Grammar Schools

There is a big debate on at the moment about grammar schools.

We are continually reminded that one of the main reasons for grammar schools was the need for bright children from impoverished backgrounds to be able to receive an academic education.

Education has long been a political weapon in the hands of political parties. New words like `Personalised Education’ have crept into our working language. New initiatives like “Every Child Matters” have come to mean different things to different people.

Jargon will always be mixed up with honest sentiment. Of course every child should matter. Naturally all children need a personalised education. It is still essential that able children from impoverished backgrounds are given every possible opportunity.

The children who we are preparing for the eleven plus will need an education that will help to prepare them for a number of different occupations. These children will meet a wide range of obstacles in their lives. They will be part of changing attitudes to democracy and swings in political opinion.

As teachers and parents we would all like every single child to receive a worthwhile education. A dictionary definition of the word `grammar’ suggests grammar is to do with the rules of a language. Some dictionary definitions of the words `grammar schools’ include the words `a secondary school for children of high academic ability’.

That is exactly what we want for our children. We want them to be able to go to schools that cater for children of high academic ability.

11+ Technology

We went to a swimming gala today. The six districts were drawn from a radius of about fifteen miles. In this particular league there are eight teams competing in six galas. Because there are only six lanes two teams drop out of each gala. The age range spread from U9 and U10 boys and girls to Open swimmers.

I was struck by considerable difference in sizes of the swimmers. At around the U10 stage most of the boys and girls appeared to be around the same size. By the time the age groups had climbed to U14 the difference in height was marked.

All the boys and girls seemed to have the hall mark of swimmers – broad shoulders and narrow hips.

All the coaches seemed to smile and exhort their swimmers to do well. Some of the coaches made some of the U10 swimmers rehearse their strokes on dry land. The children all nodded obediently as they listened carefully to their teachers.

The great thing about competitive swimming is that the results are immediate. Dive into the water. Swim like mad. Hear and see the results. Climb out of the water. Get dry.

There were remarkably few false starts because there was hardly any delay between `Ready’ and the bang of the gun.

There were only tiny pauses between the events. It all went off very smoothly.

So that is what you would like for your eleven plus child. Lots of hard work. Lots of exercise for the brain. Lots of revision. A good challenging test. Immediate results.

If we can use technology to pay parking charges by mobile phone, and vote on line surely we can lessen the delay between the test and the results?

Improving Lessons

We became involved in Investors in People some five years ago. The whole ethos of Investors in People is encouraging staff to feel they have ownership and that they are empowered to make a valuable contribution.

We felt horror at the idea of an outside team coming into inspect our teachers. We wanted our teachers to feel that they were valued professionals and knew how to do their jobs.

We did need to try to make sure that the whole team tried to put the needs of the children attending the lessons first of all. Our program called ACTION produces the lesson plans and gives direction. The teacher is there to teach. Our teachers do not have to be involved preparation of lessons Our teachers are encouraged to offer comprehensive marking while the lesson is taking place. There is certainly no need for the teachers to be involved in follow up administration.

The role of Investors in People in Etc is to try to help the teachers and the assistants to understand that there is a strong business element to the lessons. If the children are property taught and are given good lessons the children will continue to attend lessons.

Parents are not going to want their children to have lessons if their children are not happy and are not learning. Parents are certainly not going to pay good money for a substandard service. To achieve this we use self assessment.

We are currently working on trying to develop a system where our parents can assess each lesson too. We want our parents to be able to say if they feel they have had value for money. We want them to be able to comment on marking and the amount of work done. Most important of all we want to be told if their children are happy with the lessons. If the lesson went wrong – where can we change or improve.

If any one has any suggestions please email me on shaun@extratuition.com.

Fitting Every Thing In

One of the problems we have as teachers and parents is that children who are well developed in some abilities are likely to be well developed in others as well.

It is likely that an intelligent child will have spoken early, read early and is emotionally well adjusted. Perhaps most important of all, the able child is likely to be popular with his or her peers. Naturally all these attributes can not be true all of the time. The intelligent child may, at times, become less popular with certain class mates.

The popularity may ebb or flow through performance on the football field or even gaining a part in a West End show.

