When to start preparing for 11+ exams

1. Is there one "right" time to start?

No. Different families and tutors give different answers. What most agree on is this: think of Years 3 and 4 as skills-building, and Year 5 as when skills turn into exam-style practice and timed tests.

A common rule of thumb is to aim for at least 12–18 months of structured preparation before the test (which is usually in September of Year 6). So if you want a calm, steady run-up rather than a last-minute sprint, that points to starting no later than the beginning of Year 5—and many families start in Year 4.

In very competitive areas, some tutors say starting in Year 5 can feel "late"; in others, a focused Year 5 is enough. Your child's current level, whether the exam includes verbal and non-verbal reasoning (which aren't on the national curriculum and take time to learn), and how much time you can give each week all matter when choosing your start date.

2. Year 3: build habits, not exam prep

Most experts advise against starting formal 11+ preparation in Year 3—no timed tests, no past papers. At this age many parents aren't yet sure whether a selective school is right for their child, and pushing exam-style work too early can increase the risk of burnout later.

What does help is building a strong foundation: daily or regular reading, mental maths and times tables, number bonds, and a general love of puzzles and word games. Some sources suggest introducing short bursts of English and maths practice (e.g. 10 minutes a few times a week) so that "little and often" becomes a habit—without calling it 11+ prep.

The aim in Year 3 is to strengthen core skills and routines, not to teach to the test. Children who later struggle with timing or silly mistakes often trace those problems back to gaps in these foundations.

3. Year 4: the ideal starting point

Year 4 is widely described as the ideal time to begin structured 11+ preparation. You have roughly two years until the exam—enough for a marathon rather than a sprint—and the brain is ready for more systematic work without the full pressure of timed papers.

In Year 4 the focus should still be on core skills: reading comprehension, vocabulary, arithmetic, and—if your target schools test them—an introduction to verbal and non-verbal reasoning question types. Many advisers strongly recommend not doing past papers or timed tests yet; the goal is to make sure core maths and English are solid so that when timing is introduced in Year 5, children aren't tripping over basics.

Consistency matters more than intensity: 20–30 minutes a few times a week is often more effective than long, irregular sessions. Psychologists suggest that children aged 9–11 tend to focus best in sessions of about 20–30 minutes, so short, regular practice fits both the evidence and family life.

4. Year 5: exam-style practice and timing

Many families step up 11+ work in Year 5—often before or shortly after Christmas. By then, if core skills are in place, the focus can shift to exam-style questions, timed practice, and (if relevant) more formal work on verbal and non-verbal reasoning.

Year 5 is when children typically move from "learning the material" to "practising under test conditions": working to time, managing multiple sections, and building exam-day stamina. Continuing to reinforce core maths and English alongside reasoning and past-paper practice helps avoid the trap of drilling only exam tricks while weak spots remain.

Starting focused preparation only in Year 5 can work, especially if your child is already strong and your local competition isn't extreme—but it leaves less room for setbacks or for covering reasoning from scratch. If your target schools test VR/NVR and your child hasn't seen those question types before, earlier exposure in Year 4 usually makes Year 5 less stressful.

5. What if we're starting late?

If you're only beginning in Year 5—or later—don't panic. Plenty of children pass the 11+ with a focused year of preparation. The trade-off is less margin for error: you'll need to prioritise ruthlessly and use time well.

Focus first on weak areas and on any subjects that are new to your child (e.g. verbal and non-verbal reasoning). Short, regular sessions are still better than long cramming sessions—cramming is overwhelming and doesn't support long-term retention. If you can, aim for at least 12 months of reasonable preparation before the test; if you have less, concentrate on quality over quantity and consider whether a tutor or a structured online programme could help you target gaps quickly.

It's also worth checking your target schools' registration and test dates as soon as possible, so you know exactly how much time you have and what to prioritise.

6. Avoiding burnout and keeping it steady

Burnout is a real risk. Surveys and tutoring reports suggest that a large proportion of children preparing for the 11+ show signs of exhaustion, loss of motivation, or stress before the exam—and that can undermine performance even when they know the material.

To reduce the risk:

• Prioritise quality over quantity—e.g. two focused hours of revision can be better than five hours of unfocused work.
• Build in short breaks (e.g. 5 minutes after 25 minutes of work) and avoid heavy study after dinner or late in the evening.
• Keep time for hobbies, exercise, and rest so the 11+ doesn't take over family life.
• Use a steady, predictable schedule rather than last-minute cramming.

Starting too early with intense, exam-style pressure can backfire; starting in Year 4 with a "little and often" approach usually gives a better balance between readiness and wellbeing.