11 Plus Maths: The Complete Guide for 2026 (Topics, Tips and Exam Boards)

What Does the 11 Plus Maths Exam Cover?

The 11 plus maths exam draws on the KS2 National Curriculum, but it is important to understand that drawing on the curriculum is not the same as staying within it. The 11+ tests curriculum content at a much greater depth, at a faster pace, and through far more complex multi-step word problems than children typically encounter in school.

There are eight major topic areas covered across all exam boards:

**Number and Operations** forms the foundation of the paper. This includes place value to millions, integers, negative numbers, factors, multiples, prime numbers, highest common factor, lowest common multiple, square numbers, cube numbers, square roots, and the order of operations (BODMAS or BIDMAS). Mental arithmetic and efficient written methods for long multiplication and long division are tested throughout.

**Fractions, Decimals and Percentages** consistently represent one of the highest-weighted areas. Children need to work fluently with fractions of amounts, equivalent fractions, mixed numbers, improper fractions, and all four operations with fractions. Decimal arithmetic, conversion between fractions, decimals and percentages, percentage of an amount, percentage increase and decrease, and percentage profit and loss are all fair game.

**Ratio and Proportion** includes simplifying ratios, sharing quantities in a given ratio, scale problems, direct proportion, recipe problems and map scale calculations.

**Algebra** covers simple equations, substitution into formulas, nth term of a sequence, arithmetic sequences and number patterns. Independent school papers often go further, including more complex equations and multi-step algebraic reasoning.

**Geometry** spans area and perimeter of rectangles, triangles, parallelograms, trapeziums and circles, volume of cuboids and prisms, properties of 2D and 3D shapes, angle rules on straight lines, in triangles, in quadrilaterals and with parallel lines, symmetry, nets, and coordinate geometry in all four quadrants.

**Measurement** covers time calculations including 12- and 24-hour clock, unit conversions across length, mass and capacity, money problems, and distance-speed-time calculations.

**Statistics** includes mean, median, mode and range, and reading and interpreting bar charts, pie charts, line graphs, frequency tables, pictograms and scatter graphs.

**Problem Solving** ties everything together through multi-step word problems, logic puzzles, basic probability and combinatorics. This is where the 11+ differs most sharply from classroom maths: the same underlying knowledge is tested in far less straightforward ways.

No calculator is permitted in any 11+ exam. GL Assessment papers typically contain around 50 questions in 50 minutes, meaning roughly one minute per question. This is why topic mastery and mental arithmetic speed are both non-negotiable: a child who understands fractions but needs two minutes to work through a fractions question will run out of time before the end of the paper.

Independent school papers often push even further, including harder algebra, sequences and basic combinatorics that sit well above the Year 6 curriculum. The difficulty ceiling on these papers is meaningfully higher than on grammar school papers.

11 Plus Maths Topics: Complete Checklist

The table below covers every topic area tested across 11+ maths papers, grouped by category. Use it to identify gaps and track progress during preparation.