We had a very bright Eleven Plus candidate some time ago who attended lessons on a weekly basis because she had a part in a West End musical. The rehearsals and performances were manageable - even though the girl continued with full time education. The problem was the travelling time. It was not just the child’s travelling time but her parents had to put time into going into London by train, waiting for the performance and then travelling home. Eventually some of the girls at school began to make remarks. The Head Teacher warned the parents how they were possibly jeopardising potential eleven plus examination results.

This was a case where the parents wanted extra lessons because they wanted some form of continuity in the progression of the lessons. Rehearsal times changed in the early days. The days that the girl was able to attend classes changed too because of performance times. She needed a personalised plan that could follow her changes of circumstance.

The girl and her parents made it a pact never to talk about the eleven plus on their way to London, in the theatre and when travelling back. This was very sensible because it gave the ten year old the ability to concentrate on the task in hand. She had about eight songs to sing and dance, but she only had one speaking line.

There is time for an able child approaching the eleven plus examination to be able to play sport and take part in other activities. There will be time for Grade 2 piano lessons and being a member of a cricket team.

Children who are able to reach the heights in activities outside of the eleven plus preparation are probably more likely to be able to `fit it all in”.

I met a dad last Saturday who was in the process of `fitting in’ a dance lesson, eleven plus work and then a visit to grandparents. All in one morning. We need to congratulate the dad on his stamina – never mind his daughter!

"He has a good Eleven Plus chance."

What does it mean if you have a child who has been identified as having `a good chance of gaining a grammar school place’.

We should think that your child is above average. You child may also have qualities that set him or her apart from their peers. You may sometimes hear the statement: “Oh he is a bright one!” Does this mean that he is a bright one intellectually, or is he good with words or even just a charming cheeky chappie?

The word `bright’ must apply to many different situations. Sadly, however, in terms of passing the eleven plus the word `bright’ only relates to obtaining a certain score on a certain day.

Your child may only be bright in terms of taking a certain type of test on a certain day. For example his intelligence may shine through on the verbal reasoning test – but he may come up with an unexpected score on the non verbal reasoning test. He may have completed the non verbal reasoning test in a third of the expected time – but at the same time missed two pages. You child may never have done anything like that in all papers you have done together. Does missing a couple of pages on the day of a vital test make your son less bright?

We had this happen to us very recently. A very able boy did a retest after six months of tuition. He did very well on the mathematics and verbal reasoning tests. He missed the third and fourth page of the non verbal reasoning test. He only made one mistake on the paper – but left out seventeen questions. His mother asked him why and he simply shook his head. I think that this demanding test was just a bit too easy for him and he lost concentration.

His non verbal reasoning score still came out above average – but no one would be able to call him `bright’ on the basis of that score. So how did his intelligence `fly away’? He just made one mistake of turning over two pages – not seventeen mistakes. That one error could cost him a place in grammar school.

So you can’t call a bright boy `average’ on the basis of one test result. The `Eleven Plus System’ in his area can easily call him `non selective’. The appeal panel can also reject him on the grounds that he did not fulfil the selection criteria.

It all seems illogical and very unfair. In eleven plus terms a bright child is intellectually able. He may also be bright, charming and articulate. On the day of the examination he has to prove his `bright’ side. Please remind him to read the instructions at the beginning of the test, check he has completed all the pages and look back over his paper. Above all remind him not to `switch off’ while he is being told what to do at the start of the test.

He will remain as having `a good chance of a place in grammar school’ if he keeps `bright and alert’.

Keeping Fit

We all know that we have to keep our children healthy while they are involved in preparations for the eleven plus. We know the children need to have regular exercise. Good bracing walks, running on the sand at the sea side and long swims should all be part of sound eleven plus preparation.

Naturally no parent with a child preparing for the eleven plus race would want to take their child every where by car. “Yes dear, it is only two miles to your ballet lesson. Keep warm and keep pointing those toes.”

Parents have become involved in a frantic `physical activity gravy train’ because a rumour sweeping web sites, tutors and playgrounds. There is to be an additional eleven plus test this year called the “Eleven Plus Test of Athletic Ability”.

The Eleven Plus Test of Athletic Ability is made up of five sub tests.

The first sub test consists of walking backwards, in the darkness, up the stairs of the local cinema. The child will need to balance a large packet of popcorn, two drinks and some yummy chocolates. Your child will get extra points for pushing a sibling without spilling a drink.

