11 Plus Pass Marks by Region 2026: What Score Does Your Child Need?

Why There Is No Single 11 Plus Pass Mark

Parents who search for "the 11 plus pass mark" often come away frustrated, and for good reason. Unlike GCSE or A-level examinations, the 11 plus is not a nationally standardised qualification with a fixed grade boundary. It is a selective admissions process, and the word "pass" means something different in almost every local authority area.

There are several reasons for this fragmentation. First, grammar schools are administered locally, not nationally. Each area either runs its own consortium test (as in Kent or Essex) or uses a commercial exam board such as GL Assessment or CEM (Centre for Evaluation and Monitoring), each of which uses different scoring systems. Second, the number of available grammar school places varies dramatically by region. A county with dozens of grammar schools can afford to take a wider range of scores; a single super-selective school in a large city faces enormous competition for a handful of seats. Third, year-on-year cohort variation means the same raw score can represent a different level of performance depending on how well that particular year group performed overall.

What does exist in most regions is one of the following: a qualifying score (a threshold a child must meet to be considered at all), a competitive score (the realistic level needed to receive an offer given the number of applicants), or a ranking system (where children are simply ordered by score with places going to the top performers).

Understanding which system applies in your target region is the starting point for any honest preparation strategy.

How Standardised Age Scores (SAS) Work

Many regions report 11 plus results using a Standardised Age Score (SAS), sometimes also called a standard age score or age-standardised score. This is a statistical adjustment that accounts for the fact that children sitting the exam in the same year group can be up to eleven months apart in age, which matters considerably at age 10 or 11.

The standardisation process converts raw marks (the number of questions answered correctly) into a score that reflects how well a child performed relative to other children of exactly the same age. The national average SAS is set at 100, with a standard deviation of 15. This means roughly 68 percent of children score between 85 and 115, and scores above 115 represent genuinely high performance.

For grammar school entry, the relevant range is typically 111 to 141, with super-selective London schools demanding scores toward the very top of that band. A score below 100 does not mean a child "failed" in any meaningful educational sense; it simply means they scored below the national average on that particular test.

It is important to note that not all regions use SAS. Some, like Essex CSSE, use a standardised combined score on a different scale. Others, like Birmingham King Edward VI, use a bespoke Priority Score system. The table above applies specifically to GL Assessment and CEM regions that report SAS results.

Pass Marks and Thresholds by Region 2026

The table below summarises the key qualifying scores, competitive thresholds, and important notes for the major 11 plus regions across England in 2026. These figures reflect published qualifying thresholds, historical offer data, and officially confirmed scoring systems. Where a region uses a ranking system rather than a fixed pass mark, the competitive score represents the realistic level needed to receive an offer at a typical oversubscribed grammar school in that area.

Important: These figures are based on published data and historical patterns for 2025/2026 entry cycles. Pass marks and thresholds can shift slightly year to year based on cohort performance. Always verify with the specific school or local authority before finalising preparation targets.

Kent: Competitive Scoring Without a Fixed Pass Mark

Kent operates one of the largest grammar school systems in England, with more than 30 selective secondary schools across the county. The Kent Test, administered each September for Year 6 children, assesses reasoning, English, and mathematics. However, Kent does not publish a single qualifying score that a child must reach.

Instead, the Kent system works on a ranking model. Children who sit the test are placed into one of three categories: qualified, borderline, or not qualified. Children in the qualified category are placed on the selective register, which means grammar schools can consider them for admission. Children in the borderline category may still receive offers if their primary school headteacher supports their application, but this route is more uncertain.

The key figure parents need to understand is that the total raw score is marked out of 420, combining results from verbal reasoning, numerical reasoning, and English components. Historical competitive data suggests that children scoring in the range of 280 to 320 out of 420 typically fall within the qualified band, though the exact cut depends on the cohort that year. For the most competitive Kent grammar schools, such as Tonbridge Grammar School or Dartford Grammar School, children at the lower end of the qualified range may still not receive offers due to oversubscription.

One critical distinction in Kent: being "qualified" does not guarantee a place. Grammar schools in Kent are significantly oversubscribed in most areas, and school proximity, siblings, and looked-after children all factor into admissions decisions after selective qualification. A child who scores 310 out of 420 may be qualified but lose out to a child who scores 310 and lives closer to the school.