| Topic Area | Key Subtopics | Difficulty in 11+ | Exam Board Focus | |---|---|---|---| | Number: Place Value | Place value to millions, ordering integers, rounding to significant figures, negative numbers on number lines | Medium | GL, CEM, ISEB, CSSE | | Number: Integers | Addition, subtraction, multiplication and division of integers; negative number arithmetic | Medium | All boards | | Number: Factors and Multiples | Factors, multiples, factor pairs, prime numbers, composite numbers | Medium | GL, CEM, ISEB | | Number: HCF and LCM | Highest common factor, lowest common multiple, using prime factorisation | High | GL, ISEB, Independent | | Number: Powers and Roots | Square numbers to 15x15, cube numbers to 5x5x5, square roots, cube roots | Medium | All boards | | Number: BODMAS/BIDMAS | Order of operations with brackets, powers, division, multiplication, addition, subtraction | High | All boards | | Number: Mental Arithmetic | Number bonds to 100 and 1000, doubling, halving, partitioning, compensation method | High | All boards | | Number: Written Methods | Long multiplication (up to 4-digit x 2-digit), long division (up to 4-digit / 2-digit) | High | All boards | | Fractions: Concepts | Equivalent fractions, simplifying fractions, comparing fractions, fractions on a number line | Medium | All boards | | Fractions: Mixed Numbers | Converting between mixed numbers and improper fractions | Medium | All boards | | Fractions: Addition and Subtraction | Adding and subtracting fractions with different denominators, adding mixed numbers | High | All boards | | Fractions: Multiplication | Multiplying fractions by whole numbers, fractions by fractions, mixed numbers | High | All boards | | Fractions: Division | Dividing fractions by whole numbers, dividing fractions by fractions (flip and multiply) | Very High | GL, ISEB, Independent | | Fractions: Of Amounts | Finding fractions of quantities, reverse fraction problems | High | All boards | | Decimals: Arithmetic | Adding, subtracting, multiplying and dividing decimals to 3 decimal places | Medium | All boards | | Decimals: Conversion | Converting between fractions, decimals and percentages | High | All boards | | Percentages: Of Amounts | Finding percentages of quantities, building from benchmark percentages | High | All boards | | Percentages: Increase/Decrease | Percentage increase and decrease, finding the original value | High | All boards | | Percentages: Profit/Loss | Percentage profit and loss, expressing change as a percentage | Very High | GL, ISEB, Independent | | Ratio: Simplification | Simplifying ratios to lowest terms, equivalent ratios | Medium | All boards | | Ratio: Sharing | Dividing quantities in a given ratio, three-part ratios | High | All boards | | Proportion: Direct | Direct proportion, unitary method, recipe problems | High | All boards | | Scale: Maps | Reading and applying map scales, scale drawings | Medium | GL, CEM, CSSE | | Algebra: Equations | Solving simple one-step and two-step equations | High | GL, ISEB, Independent | | Algebra: Substitution | Substituting values into expressions and formulas | High | All boards | | Algebra: Sequences | Finding the next term, the nth term, identifying the rule for arithmetic sequences | High | All boards | | Algebra: Number Patterns | Two-step sequences, geometric sequences, Fibonacci-type patterns | Very High | ISEB, Independent | | Geometry: Perimeter | Perimeter of rectangles, triangles, compound shapes | Low | All boards | | Geometry: Area | Area of rectangles, triangles, parallelograms, trapeziums, compound shapes | High | All boards | | Geometry: Circles | Area and circumference of circles (pi x r squared, 2 x pi x r) | High | GL, ISEB, Independent | | Geometry: Volume | Volume of cuboids and triangular prisms | High | All boards | | Geometry: 2D Shape Properties | Names and properties of all polygons, regular vs irregular | Low | All boards | | Geometry: Angles | Angles on straight lines, in triangles, in quadrilaterals, with parallel lines (alternate, corresponding, co-interior) | High | GL, ISEB, Independent | | Geometry: Symmetry | Lines of symmetry, rotational symmetry, order of symmetry | Medium | All boards | | Geometry: Nets | Identifying and drawing nets of 3D shapes | Medium | GL, CEM | | Geometry: Coordinates | Reading and plotting coordinates in all four quadrants, midpoints, reflections | Medium | All boards | | Measurement: Time | 12- and 24-hour clock, time calculations, timetables, journey times | High | All boards | | Measurement: Length | Converting between km, m, cm and mm; estimating and measuring | Medium | All boards | | Measurement: Mass | Converting between kg and g; problem solving with mass | Medium | All boards | | Measurement: Capacity | Converting between litres and ml; problem solving with capacity | Medium | All boards | | Measurement: Money | Adding and subtracting money, percentage of a price, profit and loss in context | High | All boards | | Measurement: Speed | Distance-speed-time triangle, average speed calculations | Very High | GL, ISEB, Independent | | Statistics: Averages | Mean, median, mode and range; comparing distributions | High | All boards | | Statistics: Bar Charts | Reading, interpreting and answering questions from bar charts | Low | All boards | | Statistics: Pie Charts | Reading pie charts, calculating angles for sectors | High | GL, CEM, ISEB | | Statistics: Line Graphs | Reading trends, interpolating values, comparing two datasets | Medium | All boards | | Statistics: Frequency Tables | Reading and completing frequency tables, grouped data | Medium | CEM, GL | | Statistics: Pictograms | Reading pictograms with fractional keys | Low | All boards | | Statistics: Scatter Graphs | Reading scatter graphs, identifying correlation, reading outliers | Medium | CEM, ISEB | | Problem Solving: Multi-step | Word problems requiring 3+ steps, identifying what to calculate first | Very High | All boards | | Problem Solving: Logic | Logical deduction puzzles, Venn diagrams, truth tables | High | CEM, Independent | | Problem Solving: Combinatorics | Counting combinations, systematic listing, tree diagrams | High | ISEB, Independent | | Problem Solving: Probability | Basic probability as a fraction, probability of combined events | High | GL, ISEB, Independent |

When reviewing this list, the topics that appear most frequently across all exam boards are fractions (all operations), percentages (of amounts and change), ratio (sharing), multi-step word problems, and time calculations. These five areas alone account for a substantial proportion of marks on most papers.

Algebra, sequences and combinatorics are tested more heavily on independent school own papers than on grammar school GL or CEM papers. If your child's target school sets its own paper rather than using an exam board, check past papers carefully to understand the balance.