The next test is one of timing and precision. The tools are a large bag pipe and a very small caber. Your child will need to walk round the school field dragging the caber while playing the bag pipes. To prepare for this you will need your child to build a large lung capacity.

The third test is very different. Every eleven plus child will need to attend the National Canoe Centre for a half day. There your child will be taught to barrel roll as well as learn to paddle up stream.

The fourth test in the Eleven Plus Test of Athletic Ability is made up of tiddlywinks. This test in included to help promote eye – hand co-ordination. Children who are able to attain 87% are awarded the title: “Speedy Flippers”.

The final sub test is one that most children may need to practice daily. In this test children are issued with ipods and headphones. They score one point for every time their name is called and they do not respond.

To assemble the scores and work out grading marks there is a rather complicated system we do not need to go into. We have, however, heard of some tutors who offer special one to one sessions with parents where they provide counselling as well as individualised tuition.

We understand there is a web site where parents can purchase the entire eleven plus pack. The pack has books, papers, pop corn packets, drinks, chocolates, tiddlywinks, cabers and ipods. Counselling for parents is an optional extra. If any one would like the web site address please do not hesitate to call us. If we published the web site we would take so many hits that our site would probably crash. We have, however, taken on additional receptionists to assist Gerry, Tracy, Becky and Leah. (By the way Pinar also helps out at times.)

Good luck – and we hope you enjoy working out with your child.

Eleven Plus Scores

Modern Intelligence Testing was developed by a Frenchman, Alfred Binet. He worked on intelligence late in the nineteenth century. His work was revised and developed by Lewis Terman and his associates at Stamford University. They introduced the term `I.Q.’ to education and psychology.

The term `I.Q.’ has several different meanings. If we put full stops after the letters I and Q then we are discussing `Intelligence Quotient’.

The Stanford-Binet test describes ability in the form of mental age. If a child had a mental age the same as his or her chronological age then by definition we say the child is of `average intelligence’. A child with a higher mental age that his or actual age would then be above average in ability.

In 1960 the Stanford-Binet test was revised and brought up to date. The scoring system was also changed to become the `deviation I.Q. method’. The `deviation’ suggests that scores are distributed normally with a mean of 100.

Another set of intelligence tests came along called the `Wechsler Intelligence Scale’. This was also designed to be administered by an experienced and trained examiner to one person at a time.

When our children do verbal reasoning and non verbal reasoning tests – we are given st6andardised scores based on the work done to develop a scoring system for the Wechsler tests.

Verbal Reasoning tests rely on linguistic elements. Arithmetic skills can be tested along with logic.

Non Verbal tests look at spatial relationships, manipulation of blocks or other tasks requiring dexterity and visualisation.

So then you are discussing your child in terms of scores of 125 and 105 think back to that Frenchman called Binet and the Americans at Stanford. Think too of the Wechsler family and the way they have developed and refined testing.

We hope that your child achieves scores over 120 in the eleven plus tests. Good luck!

Thank You.

We went to the Imperial War Museum today. As well as the expected tanks and antiaircraft guns there were several exhibitions.

The one called `The Children’s War’ is a most interesting area to visit. There were photographs on a number of screens of children being evacuated. The photos then faded into a montage to show the child growing into an adult.

One fact stood out: In 1939 95% of children left school at 14. The1944 Education Act provided free secondary school education to all children up to the age of 15.

If teachers were in the 5% of children who stayed on for further education no wonder that teachers were revered, honoured and looked up to by the general population. How times have changed!

During the war children read books and comics about heroic efforts. Many librarians during the war found it difficult to get hold of books aimed at children.

J.K. Rowling writes books for children – but is read by children and adults alike. It is amazing to think of those children who will have their imagination captured by the one of her books. How those war time children would have loved the escapism that Harry Potter represents!

Three hours went by in a flash.

The children walking around the exhibition need to offer up a little prayer of thanks to their grand parents – and indeed to their great grand parents.

The school leaving age is could soon possibly be eighteen. Many more of our bright ten year olds will enjoy educational opportunities denied to the children who lived through the war. For that we are all very grateful. The eleven plus came in after the war.