For families targeting Kent grammar schools, the realistic preparation target is to score comfortably within the qualified range, not just at the boundary. Practising across all three components (verbal reasoning, numerical reasoning, and English) is essential because a weakness in any one area can pull the combined score below the threshold.

Buckinghamshire: The 121 Qualifying Score

Buckinghamshire uses CEM (Centre for Evaluation and Monitoring) tests and reports results as a Standardised Age Score. The qualifying threshold for grammar school consideration in Buckinghamshire is SAS 121.

This is one of the clearest published thresholds in England. Children who achieve 121 or above on the Bucks 11 plus are deemed "selective" and can apply to any grammar school in the county. Children who score below 121 are not automatically disqualified from applying to grammar schools (parents retain the right to express a preference for any school), but schools are not required to consider them under the selective admissions criteria.

It is important to understand that 121 is the qualifying floor, not the competitive score. Buckinghamshire has a significant number of grammar school places relative to the population, but the most popular schools, particularly those in and around Aylesbury and High Wycombe, are still oversubscribed. In those schools, children with scores in the range of 125 to 130 are more likely to receive offers when other applicants with similar scores are competing for the same places.

The CEM test in Buckinghamshire assesses verbal reasoning, non-verbal reasoning, and numerical reasoning across two test papers. Unlike GL Assessment tests, CEM tests are deliberately difficult to predict, as the question formats and content can vary. This is an important consideration for preparation: children who have only practised one style of question may be caught off guard.

Buckinghamshire also allows a secondary transfer test pathway for children who were absent or who moved into the area after the main test date. This late entry process uses a different sitting but the same SAS framework and 121 threshold.

Essex CSSE: The 303 Standardised Threshold

Essex operates its selective secondary admissions through the Consortium of Selective Schools in Essex (CSSE), which administers a single set of papers used by grammar schools across the county. The CSSE system uses a two-paper format: one English paper and one Mathematics paper, each marked out of 60, giving a combined raw total of 120 marks.

However, raw marks are then standardised to account for age differences and test difficulty, and the qualifying threshold is expressed as a standardised combined score of 303. This is a higher absolute number than the SAS used in other regions because Essex uses a different standardisation scale, not the 100-mean scale used by GL Assessment and CEM. A 303 on the CSSE scale is not comparable to a 303 on any other scoring system.

The English paper assesses comprehension, vocabulary, and creative writing or grammar tasks. The Mathematics paper covers the full range of Year 6 maths content. Both papers are challenging and timed, requiring good speed as well as accuracy.

For most Essex grammar schools, including the highly regarded schools in Chelmsford, Colchester, and Southend, the 303 threshold is the published minimum. In practice, the most competitive schools in the consortium see children with standardised scores well above 303 making successful applications. Schools in Chelmsford in particular are significantly oversubscribed, and historical patterns suggest scores of 320 or above provide a stronger margin for most first-choice school preferences.

One practical note for Essex families: the CSSE registers children centrally, and the same test is used for all consortium schools. A child sits once and then applies to individual grammar schools through the normal secondary transfer process. This means that preparation must cover both English and Maths thoroughly, as a weakness in either paper directly affects the combined score that determines qualification.

Birmingham King Edward VI: The Priority Score

The King Edward VI Foundation schools in Birmingham operate one of the most distinctive admissions processes in England. Rather than using SAS or a standard GL Assessment score, the Foundation uses a bespoke Priority Score system with a maximum of 280 points.

The Priority Score is calculated by combining performance across four assessed areas: verbal reasoning, non-verbal reasoning, numerical reasoning, and a creative or extended writing task. The minimum Priority Score required to be considered for a place at a King Edward VI grammar school in Birmingham is 224 out of 280.

The Foundation comprises six selective schools across Birmingham: King Edward VI Aston, King Edward VI Camp Hill Boys, King Edward VI Camp Hill Girls, King Edward VI Five Ways, King Edward VI Handsworth, and King Edward VI Sheldon Heath Academy. Each school is individually oversubscribed, and the Priority Score threshold of 224 is the floor for consideration across all of them. In practice, the most popular Foundation schools see successful applicants with scores significantly above 224.

One feature that makes Birmingham distinctive is the use of a writing component. Many other 11 plus regions have moved away from written English tasks, focusing instead on multiple-choice verbal reasoning. The King Edward VI Foundation retains an assessed writing element, which means preparation must include structured writing practice as well as reasoning and maths work.