This checklist is most useful as a diagnostic tool. Work through it topic by topic in practice sessions and note which rows are solid and which ones still need work. A checklist approach prevents the common mistake of over-practising familiar topics and neglecting the ones that actually need attention.

How Does 11 Plus Maths Differ by Exam Board?

The exam board your child will sit depends entirely on which schools they are applying to. This is the single most important piece of information to establish before starting preparation.

| Feature | GL Assessment | CEM | CSSE (Essex) | ISEB | Independent Own Papers | |---|---|---|---|---|---| | Format | Multiple choice, dedicated maths paper | Mixed paper integrating maths and data reasoning | Written paper, show working | Online adaptive, multiple choice | Varies by school | | Questions | ~50 questions | ~40-50 total across mixed sections | ~50 questions | 35 questions | Varies, typically 30-50 | | Time | 50 minutes | 45-50 minutes | 60 minutes | 30 minutes | Varies | | Calculator | No | No | No | No | No | | Topics | Full KS2 + extension | KS2 + data reasoning emphasis | Full KS2 + some extension, written method required | KS2 + extension, adaptive difficulty | Often includes harder algebra, sequences, combinatorics | | Difficulty | High | High, with more reasoning demand | High, written working required | High, adapts in real time | Very high at selective schools |

**GL Assessment** is the most widely used exam board for grammar school selection in England. The maths paper is a dedicated, standalone paper with around 50 multiple-choice questions in 50 minutes. Questions are clearly mathematical rather than embedded in reading passages, which means the maths knowledge itself is the main challenge rather than unpacking complex language. Topics span the full KS2 curriculum plus extension topics including LCM, HCF, percentage profit and loss, speed-distance-time and circle area. The multiple-choice format means guessing carries some expected value, but careful working is still essential to reliably select the correct answer.

**CEM** (Centre for Evaluation and Monitoring, based at the University of Durham) takes a different approach. Rather than a standalone maths paper, CEM integrates numerical reasoning and data skills into a combined paper. Questions are often embedded within data-reading contexts, requiring children to extract numerical information before applying mathematical methods. This means the challenge is not just mathematical but also requires close reading under time pressure. The maths section is not always clearly demarcated, which can confuse children who are expecting a traditional-looking maths paper. CEM papers are generally regarded as harder due to this added reasoning layer.

**CSSE** (Consortium of Selective Schools in Essex) uses a written paper with a show-your-working requirement. This is an important difference from multiple-choice formats: children must demonstrate their method, not just arrive at the correct answer. Marks may be awarded for correct working even if the final answer contains an arithmetic error. This rewards clear written methods but punishes children who rely on mental calculations without recording their steps.

**ISEB** (Independent Schools Examinations Board) is used by many independent preparatory schools and some senior independent schools. The 11+ ISEB maths paper is delivered online in an adaptive format: the difficulty of questions adjusts based on how well the child is performing in real time. With 35 questions in 30 minutes, the pace (under 52 seconds per question) is the fastest of any major exam board. The adaptive format means two children sitting the same session may see quite different questions.

**Independent own papers** vary enormously. Some schools use retired GL or ISEB papers; others write their own. The ceiling difficulty is typically the highest of any format, often including combinatorics, harder algebraic manipulation and multi-step sequence problems that go well beyond the Year 6 curriculum.

Identifying your target school's exam board is the very first step in planning preparation. A child preparing for CEM needs a different emphasis from a child preparing for ISEB, even though the underlying topic knowledge is similar.

Which Maths Topics Do 11 Plus Papers Focus on Most?

Not all topics carry equal weight. Understanding which areas appear most frequently, and which carry the most marks, allows preparation time to be allocated intelligently rather than spread evenly across everything.

**Top 5 topics by importance across all exam boards:**

1. **Fractions, Decimals and Percentages** - This cluster of related topics appears in some form on virtually every 11+ maths paper. Fraction arithmetic (especially division), percentage of an amount, percentage increase and decrease, and converting between the three formats are all tested regularly. Children who are not fully fluent with fractions will find a large proportion of the paper challenging.

2. **Ratio and Proportion** - Sharing in ratio, the unitary method and direct proportion problems appear consistently across GL, CEM and ISEB. These questions often appear as word problems, requiring children to identify the ratio structure before calculating.

3. **Multi-step Word Problems** - These are not strictly a topic in themselves but a question format that runs through the entire paper. A single question might require a percentage calculation, then a subtraction, then a conversion. The skill of reading a word problem carefully, identifying what needs to be calculated and in what order, and then executing each step accurately is tested everywhere.

4. **Algebra and Sequences** - While algebra carries more weight on independent school papers, sequence problems and simple equation solving appear regularly on GL and CEM papers too. The nth term is a particular favourite, as it tests both pattern recognition and algebraic thinking.

