Description: Private tutor Anashe, who herself completed 11+ examinations many years ago when she was in primary school, completed two exams – ‘Dartford and Wilmington’ grammar schools, and the ‘Bexley’ grammar schools. Here she shares a bit about her journey and some important tips on how to be successful.
I remember the first letter, that stated I got 418 out of the possible 423 marks, for the Dartford and Wilmington test. I remember a week later, I received the results for the Bexley test, and personally received a letter of commendation for being within the top 5% of the country that year. I was thrilled.
Despite the time difference, between when I did my 11+, and when you or your child is doing theirs, there are regiments that I instilled, that can be even used today. If I could frame all of my advice in one word, it would be consistency.
I started my preparation, when I was 7 years old. My sister had just passed her own, and my parents knew that the earlier I started, the better. Nobody I knew, at the time, had started their 11+ practice yet, but it is what gave me the cutting edge in the end.
My parents purchased the renowned “Bond 11+ 10 Minute Test for Ages 7-8” and by the start of Year 3, I would do at least one of these tests, every day, straight after school. I would rotate between the four books, so I didn’t find myself doing the same type of test, too frequently. My parents would mark these assessments, and I would see the score at the end.
As a child, it was tempting to look at the answers at the back, sometimes, even to just check – because from the earliest of ages, I always expected great results from myself. So my parents took out the staples of the answers from the back, and would only mark it themselves.
I would only move on to the next year group, when I reached that age – so if I completed the tests early, I would repeat the exams that I didn’t do as well in. I always completed the tests with pencil, so it was not hard to rub out and do them again.
With time, I got a lot better, and I can’t say I enjoyed every test – but I wanted to do it, to get it done. I remember, if I wanted to play outside on my bike, I had to have completed my bond assessment first. If I wanted to go to my friend’s house, I had to have either already completed enough assessments to suffice for the days I would be gone – or promise to do it at their house. I always did the former.
It is important to note that I didn’t only complete assessments. I did my school homework, I had times-table tests for up to 12 times tables test every Friday at school, and I had to make special efforts to read a different variety of books, to aid the comprehension side of the exam.
As I got older, I would look forward to the tests, because I would do well in them, and I enjoyed the challenge of problem solving. I used to get very frustrated when I couldn’t understand something, and sometimes that would make me feel as though I should give up, but my dad – who acted as my 11+ tutor at the time, would give me 20 minutes to calm down, and then remind me that “they will never give you something that you cannot do”.
That mindset is what carried me through Mathematics GCSEs, and to what I accredit my grade 9 to, and even why I enjoy Mathematics in A Levels today. I enjoy problem solving, because I know it is just a challenge, not an impossible task, and I get excited as I crack into a solution. They will – never give you something you cannot do – so I find how to do it. For me, that was my breakthrough statement.
As I got older, the assessments got longer, and so I got more used to the strict time conditioning of the test. I was trusted to mark my own assessments by the age of 10, and it helped me see where I went wrong, and how I may have misinterpreted a question. By the time of the 11+ exams, I had completed so many mock examinations, that timing was the least of my worries, and all I needed to make sure, was that I was focused.
On the day of the real exam, I ate a wholesome breakfast, drank and packed lots of water, brought many spare pencils and rubbers and all of a sudden I was in the exam hall with the big clock on the wall. I already knew how to pace myself; I knew when I had to move on and I was spending too long on a question, and when I should allow time for me to check over my answers. I channelled out all distractions and I did my absolute best. Stepping out of the exam, I had known I had done my best.
So, if I could conclude my best tips into a few bullet points, I would have to say:
- Start early, and be consistent. It may seem like a lot at the start, but with time, your child will get used to it, and it will become a habit to do them.
- Make sure you reinforce a positive mindset – that nothing is impossible and your child is capable of doing even the ‘trickier’ questions; that “they’ll never give you something you cannot do”
- Do enough mock exams that timing is not an issue. Possibly try and do tests in less time than in the exam, as some area tests will be even stricter with timing than others.
- Retry exams if you didn’t do very well in it the first time, and avoid doing the same topic all the time (e.g. doing English for a whole week, then Mathematics for the next week), as you need to be sharp in all of them
- Make sure you feel the best you possibly can on the day – a lot of rest, and a wholesome healthy breakfast. Have water on your desk, even if you usually don’t drink water, and make sure you have spare pencils and rubbers to avoid feeling unprepared. Having your own watch may also help.
With all these tips, and a true ambition to do well, you’ll find you’ll do your best in the 11+, and that is all you can ask for!
Are you preparing your child for the 11+ exams? Interested in working with Anashe? Contact us today.