Birmingham also uses a distance tiebreaker for children who achieve the same Priority Score, so proximity to the preferred school matters where scores are equal. For families outside Birmingham who are considering Foundation schools, it is worth noting that the catchment effectively functions as a secondary filter for oversubscribed schools even when children meet the 224 threshold.

London Super-Selectives: The Highest Bar in England

London's super-selective grammar schools represent the most competitive 11 plus admissions in the country. Schools such as Tiffin Girls' School and Tiffin School (Kingston upon Thames), Latymer School (Enfield), Queen Elizabeth's School Barnet (QE Barnet), and Henrietta Barnett School draw applications from across London, the South East, and in some cases nationally. The competition is intense, and the scores needed to receive offers are at the very top of the SAS scale.

Historical data and school admissions statistics consistently show that successful applicants to the most competitive London super-selectives typically achieve SAS scores of 120 to 125 or above. For the absolute top schools, children with scores below 120 very rarely receive offers, regardless of other factors.

For Sutton Consortium schools, which include Wilson's School and Nonsuch High School for Girls, the Sutton Educational Trust (SET) test is used. These schools are categorised as super-selective, and historical patterns suggest that children typically need an SAS of 118 or above to be competitive for Wilson's and Nonsuch specifically.

The London super-selective landscape is further complicated by the fact that many of these schools do not publish an explicit threshold. They simply rank all applicants by score and offer places to the top performers. Because hundreds of well-prepared children apply for a small number of places, the effective threshold shifts upward every year. A score of 118 that would be highly competitive in a regional grammar school context may not be sufficient for the most oversubscribed London schools.

Preparation for London super-selectives typically requires a longer lead time and a higher level of practice intensity than preparation for regional grammar schools. Children aiming for these schools should be working toward consistent scores above 120 in practice tests, and they should be familiar with the specific test formats used by their target schools, as GL Assessment papers and school-specific tests can differ significantly in question style and timing.

What to Do If Your Child Is Near the Threshold

Being near the pass mark or qualifying threshold is one of the most stressful positions for a family during 11 plus preparation. A child who scores 119 SAS in a region where 121 qualifies, or who scores 301 on the CSSE scale when 303 is needed, may feel that the opportunity has slipped away. But there are several things worth considering.

First, understand what "near the threshold" actually means. In regions with a fixed qualifying score such as Buckinghamshire (121 SAS) or Essex CSSE (303 combined), the boundary is firm. But in Kent, Medway, and many other areas, there is no bright line. A child who scores near the competitive range may still qualify, and in Kent specifically, the borderline category allows headteacher support to play a meaningful role.

Second, consider whether additional sitting opportunities exist. Some regions allow late or appeal sittings. Buckinghamshire has a secondary transfer test for eligible children. Parents in borderline situations should contact the relevant local authority or consortium directly to understand what options are available.

Third, review the preparation approach honestly. A score near the threshold in a practice test or even on the real exam does not necessarily represent a child's ceiling. In many cases, targeted work on specific weak areas, speed and accuracy drills, or familiarisation with question types that were not adequately covered in preparation can make the difference in subsequent practice or in a resit where available.

Fourth, consider the full picture of school options. Grammar schools are not the only excellent secondary schools. Many children who do not qualify for grammar school go on to outstanding non-selective secondary schools and achieve exceptional results. Fixating on a score threshold to the exclusion of all other planning is rarely in a child's best interest.

EdifyPod's learning coach, Eddy, works with children to identify the specific areas where practice is needed most, giving personalised feedback that sounds like a patient tutor rather than a generic scoring system. Children near the threshold often benefit most from this kind of targeted, feedback-driven practice rather than simply doing more tests.

How Pass Marks Change Year to Year

One of the most important things for parents to understand is that 11 plus qualifying scores are not static. In regions that use fixed qualifying thresholds, the published mark remains the same from year to year (for example, Buckinghamshire's 121 SAS and Essex CSSE's 303 combined score). But the competitive score needed to actually receive an offer at a specific oversubscribed school can shift significantly.

This happens because competitive thresholds are determined by cohort performance, not by a fixed standard. If a particularly high-performing cohort of children sits the test in a given year, the effective score needed to be ranked high enough for a place rises. In a year when overall performance is slightly lower, the same school might offer places to children with marginally lower scores. These shifts are typically small (a few SAS points or a small number of raw marks) but they matter at the margins.