5. **Measurement and Time** - Time calculations (especially journey time problems using the bridging method), unit conversions and speed-distance-time problems appear across all exam boards. Time calculations in particular are a consistent source of errors because children confuse 60-minute hours with decimal arithmetic.

The pace of GL Assessment papers (50 questions in 50 minutes, roughly one minute per question) means that mental arithmetic fluency is tested indirectly through every single question. A child who needs to work out 7 x 8 by counting in sevens will consume precious seconds on every calculation-heavy question. Mental maths speed is not a separate topic; it is the substrate that everything else depends on.

Calculators are not permitted in any 11+ exam board's maths paper: not GL, not CEM, not ISEB, not CSSE, and not any independent school own paper. This has been a consistent feature across all exam boards and shows no sign of changing. Children who rely on a calculator for basic arithmetic in school will need focused practice in written and mental calculation methods.

EdifyPod Nexus tracks performance by topic automatically. After each practice session, parents can see a breakdown showing which areas are strong and which are generating errors, making it straightforward to identify where preparation time should be focused next.

11 Plus Maths Difficulty Levels: What Year 5 and Year 6 Children Should Know

One of the most common misconceptions about the 11+ is that children who are good at school maths will naturally do well on the 11+ maths paper. In reality, the 11+ is deliberately pitched above the Year 6 curriculum to differentiate between candidates. School performance is a useful indicator, but it is not sufficient preparation on its own.

Here is a clear breakdown of what children should know at each stage, and how it maps to 11+ requirements:

**End of Year 4 (typically age 8-9):** Times tables to 12x12 should be fully memorised. This is the single most important arithmetic foundation. Children should also have solid basic fractions (recognising halves, quarters and thirds), four-digit number arithmetic, and an understanding of place value. Most children are not yet ready for structured 11+ preparation at this stage, but building times table fluency now pays dividends for years.

**End of Year 5 (typically age 9-10):** By the end of Year 5, children following the national curriculum should be confident with BIDMAS, percentages of amounts, decimals to 3 decimal places, basic algebra (simple equations and substitution), area of rectangles and triangles, and an introduction to ratio. A child at this stage has the foundations needed to begin structured 11+ preparation.

**End of Year 6, curriculum level (typically age 10-11):** The Year 6 curriculum covers fractions (all four operations at a basic level), ratio, basic algebra, geometry angles, and statistics including mean, median, mode and range. A child who has covered this material confidently is on the national curriculum expected standard, but is not yet at 11+ level.

**11+ level (beyond the curriculum):** The 11+ expects children to handle complexity and speed that goes beyond the Year 6 curriculum in several specific areas. These include: - Complex multi-step word problems combining three or more topics - LCM and HCF (these are on the KS2 curriculum but rarely tested at depth in class) - Percentage profit and loss (including expressing profit as a percentage of cost price) - Speed-distance-time calculations - Harder fraction division problems - Circle area and circumference - Nth term and two-step sequences - Probability (including expressing as a fraction and combining events)

The gap between Year 6 curriculum level and 11+ level is largest for independent school own papers, where algebra, combinatorics and multi-step reasoning can reach early KS3 standard. Grammar school GL and CEM papers sit closer to the curriculum ceiling but still test topics at a pace and complexity that requires specific preparation.

Children who have only followed the school curriculum without additional focused practice will find the 11+ maths paper very challenging, not because they lack intelligence, but because the exam is specifically designed to test beyond what classroom teaching covers. This is not a flaw in the exam; it is its purpose. The 11+ is designed to identify children who have engaged seriously with mathematics beyond the minimum required standard.

Common 11 Plus Maths Mistakes (and How to Avoid Them)

Understanding what goes wrong is just as important as understanding the correct methods. The following mistakes appear repeatedly across 11+ maths papers and are entirely avoidable with targeted practice.

**1. Not checking answers for reasonableness** After completing a calculation, many children move straight to the next question without asking whether the answer makes sense. Getting a negative answer to a question about length, or an answer greater than 100% for a probability, should trigger an immediate check. Strategy: before writing an answer, ask "does this make sense in the context of the question?"

**2. Misreading word problems by rushing** Key numbers are often buried inside long sentences. For example: "A shop sells 240 apples in the morning and a third as many in the afternoon. If 15% of the total are unsold, how many are sold?" Children who rush past "a third as many" and treat the afternoon figure as 240 will get the wrong answer at every subsequent step. Strategy: underline key numbers and the question being asked before starting to calculate.

