CEM vs GL Assessment — Complete Parent Guide 2026

The core difference between CEM and GL Assessment is straightforward: they are two separate organisations that produce the 11-plus entrance tests used by grammar schools and selective independent schools across England and Northern Ireland. CEM (Centre for Evaluation and Monitoring, now part of Cambridge University Press & Assessment) and GL Assessment (Granada Learning) each design their own question styles, subject areas, and test formats — and which one your child sits depends entirely on the local authority or school making the admissions decision. Knowing which provider your target school uses is the single most important first step in preparing effectively.

Who Uses CEM and Who Uses GL Assessment?

Grammar schools in England are concentrated in about 36 local authority areas, and each area — or sometimes each individual school — chooses which test provider to use. There is no national standard.

GL Assessment is the more widely used provider. Counties including Kent, Essex, Buckinghamshire, Lincolnshire, and parts of the West Midlands use GL tests. Many grammar schools in Northern Ireland also use GL Assessment materials. GL has historically been the dominant provider, and its tests are familiar to most tutors and preparation book publishers.

CEM is used in areas including Birmingham, Coventry, Gloucestershire, Wiltshire, and parts of Berkshire (including the Slough Consortium). Some highly selective independent schools also commission CEM-style assessments. CEM was introduced partly because schools wanted a test that was harder to prepare for through rote drilling — a deliberate design choice that affects how you should approach revision.

Always check directly with the school or local authority for the current academic year. Providers can and do change, and 2026 entry information should be confirmed via the school's admissions page or the local authority's secondary transfer booklet.

What Subjects Does Each Test Cover?

This is where the practical difference becomes most significant for preparation.

GL Assessment tests typically cover four clearly defined areas:

• Verbal Reasoning — word relationships, codes, analogies, and logic puzzles using language
• Non-Verbal Reasoning — pattern recognition, sequences, and spatial reasoning using shapes
• English — comprehension, grammar, punctuation, and spelling
• Mathematics — arithmetic, problem-solving, and data handling broadly aligned with the KS2 curriculum

Not every GL school tests all four areas. Some use only Verbal Reasoning and Non-Verbal Reasoning; others include English and Maths as well. The school's admissions information will specify which papers are set.

CEM tests blend subjects rather than separating them into labelled papers. A CEM test typically combines:

• Verbal — including comprehension passages, cloze exercises (fill-in-the-blank), vocabulary, and verbal reasoning woven together
• Numerical Reasoning — maths and data interpretation, often presented in context rather than as standalone sums
• Non-Verbal and Spatial Reasoning — though this varies by area and is not always included

The blended format means children cannot always tell which "subject" a question belongs to, which is part of CEM's design philosophy. Vocabulary range is particularly important in CEM tests — children who read widely tend to perform well.

How Do the Question Styles Differ?

GL Assessment questions follow recognisable, repeatable formats. A child who practises the standard question types — find the odd one out, complete the series, identify the hidden word — will encounter very similar structures in the real test. This makes GL preparation more systematic. Bond Assessment Papers, CGP, and Letts all publish GL-style practice materials that closely mirror the real thing.

CEM questions are deliberately less predictable. The comprehension passages can be long and require genuine reading speed. Vocabulary questions may use words that Year 5 and Year 6 children would not typically encounter in school, such as tenacious, ambivalent, or laconic. The numerical reasoning questions often embed maths in wordy scenarios. Timed pressure is significant — many children find they run out of time on CEM papers even when they know the material.

For GL, drilling question types works well. For CEM, broader preparation — wide reading, strong mental arithmetic, and timed practice under realistic conditions — tends to be more effective than memorising question formats.

Scoring and Standardisation

Both CEM and GL Assessment use age-standardised scores, which means a child's raw mark is converted to a standardised score that accounts for their age at the time of sitting. A child born in September (the oldest in the school year) and a child born in August (the youngest) are scored on different scales to level the playing field. The standardised score typically has a mean of 100, with most selective schools setting a pass threshold somewhere between 111 and 121 depending on competition levels.

GL Assessment publishes its standardised scores and, in some areas, provides a breakdown by paper. CEM does not publish its exact standardisation methodology, which can make it harder for parents to interpret results. Some local authorities using CEM release only a total standardised score; others provide a ranking or a pass/fail decision without a numerical score at all.

In highly competitive areas — such as Birmingham, which uses CEM — the effective threshold can be considerably higher than the published minimum, simply because of the volume of high-scoring applicants. Checking the previous year's admissions statistics for your specific school gives a more realistic picture than the headline pass mark alone.

How Should Preparation Differ?

Once you know which test your child will sit, preparation can be targeted appropriately. Children in Year 5 typically begin focused preparation around 12 to 18 months before the test, which is usually sat in September of Year 6.

For GL Assessment, structured workbooks and timed past-paper practice are highly effective. Familiarity with the question types reduces anxiety and improves speed. A tutor who specialises in 11-plus preparation can identify which of the four subject areas needs the most work and focus sessions accordingly.

For CEM, the priority is building genuine underlying skills rather than drilling formats. Encourage daily reading of challenging texts — quality newspapers, classic children's literature, non-fiction. Work on mental arithmetic fluency. Use timed practice papers to build stamina, but do not expect the practice papers to look identical to the real test. CEM releases very little official material, so third-party CEM-style papers vary in quality.

Leading Tuition works with children preparing for both CEM and GL tests, tailoring the approach to the specific demands of each format and the schools a family is targeting.

Frequently Asked Questions

How do I find out whether my child's target school uses CEM or GL Assessment?

Check the school's admissions policy on its website or the local authority's secondary transfer information booklet for the relevant year. Both are usually published by the spring of Year 5 for September Year 6 entry. If you are unsure, contact the school's admissions office directly — they are required to publish this information.

Is CEM harder than GL Assessment?

Neither is objectively harder, but they are difficult in different ways. CEM tests reward broad vocabulary, reading speed, and flexible thinking. GL tests reward familiarity with specific question formats and consistent accuracy. Children who read widely often find CEM more manageable; children who respond well to structured drilling often prefer GL. The pass threshold in any given area depends on competition, not the provider.

Can my child use the same practice books for both CEM and GL?

Not reliably. GL-specific books (such as Bond or CGP 11-plus series) closely mirror GL question formats but are less useful for CEM preparation. For CEM, look for materials specifically labelled as CEM-style, and prioritise comprehension practice and vocabulary building alongside any practice papers.

Do grammar schools in all parts of the UK use CEM or GL?

Grammar schools exist in England and Northern Ireland only — Scotland and Wales do not have selective state grammar schools. In Northern Ireland, the transfer test operates under a separate system using the AQE (Association for Quality Education) test and the PPTC (Post-Primary Transfer Consortium) test. Within England, provision is concentrated in specific counties and London boroughs, and each area chooses its own provider independently.

Understanding which test your child will face — and what genuinely distinguishes the two — puts you in a much stronger position to plan preparation that is focused rather than scattered. The 11-plus is a significant milestone, but with the right approach and realistic expectations, most children can perform to the best of their ability on the day. Leading Tuition's specialist tutors can help identify the right preparation strategy once you know which route you are taking.