must-haves of creative writing your child needs to show in every piece of creative writing? Are you prepared for the multiple choice tricks all English tests play to try and catch your child out as schools reduce the number of applicants down to the most alert and prepared? Click here to get started or find out more now. (Do it before you run out of time to prepare.)
A huge motivational entrance test hello and a very short burst of happiness to remind you that holidays are the best learning present you can ask for – a gift of time to plan and weave in a few 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 an hour or two a day to go over difficult subjects, to rehearse different genres of writing essays, or to focus in on a handful of test strategies and techniques to blast your child’s scores 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 11 Plus journey – I vow with everything I can that holidays are superboosts of learning. Whatever you are doing, do lots of it this holiday!
If you’re looking for 11 Plus specific English help, there’s a final chance to own and benefit from the creative writing and multiple choice 11 Plus English Masterclass Bundle for less than half-price. You’ll find everything I’ve learned as a teacher, tutor, writer and father to help your child achieve their highest, happiest mark.
I wish you a productive, successful Christmas.
Good morning, Saturday. Time to smile and think about today’s learning.
If we remember that the latin root ‘educare’ means to lead out, to draw out the intelligence that is inside, rather than cram in, stuff full, it’s easy to see that praising your child is so important, so effective – and so correct.
When they achieve something, make a learning breakthrough, or simply work on understanding a problem or practising a writing technique, congratulate them and point out specifically what their efforts and thinking have allowed them to uncover.
It is not the information that matters as much as how that information allows your child to sharpen their mind, to uncover layers of intelligence, problem solving and creative power that are always inside them.
You teach your child to understand that they possess the intelligence and creative power as part of who they already are.
Yes, you have to teach – and they have to learn – content. Just bear in mind the purpose of that content, how it is interacting with your child’s brain, firing up the engines that are there just waiting. Learning is about so much more than a test, yet it’s also true that someone who loves to learn will often perform extraordinarily well in tests.
Learning is an amazing process, as it draws out, polishes and releases your child’s natural intelligence. It’s one of the main reasons I try so hard to show my own children and my students the sheer joy of learning.
Have an incredible day of shared learning,
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.
- 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.
- 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…
- 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.
- 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!)
- Underline or dot the date on the question paper, so you know what you are being asked.
- 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.
- 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.
- Check the digits and the order of the digits to make sure you have the right choice in the answers.
- 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.
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 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.
- 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.
- 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
A plea from a tutor’s heart. The message is simple – if you can, start teaching and preparing your child for the 11plus in Year 4. Whether that’s at home, with a tutor, or both, it is undoubtedly an easier – and possibly more successful – process than if you wait until Year 5. Please note, I am not suggesting you need a tutor in Year 4. You may, of course, decide you would like a tutor (the four corners of that learning team – child, teacher, parent/carer, tutor – can do amazing things) but as a parent or carer, there is so, so much you can do to help your child. Remember that they spend more time with you than any tutor will, so a lot of your child’s progress – and in some cases all of their progress – will come from a combination of your child’s school, you – and your child!
I know many parents will already be at the Year 5 stage. In that case, the best time to start is always now. Today. This moment. Pick up a book and get learning. I know, too, that many children can be successful with just one year. Some children are faster learners, as are some adults, and will already be ahead or secure in many concepts. If your child loves their learning and are doing fantastically at school, then this may be the case.
But…many children need longer. In any case, all children will benefit in some way from an early start. Over the next 5 days, in 5 mini-blogs, I want to spell out five powerful reasons why you are advised to get ahead and get going a couple of years before an eleven plus exam. (Actually, looking back at that sentence, perhaps there are six; getting ahead is, in itself, important.) You probably know, or suspect, most of these reasons already, but perhaps you are holding back, or are just unsure. My hope in writing is to guide you to see that taking action now in your own home with your child is the safest plan.
Reason 1: Simply put, it can be expecting too much to ask some children to learn everything in a year. While most topics are covered in primary schools, your child needs to remember and be able to apply their knowledge quickly and methodically. For that reason, you must go over these topics again in detail in Year 5. Thus, using Y4 to make sure lots of learning is covered and secured is vital.
It’s also true that many children can learn concepts not covered until Y5 or Y6 earlier if given the chance. Sometimes, the chronological nature of the curriculum is about organisation, not simply age. So, as you practise multiplication for example, why not introduce square or cube numbers, simple alegbra, two or three step word problems that need multiplication to solve?