**3. Fraction division errors** Dividing fractions is consistently one of the most error-prone topics. The correct method (keep the first fraction, change division to multiplication, flip the second fraction) is easily forgotten under exam pressure. Example: 3/4 divided by 1/2. Wrong: 3/4 divided by 1/2 = 3/8. Correct: 3/4 x 2/1 = 6/4 = 3/2 = 1.5. Strategy: practise the "keep, change, flip" method until it is automatic.

**4. Percentage mistakes (wrong base value)** A very common error is calculating a percentage of the wrong number. For example, in a percentage profit problem: "A trader buys an item for £40 and sells it for £52. What is the percentage profit?" Children who calculate 12/52 x 100 rather than 12/40 x 100 are using the sale price rather than the cost price as the base. Strategy: always identify which value the percentage is of before calculating.

**5. Time calculation errors** Time does not work in base 10. Thirty minutes is not 0.3 hours; it is 0.5 hours. "1.5 hours" means 1 hour and 30 minutes, not 1 hour and 50 minutes. This causes errors in journey time and speed-distance-time questions. Example of wrong approach: "3.45 - 1.20 = 2.25 hours". Correct approach: bridge from 1:20 to 3:45 by adding time in steps. Strategy: always bridge time calculations rather than subtracting as if they are decimal numbers.

**6. Not showing working in non-multiple-choice sections** For CSSE and independent school papers that require written working, many children write only their final answer. If that answer is wrong (even due to a small arithmetic slip), no marks are awarded. Correct working with a wrong final answer may still earn method marks. Strategy: always show working clearly and label steps.

**7. Missing units in measurement answers** Writing 15 when the correct answer is 15 cm, or 3 when the answer is 3 kg, costs marks on papers that require units. Strategy: identify the unit required from the question before starting, and write it alongside the final answer.

**8. BODMAS errors (especially with brackets and powers)** The most common BODMAS error is evaluating left to right without respecting the order of operations. Example: 3 + 4 x 2. Wrong: 7 x 2 = 14. Correct: 3 + 8 = 11. Powers cause similar errors. Strategy: write out the full order of operations as a reminder at the top of working, especially for complex calculations.

**9. Forgetting to convert units before calculating** A question might give a length in centimetres and a width in metres, requiring the child to convert before finding area. Multiplying 50 cm x 3 m and writing 150 as the answer (without units, and mixing cm and m) is a very common error. Strategy: convert all values to the same unit at the very start of a calculation, before doing any arithmetic.

EdifyPod Nexus does not just mark answers as right or wrong. It provides feedback explaining why each answer is incorrect, identifying which specific step contained the error, so children can address the root cause rather than simply being told they got a question wrong.

Mental Maths Strategies for the 11 Plus

Mental maths speed is one of the most underestimated aspects of 11+ maths preparation. In a GL Assessment paper with 50 questions in 50 minutes, every second spent on basic arithmetic is a second not spent on reasoning through a difficult word problem. Children who have to work out 8 x 7 by counting, or who need to write out 35% of 60 in four steps, will run out of time.

The good news is that mental maths speed is entirely trainable. The following strategies, practised consistently over several months, make a measurable difference to exam performance.

**Times tables mastery** Every strategy in this list depends on times tables. Children should know all tables to 12x12 instantly, without counting, by the end of Year 4. This is not optional: it is the foundation that every other mental calculation rests on. Division facts (56 / 7, 63 / 9) must be just as automatic as multiplication facts.

**Number bonds to 100 and 1000** Knowing instantly that 100 - 73 = 27, or that 1000 - 648 = 352, speeds up a large number of calculation steps. These should be drilled until they are reflexive.

**Partitioning** Breaking numbers into parts for mental addition and subtraction is faster than columnar arithmetic. Example: 347 + 285 = 347 + 200 + 85 = 547 + 85 = 547 + 80 + 5 = 627 + 5 = 632. This is far faster than writing out a column addition for a single-step mental question.

**Benchmark percentages** Knowing that 50% = half, 25% = quarter, 10% = divide by 10, and 5% = half of 10%, allows children to build any percentage quickly. Example: 35% of 80 = 10% of 80 (8) x 3 (24) + 5% of 80 (4) = 28. Children who know their benchmarks can reach this answer in under 20 seconds.

**Quick estimation for checking** Before committing to an answer, rounding to the nearest ten or hundred and checking the order of magnitude prevents large errors from being submitted. Example: 47 x 19 should be approximately 50 x 20 = 1000, so an answer of 89 or 8930 is obviously wrong.

**Doubling and halving** Multiplying by 4 = double then double again. Multiplying by 5 = multiply by 10 then halve. Multiplying by 8 = double three times. These shortcuts eliminate the need to recall certain table facts that are less well practised.