Settling Nerves

To build your child’s speed in mental manipulation you need to install a family darts board. When you are playing darts you will sometimes need a certain number of points to be able to complete the game. (And you do want your child to learn to be a winner.)

I am not a darts player at all – but it the scoring was recently explained to me by an enthusiastic ten year old.

A dart board has twenty sectors numbered from 1 to 20. The board has doubles, trebles, an outer ring and a bulls-eye. The bull-eye scores 50 points and the outer ring 25 points. The double is twice the score of the sector it is in and the treble is three times the score.

A double sixteen would score 32 points and a treble sixteen 48 points.

So if you need a two to finish a game you need to throw a double one.

If you have three darts then you have three chances of finishing the game. Likewise two darts gives you two chances.

So to get 19 you need to throw a three and a double eight.

To get 51 you need an eleven and a double twenty.

To get 52 you need sixteen and double eighteen.

If however you need 58 and you only have two darts you need a treble fourteen and a double eight.

So the next time your ten year old hounds you for a dart board think of the value of the game. We will take one more example. To reach 70 you need to throw a twenty then a double 25 (the outer ring). You can also throw seventy with triple eighteen and double eight.

Quick manipulation of numbers would be invaluable eleven plus preparation. Learning to concentrate would also help.

A final word of warning for parents. Traditionally, I understand, darts players often have two or three beers before they start playing to `settle their nerves’. You would become a questionable role model for your children if you had two or three beers before you start on an eleven plus paper to `settle your nerves’.

An Eleven Plus Appeal

I’m off in a moment to go to an appeal.

We deal with around five hundred eleven plus children every year. This is only the third time in all the years we have been preparing children towards the eleven plus that I have wanted to speak as well as stand by the veracity of our reports and lesson histories.

We test children before they start work with us.

Last year we saw a ten year old with a listening comprehension of around six years old. Her non verbal reasoning was 121. Her English and comprehension were well below average. Her mathematics was also below average. English is a second language.

In the eleven plus tests she reached 141 on the verbal reasoning test. This is an extraordinary score. We had worked with her on a program of comprehension, vocabulary and grammar along with some mathematics. We added verbal and non verbal reasoning to her lessons when she was more confident.

Her mathematics only reached 110 in the eleven plus tests – so she was not deemed to be strong enough to earn a place. She has scored 121 on the nonverbal reasoning test.

She has, however, continued lessons with us towards the SATs where we have worked on her mathematics and written work.

The first time I attended an appeal was for a girl who had her first period on the day of the examination. We took along the verbal reasoning tests she had done with us to show the panel what a verbal reasoning paper looked like and confirm that she had achieved very good results in the past. She deserved a place.

The second time was to represent a refugee who did very well on the mathematics and non verbal reasoning tests but was a few marks down on his verbal reasoning. He had worked very hard and really deserved a place. His English was not strong but he had a burning desire for education. He was offered a place conditional on him improving his English before he entered secondary school.

We wish her and her family every success.

We think you can do better!

Most of us know a little bit about St Jerome because he translated much of the Bible from Greek into Latin.

He, like many great men, made a number of statements and sayings. But it is still strange to think that a man who lived and worked over one and a half thousand years ago was the author of the current eleven plus song.

Parents use a variety of styles of singing and presentation when they are delivering the same old message:

“Good, better, best. Never let it rest. 'Til your good is better and your better is best.”

Think of the millions of children over the years who have had to listen to their parents exhorting them to `do their best’. Thank of all those parents urging their children on with vastly different emotions in their hearts.

Parent One to child standing beside the high diving board at the swimming pool. “The first time will be the worst. After you have done it once you will really enjoy diving in. Just do your best.”

“There I told you that you would enjoy yourself. Now this time try to keep your arms together, straighten your legs and tuck your head in a little more. You can do better if you just try hard.”

Parent Two to child sitting on a horse for the first time. “It really is easy. Just hold on with your legs, lean forward a little. Are you ready now? Just do your best.”

“There I told you that you could do it. Now concentrate on your posture, try a little canter, no, don’t fiddle with your hat. Just listen to what I say. You will do better this time.”

Some poor children in the build up to the eleven plus examinations are given so much advice and exhortation from their parents. The children feel that they can never really please their parents. What ever they have done well they are urged on to do that little extra. The children feel sometimes that they are under pressure to get better and better.