It is also the case that your child needs a good grasp of Year 6 topics for the test, yet many of the tests come at the start of Year 6. An early start at home in Y4 can help clear a path for learning the Y6 curriculum in Year 5.
If everything is left until Year 5, there is a chance your child can simply run out of time to learn everything well in a way that will allow them to apply maths or English knowledge to new questions and comprehensions they will meet for the first time on the day of the entrance test. (If your child’s school of choice tests using verbal reasoning or non-verbal reasoning, starting early is crucial; they will not have been learning these subjects and techniques in any meaningful sense as part of the primary curriculum.)
The situation can become fretful if, as you approach the day itself, your child is grappling with new concepts. Of course, all of the time, even on the day of the test, your child can and will learn or revise something, a gap in knowledge can be filled, a pronoun or adverb can be discovered. However, what happens if there is one area of learning in which your child, rightly, needs more time with to understand fully?
(Quick question: how long does a child need to learn something?
Answer: As long as they need.)
With this extra time, she or he might be as competent as anyone in this area. If the time is limited, however, it may not be possible to short-cut. An outcome is the result of a process. Learning is often a spiral process, whereby you return to a subject periodically or from different angles, allowing the skills and information to become more embedded each time, over time.
Okay, there’s your first reason not to wait. Please come back to 11plushappy! tomorrow for reason 2 – your child can’t afford you to miss this reason.
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. Lee
A huge hello to you as we move into autumn. How is your child’s eleven-plus learning? This is a very small post to let you know that this 4-book bundle deal is now available to help all children, parents, families, teachers and tutors. It replaces the summer learning bundle and contains the same thorough preparation pack, but at an even better price.
Please do visit and review to see how it suits your needs.
I’ll be back with my next proper post in the next few days. I’ve been busy helping students with final preparations for the Sutton Test which took place yesterday.
If your child was involved in that test, remember to keep the foot on the learning pedal and focus on creative writing this week. Don’t wait for the result of stage 1; you have to assume your child was successful and use this week to make crucial progress in creative writing skills. If you wait a week, you’ll never recover the time to learn.
The very best in effort and luck to all children.
Welcome to the 11 Plus English Masterclass Bundle.
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!
Good morning, 11+ families! Here we are, already at the end of the first week of the holidays. How is your journey? I hope you and your child have managed to find the 10-15 hrs to devote exclusively to 11 plus learning, and that progress is being made. To anyone who has downloaded and is using the happyhacks English 11 plus range of ebooks, I truly hope you can see shape and fluency developing in your child’s writing. I also hope the multiple choice hacks are hot-wiring your child’s recognition of the traps all tests play, while giving them helpful strategies and tricks to beat the tests at their own game and score high.
The purpose of this post is really to let you know I have at last managed to put together a better than half price bundle deal for all 4 required books in the series. I’m sorry it’s taken so long; 11plushappy! is not a big company, it’s just me – a teacher who can’t stop teaching, even in the holidays! If you have been browsing the books and are wondering if they can help, I really hope you’ll dive in now. They are stuffed with hours of learning; hundreds of tricks, strategies and writing must-haves to help your child superboost their learning and be amongst the best prepared on the day.
Why has it taken me so long? Simply, I’m learning to create a digital life in between teaching and tuition. I’m a teacher and writer, not a marketer, but I’m learning that when you have something you know can help children and parents, you also have to learn to shout about it, so children and parents can actually get the help. WordPress, who host this little site you’re reading now, have patiently, finally, guided me to completion.
All the learning can now be yours.
So, a plea. If you are now ready to put the effort in and really make a difference to your child’s 11 plus chances (which you are), especially in this 6-week gift of time we call the summer holidays, please visit the store and choose the crazy summer learning bundle deal. You are free to download and print any part of any book, however you choose to help your child. If you’d like to browse through what’s in each book, you can read the ‘Look inside’ section of each book on amazon, where you can also pick up the books if you prefer to read on a kindle.
Thank you for letting me tell you about books to help your child. Time is short, there is much to do. I know they can help. Our son, now 18, is awaiting A level results that will allow him to take up his offer of a place at Oxford. Whatever happens, for us as parents, my wife and I, as well as our son, know that offer may never have happened without his incredible grammar school education showing him the way.
Discover for yourself the difference the happy hacks can make to your child’s 11 plus learning, and wherever today’s learning is taking place – in a cafe, on a beach, at the kitchen table, on a train – I hope you and your child have an incredible, fun day of happy learning together.