For regions that do not use a fixed qualifying score, such as Kent and Medway, the entire competitive landscape can shift based on the number of applicants and the performance of the cohort. This is one reason why historical data on competitive scores should be treated as a guide rather than a guarantee.

There are also structural changes that can affect pass marks. Changes to exam format, the introduction of a new test provider, or changes in the number of grammar school places can all shift what score is needed. Families should check with their local grammar school consortium or individual schools each autumn for the most up-to-date information on qualifying thresholds before planning their preparation targets.

The practical implication for preparation is that aiming for the known threshold is not enough. Children should aim to score comfortably above the threshold to provide a buffer against year-on-year variation. For a region with a 111 SAS qualifying score, a realistic preparation target might be 115 or 118. For Buckinghamshire's 121 qualifying score, a preparation target of 125 or above gives a meaningful margin.

Preparing Strategically for Your Region's Threshold

Once you know the threshold or competitive score for your target school or region, you can build a preparation strategy that is genuinely aligned with what your child needs to achieve. Generic 11 plus preparation that ignores regional differences is one of the most common preparation mistakes families make.

Identify your exam board first. GL Assessment and CEM tests look different in format and question style. CEM tests tend to mix subjects within papers and are harder to predict. GL Assessment tests follow a more consistent structure. Children who have only prepared for one format can struggle on the other. Check which exam board your target school or consortium uses before purchasing any practice materials.

Focus on the subjects that matter most for your region. Some regions test verbal reasoning, numerical reasoning, and non-verbal reasoning. Others, like Essex CSSE, focus heavily on English and Maths without non-verbal reasoning. Birmingham King Edward VI includes a writing component that most other regions do not. Preparation should reflect the actual content of the exam, not a generic sense of what the 11 plus covers.

Set a score target, not just a pass target. Rather than simply aiming to meet the qualifying threshold, identify the score that gives your child a realistic chance at their specific first-choice school. Use the information in this guide alongside individual school admissions data (published in each school's admissions policy or available from the local authority) to set a meaningful target score.

Track progress honestly. Regular timed practice tests under realistic conditions are the best way to monitor whether preparation is on track. Children who consistently score above their regional target in timed practice are well placed. Children who are consistently scoring at or below the threshold need to adjust their preparation approach, not simply do more of the same.

EdifyPod's platform includes practice questions and mock exam content calibrated to the specific formats and difficulty levels of the major 11 plus exam boards. The feedback children receive from Eddy, the platform's learning coach, highlights patterns in mistakes and suggests where focus is most needed, helping families make the most efficient use of preparation time in the months before the exam.

Other Regions and Local Variations

Beyond the major regions covered in detail above, there are a number of other areas with grammar schools where understanding the local threshold is important.

Gloucestershire uses GL Assessment and reports SAS scores. The qualifying threshold is around 111 SAS, with grammar schools in Cheltenham and Gloucester. Competition at Cheltenham's grammar schools is strong, and children should aim comfortably above 111.

Wiltshire also uses GL Assessment with a 111 SAS qualifying threshold. Grammar school places in Wiltshire are relatively limited, meaning competition is significant.

Reading and Berkshire include some of the most sought-after grammar schools outside London. Kendrick School and Reading School are widely regarded as among the best state schools in England. While the qualifying threshold is around 111 SAS, the competitive score for these specific schools is considerably higher, with 120+ SAS typically needed to be competitive.

Warwickshire uses GL Assessment with a 111 SAS qualifying threshold. The grammar schools in Stratford-upon-Avon and Alcester are popular and oversubscribed, making 115+ a more realistic target for most applicants.

Medway uses GL Assessment and applies a ranking system rather than a published pass mark. The competitive range is generally 315 or above on the raw score (which is on a different scale to SAS). Medway's grammar schools draw significant competition from families across North Kent and South East London.

Lincolnshire uses GL Assessment and reports SAS scores. The competitive range is typically 114 to 118 SAS, though this varies by individual school and year.

For families in areas not listed here, or where the grammar school landscape is particularly complex (such as areas where children apply to multiple consortia), the best sources of information are the individual school admissions policies, the local authority's secondary transfer guidance, and the Grammar Schools Data website operated under GOV.UK guidance.