Practical guidance from the Leading Tuition team
Book a Free ConsultationMost children benefit from six to twelve months of focused 11+ preparation, typically beginning in Year 5. However, the right amount of time depends on your child's starting point, the specific exam format used in your area, and how selective the schools you're targeting are. There is no single correct answer — but there is a sensible range, and starting too early or too late both carry real risks.
The 11+ is not a single national exam. It is administered by different providers depending on where you live, and the content and difficulty vary significantly. The two main providers are GL Assessment and CEM (Centre for Education and Measurement), which is now part of AQA. Some grammar schools, particularly in London, set their own bespoke papers.
GL Assessment tests tend to follow more predictable formats, covering verbal reasoning, non-verbal reasoning, mathematics, and English. CEM papers are generally considered less coachable — they include more unfamiliar question types and place greater emphasis on speed and reading comprehension. If your child is sitting a CEM exam, building genuine reading habits and vocabulary over a longer period matters more than drilling practice papers at the last minute.
Highly selective schools — such as those in the Kent, Buckinghamshire, Lincolnshire, or Trafford grammar school areas — attract large numbers of well-prepared candidates. In these regions, children who begin preparation in Year 4 are not unusual, though this is rarely necessary for most families.
For most children, a structured approach starting in January or February of Year 5 gives enough time to cover the material thoroughly without burning out before the exam, which typically takes place in September or October of Year 6. That is roughly eight to nine months of preparation.
A broadly sensible timeline might look like this:
Some tutoring providers recommend beginning 11+ preparation as early as Year 3. In most cases, this is unnecessary and can be counterproductive. Children who spend two or three years drilling practice papers often become fatigued and anxious well before the exam arrives. They may also develop a mechanical approach to questions that does not serve them well when faced with unfamiliar problem types.
There is also a developmental argument. Verbal reasoning and abstract thinking skills develop naturally as children mature. A child who struggles with certain question types in Year 4 may find them straightforward in Year 5 simply because their brain has had time to develop — not because of additional drilling.
The exception is children who are significantly behind in core literacy or numeracy. If your child is working below the expected level for their year group in reading or maths, addressing those foundations early — ideally through general support rather than 11+ papers — is genuinely worthwhile.
Quality matters far more than quantity. Research into effective learning consistently shows that short, regular sessions outperform long, infrequent ones. For most children in Year 5, two to three sessions of 30 to 45 minutes per week is a sustainable and effective approach. In the final term before the exam, this might increase to four or five sessions per week, including at least one full timed paper.
It is worth being honest about what your child can manage alongside their regular school commitments. Year 5 and Year 6 children still have homework, extracurricular activities, and — importantly — time to rest and play. Overloading a child in the months before the 11+ can damage their confidence and their relationship with learning more broadly.
If your child is working with a tutor, a weekly one-hour session combined with structured independent practice at home is a common and effective model. Leading Tuition works with families to build preparation plans that fit around school life rather than overwhelming it.
One useful way to gauge readiness is through diagnostic practice papers. Most providers publish sample papers, and sitting one early in Year 5 — without any prior preparation — gives a clear picture of where your child currently stands. A child scoring well above 50% on a GL Assessment paper with no preparation may need less intensive support than one who finds the format entirely unfamiliar.
Signs that preparation is on track include: improving scores on timed papers, growing confidence with unfamiliar question types, and the ability to manage time effectively across a full paper. Signs that more time or a different approach is needed include: scores that have plateaued despite consistent practice, significant anxiety around timed conditions, or persistent gaps in a particular subject area.
It is also worth remembering that the 11+ is competitive, not just a pass/fail test. In some areas, only the top 25% of candidates — or fewer — will receive a grammar school place. Knowing the typical score thresholds for your target schools helps you set a realistic preparation goal.
When should my child start 11+ preparation?
Most children start in Year 5, typically around January or February. This gives eight to nine months before the exam in September or October of Year 6. Children with significant gaps in literacy or numeracy may benefit from earlier foundational support, but formal 11+ paper practice before Year 5 is rarely necessary.
Is six months enough time to prepare for the 11+?
For many children, yes — particularly if they are already reading widely and are confident in primary maths. Six months of structured, consistent preparation starting in March or April of Year 5 is sufficient for a well-prepared child. Children with more ground to cover may benefit from starting earlier or increasing the frequency of sessions.
Does it matter which exam board my child is sitting?
Yes, significantly. GL Assessment papers follow more predictable formats and respond well to structured practice. CEM papers, used in areas including Birmingham, Wiltshire, and parts of Yorkshire, are designed to be harder to coach and reward broader reading and reasoning skills developed over time. Always confirm which provider your target schools use before choosing preparation materials.
How many hours of 11+ preparation does a child typically need in total?
There is no fixed figure, but a reasonable estimate for a child starting in Year 5 is between 100 and 200 hours of preparation spread over eight to twelve months. This includes tutor sessions, independent practice, and paper review. The quality of that time — particularly careful review of mistakes — matters more than the raw number of hours.
Every child's 11+ journey is different, and the timeline that works for one family may not suit another. What matters most is starting with an honest assessment of where your child is now, understanding the specific demands of the exam in your area, and building a preparation plan that is consistent without being overwhelming. With the right approach, most children can make significant progress in a relatively short time.
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