**Compensation method** For near-round numbers: 99 x 6 = 100 x 6 - 6 = 600 - 6 = 594. 198 + 47 = 200 + 47 - 2 = 245. This method is particularly useful for multiplication involving 9, 19, 99, 11, 21 and similar numbers.

**Factor pairs for multiplication** Breaking one number into factors: 15 x 24 = 15 x 8 x 3 = 120 x 3 = 360. Or: 15 x 24 = 5 x 3 x 24 = 5 x 72 = 360. Finding convenient factor pairs turns hard multiplication into easier steps.

The recommended routine for building mental maths speed is 10 to 15 minutes of focused practice every day, using timed drills rather than written worksheets. The target is not just correct answers but correct answers within a strict time limit, since the exam itself is timed. Online tools and flashcard sets can make this feel less like drilling and more like a daily challenge.

How to Prepare for 11 Plus Maths by Year Group

Preparation quality depends enormously on when it starts. Children who begin in Year 3 or Year 4 can build genuine understanding of every topic over time. Children who start in the autumn of Year 6, weeks before the exam, are forced into an intensive cramming approach that works for some children but not for most.

**Year 3 (approximately 2 to 3 years before the exam)** At this stage, the priority is not 11+ content but the foundations that 11+ content depends on. Times tables should be the focus: all tables to 12x12, with both multiplication and division facts. Number bonds to 20 and 100 should be automatic. Basic fractions (halves, quarters, thirds) and simple mental arithmetic games (card games, dice games, number puzzles) make this stage effective without feeling like exam preparation. The goal is a child who is fluent and confident with numbers.

**Year 4 (approximately 1 to 2 years before the exam)** By the end of Year 4, times tables to 12x12 must be fully mastered. Long multiplication and basic long division should be introduced. Equivalent fractions, comparing fractions, and decimal notation to 2 decimal places are appropriate targets. If a child is aiming for a highly competitive grammar school or selective independent school, introducing some basic 11+ topic work in Year 4 summer is entirely reasonable.

**Year 5 Autumn Term (approximately 9 to 10 months before the grammar school exam)** This is when structured 11+ preparation should begin in earnest for most families. Focus on decimals, BIDMAS, basic algebra (simple equations and substitution), an introduction to ratio, and a systematic sweep of any topics from the Year 4 and Year 5 curriculum that are not yet secure. Work through one topic area per week rather than doing a little of everything. Topic-focused practice before mixed practice builds genuine understanding.

**Year 5 Spring and Summer Terms (approximately 6 to 8 months before the exam)** This is when timed practice papers should be introduced for the first time. Sitting a full practice paper under timed conditions, then reviewing every error in detail, is the most effective learning activity at this stage. Use results to identify the three or four topics where errors are clustering and focus the following week's work on those areas. The rhythm of practice paper, error analysis, topic focus, and then another practice paper should become the weekly routine.

**Year 6 Autumn Term up to the exam (final 1 to 3 months)** The final phase is about consolidation, exam technique and managing time pressure. Full mock papers under strict exam conditions (correct timing, no help) should happen weekly or more often. Weak topics identified in earlier practice should receive intensive targeted work. Exam technique specifically, such as which questions to skip and return to, how to check answers in the remaining time, and how to manage nerves on the day, should be explicitly discussed and practised.

**For late starters (beginning in Year 6)** It is still possible to prepare effectively starting in Year 6, but the approach must be more intensive. Three to four focused practice sessions per week rather than one, with an immediate emphasis on the highest-weighted topics (fractions, percentages, ratio, word problems) rather than starting at the beginning of a topic checklist. Timed papers should begin almost immediately rather than after several months of topic work.

EdifyPod Nexus adapts the difficulty and topic balance automatically based on what a child has answered incorrectly across all previous sessions. This means the platform self-corrects toward weak areas without requiring parents to manually diagnose gaps and select relevant exercises, making it particularly valuable in the final months when time is short.

How to Practise 11 Plus Maths Effectively

The difference between children who improve rapidly and those who plateau despite regular practice is almost always the quality of practice rather than the quantity. Doing more questions is not the same as practising effectively.

**1. Spaced repetition over topic-blocking** A common mistake is to cover a topic (fractions, say) thoroughly in one week and then never return to it. Research on memory consistently shows that returning to material repeatedly over increasing intervals produces far stronger retention than covering it once and moving on. Build a rotating schedule that revisits all major topic areas across the preparation period, with more frequent returns to the topics where errors are appearing.

**2. Timed practice under exam conditions** Pace is a skill that only develops through practice at speed. Doing questions at a relaxed pace at home, then discovering the paper feels rushed in the actual exam, is a very common experience. From approximately six months before the exam, a significant proportion of practice should happen under strict timed conditions: same time limit as the real exam, no pausing, no looking anything up.

