SUPERINFLUENCE: “I am the single most important factor in my child’s 11+ success.”

I know you could have told yourself that, but here’s what that one truth means. 

Your child:-

 1. Loves you.

2. Believes you.

3. Needs you.

4. Learns from you.

 5. Learns everything about how to be, learn and think from you.

Your son or daughter at primary school age looks up to you – and is influenced by you – in way they will never be again.

What this means is that you are in a position of what I call

superinfluence.

Every day, whether you try to or not, you influence your child.

 If that’s true, then imagine how you can influence them when you do try. 

Deliberate influence directed at a definite target – this is superinfluence.  There are five happy steps to superinfluence when we are getting ready to sit and pass the 11+, plus one bonus step. (Begin developing your superinfluence with the English Masterclass Bundle – four books dedicated to multiple choice tests and outstanding 11 plus creative writing.)

1. Knowing that you do have influence.

2. Deciding what and how begins with where.

3.  Naming and getting rid of your worries about the 11+.

4. Doing it: doing the influencing. My own mantra is ‘Only doing does.’ Because it’s true. 

5. Repeating step 4. ‘Only doing does’ doesn’t mean ‘only doing once does.’

We’re going to go deeper into each of these over the next 5 posts, making this another 11plushappy! mini-series. P.S. You have one week left to grab your copy of the English Masterclass bundle sale – all four books – for less than half price. I urge you to seize the moment and move your child to the front of the line now.

1: Know that you have influence

We’ve been through it already: you do.  Accept it.

 You launch your child’s life.

Where are you launching them towards? What skills are you going to give them to make sure they don’t just survive life’s journey, but create life’s journey.  Be guided by this statement:

Parents who put education first tend to develop children who come first in education.

It’s not rocket science. Speak French, they learn French. Speak telly every night, they learn telly every night.

 Speak excuses, they learn excuses. Speak belief and achievement, they learn belief and achievement.

What you want to get across to your child is the message that what matters is

“You, me and learning.”

Because it is what matters.

I’m not saying the other stuff of life is rubbish or less important. I know I’m risking you saying, ‘Hang on, I want my child to play football, or chat with friends, or swim, I want my child to enjoy his computer games, to enjoy his childhood.’

Well, my son, and the other children we know who make it to grammar school, still played football, still swam – they simply did it as part of the learning schedule.

There is time for it all. But at the same time, there is only one time for a best shot at that grammar school.   

Your child will enjoy his childhood if you love them, if he or she has a great relationship with you, if they know you care, if you guide them, if you believe in them, if you develop them. Develop them and you set your child up to enjoy childhood days and teenage days and adulthood days and old age.

Be careful of a strange fear in modern culture of ‘putting pressure’ on kids.  It’s a feature of language and thought today that some grown-ups sprinkle their sentences with the word ‘stress’ like some people sprinkle salt on their food. 

My instinct, from observations on children at school and in tuition, is it isn’t helpful and it isn’t true.  

Sprinkling salt or stress isn’t good for you!

Technology-creep, obesity, selfishness, poverty of language, a material-craving, but work-avoiding celebrity obsessed generation – that’s pressure. Not getting a good job when you become an adult and are trying to make a home – that’s pressure. Getting up to your neck in debt because you can’t earn enough to pay the bills – that’s pressure.

Not thinking you are worth, or able, to go for your dream with everything you have – that’s pressure. 

The truth is children love challenge. Leave them alone and they’ll argue to be the best at ANYTHING – my spaghetti is longer than yours, I can throw further than you, I’ve got to level 7 on this game, my team is better than yours, on and on it goes. Listen to children talk and very quickly you’ll discover a natural desire to be and do and have the best.

All you are doing is funnelling that natural, fun urge for challenge through the positive filter of superinfluence, and directing it towards learning and developing their mind and character in ways that will help them be ready to sit the test, as well as learning academic and personal skills they will use for the rest of their days. 

Reassuringly, the 11+ process is about challenge, not competition. Being the best you can be is very different from being better than anyone else. How can they be compared with another child? Your child is unique – it is impossible. So let them know there is no need to worry or compare themselves to other children. By all means, however, let them compare themselves with themselves! What do they know this week that they didn’t know last week?  

Parenting is your job, and superinfluence is your power.

Don’t leave parenting up to advertisers, phones, game developers, telly; don’t let it be influenced by your exhaustion at the end of the day. It’s not always easy, but it’s always worth it.

Join me tomorrow for the next part of this superinfluence series. Ready to go? Use your superinfluence and the English Masterclass Bundle to teach your child the skills they absolutely need to have the best chance of passing their 11 plus. You can still grab it at a bargain price, but only for 7 days.

Best, Lee

Please make sure your child’s Christmas is 11plushappy!

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.

Best, Lee

Mr Happy

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

Five reasons NOT to wait until Year 5 to start preparing your child for 11plus entrance tests

Dear parent/carer,

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

11 Plus English Masterclass Bundle

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.