**3. Error analysis over moving on** The most valuable part of any practice session happens after the paper is completed. For every wrong answer, the child (ideally with a parent or tutor) should identify: was this a topic knowledge gap, a careless arithmetic error, a misreading of the question, or a time pressure mistake? Each root cause has a different remedy. Simply noting an answer was wrong and moving to the next question wastes the most useful data the practice session generates.

**4. Topic-focused sessions before mixed practice** During the earlier months of preparation, pure topic practice (one session focusing only on ratio, the next only on time calculations) is more efficient than mixed practice. Once a topic is secure, it should be mixed into general practice sessions. Mixing insecure topics into general practice papers before they are understood is less effective than targeted drilling first.

**5. Weekly mock papers for the six months before the exam** From approximately six months out, a full-length mock paper should be sat every week. This builds both topic knowledge and the stamina required to sustain concentration for a full 50-minute paper. Keep a log of total scores across weeks so progress is visible.

**6. Physical paper practice** The real exam is on paper, not a screen. Sitting practice papers on screen only means children are not practising reading a question, writing working, and filling in an answer box under exam conditions. Physical paper practice, with a timer and no distractions, replicates exam conditions most accurately.

**7. Working through mark schemes** Mark schemes (for non-multiple-choice papers) reveal what examiners are looking for. Reading through a mark scheme after completing a paper shows not just whether an answer is correct but whether the method shown is the expected one, and whether there are alternative valid approaches.

The key distinction is between passive revision (reading notes, watching explanations) and active practice (answering questions without support and then analysing the results). Passive revision feels productive but produces far less learning than active retrieval practice.

EdifyPod Nexus adjusts the weighting of topics in each practice session automatically based on where errors are accumulating. Children who are consistently making mistakes on ratio will see more ratio questions appear until their accuracy improves, without any manual intervention from parents or tutors. This means every session is automatically focused on the right things.

11 Plus Maths Sample Questions (with Worked Examples)

The following five worked examples cover the most commonly tested topic areas. Each question is followed by a full step-by-step solution and a note on the key skill being tested.

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**Example 1: Fractions**

Question: A recipe uses 3/4 cup of flour per batch. How much flour is needed for 2.5 batches?

Working: Convert 2.5 to a fraction: 2.5 = 5/2 Multiply: 3/4 x 5/2 = 15/8 Convert to a mixed number: 15/8 = 1 and 7/8 cups

Answer: 1 7/8 cups

Key skill: Multiplying fractions by converting decimals to fractions first, then converting the result to a mixed number. This tests both fraction multiplication and the ability to recognise that 2.5 = 5/2.

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**Example 2: Percentages**

Question: A jacket costs £80 and is reduced by 15%. What is the sale price?

Working: 10% of £80 = £8 5% of £80 = £4 (half of 10%) 15% = 10% + 5% = £8 + £4 = £12 Sale price = £80 - £12 = £68

Answer: £68

Key skill: Calculating a percentage reduction using benchmark percentages (10% + 5% = 15%). The key mistake to avoid is forgetting to subtract the reduction from the original price.

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**Example 3: Ratio**

Question: Blue and red paint are mixed in the ratio 3:5. How much red paint is needed to make 40 litres in total?

Working: Total parts = 3 + 5 = 8 parts Value of one part = 40 / 8 = 5 litres Red paint = 5 parts x 5 litres = 25 litres

Answer: 25 litres

Key skill: The unitary method for sharing in ratio. Finding the value of one part first, then multiplying by the required number of parts, is the reliable method that avoids the common error of using the ratio numbers directly without finding the part value.

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**Example 4: Time (word problem)**

Question: A train leaves at 08:47 and arrives at 11:15. How long is the journey?

Working: 08:47 to 09:00 = 13 minutes 09:00 to 11:00 = 2 hours 11:00 to 11:15 = 15 minutes Total = 2 hours and 28 minutes

Answer: 2 hours 28 minutes

Key skill: Time calculation by bridging through whole hours. The common error is to subtract 8:47 from 11:15 as if they were decimal numbers (11.15 - 8.47 = 2.68), which gives a wrong answer because time does not work in base 10.

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**Example 5: Sequence**

Question: What is the next term in the sequence: 3, 7, 15, 31, ...?

Working: 3 x 2 + 1 = 7 (check: matches second term) 7 x 2 + 1 = 15 (check: matches third term) 15 x 2 + 1 = 31 (check: matches fourth term) 31 x 2 + 1 = 63

Answer: 63

Key skill: Identifying a two-step sequence rule (multiply by 2, then add 1). This tests the ability to test a rule across multiple terms before applying it, rather than guessing from the first two terms only. The most common error is identifying the differences (4, 8, 16) and continuing the pattern of differences (32) to get 63, which coincidentally gives the same answer here but fails on other two-step sequences.

11 Plus Maths Books and Resources

Choosing the right resources is an important early decision. The quality and relevance of practice materials affects how efficiently preparation time is used.

**GL Assessment Official Practice Papers** For children sitting GL Assessment exams, official GL papers are the most authentic preparation material available. The format, question style and difficulty level match the real exam closely. These should be used as benchmark papers to measure progress, sat under strict timed conditions, rather than used for daily topic practice.

**Bond 11+ Maths Books** The Bond series is the most widely used 11+ preparation resource in the UK. The books are organised by topic and are available in tiered difficulty levels (standard and more challenging). They provide extensive coverage of all topic areas and are particularly useful for systematic topic work during the earlier stages of preparation. The main limitation is that Bond books are static: they cannot adapt to what a child is finding difficult.

**CGP 11+ Maths Practice Papers** CGP produces good-value practice papers with clear mark schemes. The explanations in the mark schemes are useful for understanding where working went wrong. CGP papers tend to be slightly easier than official GL Assessment papers, which makes them a useful confidence-building tool in the earlier months before moving to harder material.

**Schofield and Sims Mental Arithmetic Books** For building raw mental arithmetic speed, the Schofield and Sims Mental Arithmetic series has no equal among printed resources. The books are structured as timed tests with increasing difficulty across the series. They are particularly effective when used as a daily 10-minute warm-up activity rather than a full practice session in themselves.

**EdifyPod Nexus** EdifyPod Nexus is an adaptive practice platform built specifically for 11+ preparation. It covers all eight topic areas tested in 11+ maths across GL Assessment, CEM and ISEB formats. The key difference from printed resources is that Nexus adjusts the difficulty and topic weighting automatically based on how the child is performing. Topics where errors are clustering automatically appear more frequently in subsequent sessions, without requiring parents to manually track and redirect.

Nexus also provides detailed feedback on each question, explaining not just whether an answer is correct but why the correct method works and where the error occurred. The Readiness Indicator Score (RIS) shows how a child's current performance level maps to the typical pass mark at their target school, giving parents a concrete measure of readiness rather than a raw score that is hard to interpret.

The most effective preparation strategy combines both physical books and an adaptive platform. Books provide variety, the experience of working with paper under exam conditions, and useful mark schemes. An adaptive platform ensures that practice time is always directed at the topics that actually need work, rather than topics the child enjoys and practises more than necessary. The two approaches complement each other in ways that neither can fully replicate alone.

Key Dates for 11 Plus Maths Preparation (2026 to 2027)

Planning preparation requires understanding the exam calendar. Dates vary by local authority, consortium and school, but the following gives a reliable framework for families targeting entry in September 2027.

**Grammar school 11+ exams (September 2026 sitting, for Year 7 entry in September 2027)** Most grammar school 11+ exams take place in September 2026, typically in the first or second week of the autumn term. Some areas hold exams in early October. Registration for these exams typically opens between April and June 2026 and closes well before the exam date: many areas close registration in June or July. Parents who miss the registration window may be unable to enter their child for that sitting.

**Results release (October to November 2026)** Grammar school 11+ results are typically released in October or November 2026, usually as a pass/fail or standardised score. Specific timing varies by local authority consortium.

**Independent school 11+ exams (January to February 2027, for September 2027 entry)** Independent senior school 11+ exams typically take place in January or February 2027. Registration for these is often required by November 2026. Some independent schools also interview candidates in January or February, with offer decisions in February or March 2027.

**Preparation timeline:**

| When | What to Focus On | |---|---| | September 2025 (start of Year 5) | Begin structured preparation: topic work, times tables, mental maths daily practice | | October to December 2025 | Number, fractions and percentages topic focus; first untimed practice papers for familiarity | | January to March 2026 | Ratio, algebra and geometry topic focus; introduce timed sections | | April to June 2026 | Statistics, measurement and problem solving; begin full timed practice papers; register for exam | | July to August 2026 | Intensive mock papers, weak topic focus, exam technique practice | | September 2026 | Grammar school exams; continue preparation for independent school exams if applicable | | October to December 2026 | Results received; independent school preparation continues; algebra and harder topics | | January to February 2027 | Independent school exams |

Registration deadlines vary significantly between local authorities and individual schools. Some grammar school consortia have very early closing dates. The single most time-sensitive task in the entire preparation process is identifying the registration deadline for each target school and submitting the application before it closes.

Parents should check the specific school and local authority website early in the spring term of Year 5 rather than assuming registration follows a standard national timetable, because it does not. Missing a registration window by even one day typically means waiting an entire year.