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

Know when to take a break – when 11 plus learning gets too much…

I know – we have to keep up daily learning with our children, especially over the summer holidays, if we are to reach our goal of running out of things our child doesn’t know by the time the exam comes round. In fact, you may never actually need the kind of break I’m talking about.

Have you ever found yourself in a head to head argument with your child over doing their learning? You set them a task and they dig their heels in, or cry, or have a tantrum. Ordinarily, they are fine at studying – they go along with the recommended hours, they have bought in to the whole project of giving it everything – but today, in that moment, rebellion breaks out. Does this sound familiar? If it does, there are two tips that may be worth trying. I didn’t know about these before teaching my daughter; I had to learn them to keep us both sane in those…moments!

Teaching the child that you care for is, at times, a very intense experience for both grown-up and child. You have so much invested in their success, you love them so much, it can be hard to know when to step back.

Okay, I admit, I’m talking about how it was for me and I’m imagining it might be the same for you, at least occasionally. Due to that intensity, to the commitment to the goal of giving everything to the process, I found it hard to deviate from the timetable I created. This was noble, brave and mostly effective. However, it was also at times born out of fear and panic that if I let the moment slip, the time would never come back (true), meaning I might not be able to teach her everything she needed to know. Regardless, there are moments when you have to take control of the situation and think long term, not get caught up in the panic of the moment. So here are two strategies I’d absolutely recommend you try to keep your happiness, sanity, relationship and progress intact and healthy.

1. Acknowledge from time to time that it’s true, it is hard/annoying/tiring/ boring/ taking a lot of time – use your child’s language, the word they have used to describe the situation. Then, use AND to bring them back to continuing with it, rather than using ‘but’ or something stronger like ‘it doesn’t matter’ or ‘I don’t care’.

Examples:

  • “Yes, it is taking a lot of time AND as soon as we’re finished and sure we’ve learned how to calculate the area and perimeter of a circle, we’re going for a swim.”
  • “It’s true, it can be tiring to focus on a whole test AND it’s true that it’s also really helping us reach the top mark, isn’t it?”

The ‘and‘ can diffuse small grumbles and truly help your child understand the purpose of a session. You can even teach them to use it themselves, so they learn that even when we do feel a bit grumbly, we can still be brilliant learners and give ourselves the best chance. They might develop a phrase to keep themselves going: “I’m tired and I’m continuing, I’m tired and I’m still focusing,” or something similar. You can have fun with it: “Yes, I’m snappy, and I’m 11plushappy!”

There may be times when ‘and‘ isn’t enough. If a tantrum is breaking out, or you feel you are about to yell at them how important this all is, etc., then try tip 2:

2. STOP. Smile, put down the pencil and completely change the subject or do something else for 5 minutes, perhaps for as long as half an hour. It’s important (and difficult!) to be relaxed about this.

Control the moment and you can take away the fuel of the anger/upset. (The fuel may be panic, fear, frustration, or just simple reluctance.) Go play football for a moment, do some exercise, challenge them to a handstand competition or draw a picture together. Grab a drink and biscuit or fruit, go for a walk. You can make this explicit sometimes, letting your child know you’ve recognised you are heading the wrong way:

“Oh, look, this is funny, we’ve both got cross faces, let’s have a silly face competition for a minute.”

“Ahh, I’ve just remembered, we need a five-minute silly noise break, look at us – we’ve forgot how much we love each other.”

Or you can just action the break.

“Let’s have ten minutes to draw.”

“Time out – see you in ten minutes.”

Recognising how you are both feeling – this is about you as well – can be so helpful in getting the learning back on track. When angry or rebelling or upset, it’s unlikely that teaching and learning will be the best anyway. The brain is not as good at taking information in when upset as it is when smiling and relaxed. A short break in an intense moment can give you the space to breathe out and relax, resetting the mind, which could mean that when you come back, you could both end up doing far more than you intended. This last point is worth remembering. If you stop for ten minutes, it doesn’t mean you lose those ten minutes. You can subtly add them on to the session when you come back.

Step 2 is not for using all the time; you won’t need it all the time. Mostly, step 1 can help you keep on track. But nevertheless, there are key moments when you can learn to see you are both getting wound up. During every second of an argument, no learning is happening anyway! So knowing when to walk away for 5 minutes, change the subject or activity for a few minutes (“Oh, I’ve just remembered, you need tickling.”), to allow you a route out of the argument, is a really helpful tool when you remember that you are involved in a learning marathon.

Hopefully, you won’t need these tips much, but if you recognise any part of our discussion above as being true to your own situation, then I hope and and stop provide you with two more ways to continue helping your child reach for the stars and be the superhero that the 11+ student really is.

Found this helpful? Please share and visit https://11plushappy.com/ for more ways to help your child. You can sign up to receive new posts, grab a free course on micro-managing time during learning and the 11 plus exam itself, or take advantage of a better-than-half-price summer learning ebook bundle deal.

Thank you for nurturing your child’s 11 plus opportunity. Have an amazing, fun day of learning together.

Best, Lee