To relieve the pressure we now need some famous song writers to provide the tune for our `Eleven Plus Song.”

Try singing this to one of John Lennon’s songs:

“Good, better, best. Never let it rest. 'Til your good is better and your better is best.”

Think of how Beyonce and Shakira would combine to sing the words:

“Good, better, best. Never let it rest. 'Til your good is better and your better is best.”

I bet Dolly Parton could belt out a really good version of:

“Good, better, best. Never let it rest. 'Til your good is better and your better is best.”

So we can see now that preparing for the eleven plus is: “Not what you do, but the way that you do it.”

Snow and the Eleven Plus

We usually expect good weather on the day the eleven plus tests take place. The children who are tested in October can expect reasonably settled weather. The November eleven plus children will also have reasonably predictable weather.

What happens if there is a fierce snow storm in one particular area on the day of the eleven plus tests? We are thinking here about the children who take the test in January. Would some children be more affected than others?

In theory the more reliable the test is the less likely that the results should be affected by any unusual circumstances. So if some parents decided that the snowstorm had affected their child’s results then the authorities should be able to counter there should be no real difference in the scores of the children who were writing in unusual circumstances.

Some parents may argue, however, that the snow storm would tend to detract from the reliability of the test results because the circumstances favoured those eleven plus children who had a strong ability to be able to concentrate. Sitting in an examination with wet shoes may, however, put off some children.

So what can the authorities do? Should they allow those children who may have been affected by the snow to take the test again? Would that be fair on the other children?

Should all the children across the county be offered the opportunity of taking the test again on a calm and peaceful day?

What happens if one child does really well on the tests on the day of the snow storm but fails miserably on the day of the second test?

Lots of questions. This shows just how difficult it would be to try to please all of the people all of the time!

Who deserves the eleven plus place?

Suppose two children have reached remarkably similar scores – and there is only one more place left in the grammar school.

In the eyes of the decision makers both girls are equally bright, they are talented, studious and outgoing. Both girls are highly recommended by their schools – and the head teachers have told both sets of parents that their girls deserve a place in the local grammar school.

Both girls score the same score on the mathematics paper. There is only one mark difference on the reasoning papers.

The grammar school the girls are applying for specialises in mathematics and is rated highly in the county. Good numbers of pupils reach the top universities. The staff at the school are stable and the Head Teacher has been at the school for some years.

The girl who scored one mark less is very good at science. She loves anything to do with experiments and reads books about science for pleasure. She has a wide range of kits for conducting experiments. She once set out to learn the periodic table for fun.

The other girl is outstanding at dance and music. Her whole life is made up of attending dance and music classes. She sings in the local church choir and has already achieved Grade 5 on her piano. She took part in the two previous pantomimes at the local theatre where she demonstrated her talents in singing and dancing.

What can we use as a basis for making the decision about which girl deserves a place? Surely both girls have such strengths and abilities that the decision should not rest on the difference of just one mark. Would it not be fairer to simply toss a coin?

What we are looking at is probably no more than one mistake on one of the papers. If we flipped coin we would have a 50% chance of making the correct choice and a 50% chance of denying the other girl a place.

This scenario does seem to point for the need for test scores to be part of the selection process – and not the sole criterion.

Luck and The Eleven Plus

We all think that we need an element of luck when we are involved with tests and examinations. It is not enough to be well prepared and ready for the examination we need that `something extra’.

We have watched world champions indulge in small but significant rituals. We know of footballers who only put their shirts on as they leave the dressing room. We have seen ranking tennis players bounce the ball in certain rhythmic patterns. We have seen mothers holding their hands together in attitudes of prayer as they watch their child walk into school on examination day.

How do you build luck? We know it was Arnold Palmer, the American Golfer, who said: “The funny thing is, the more I practice the luckier I get.” We presume that the same must be true for the eleven plus examinations. But as parents you can supply one final lucky charm. You can help your child make a customised pencil case.

It is easy.

You need two 23cm by 15 cm pieces of fabric. A 20 cm zip. Matching thread.

* Press a 1.5 cm hem on one long side of each piece of fabric.

* Pin the fabric to the zip.

* Tack the fabric to the zip.

* Stitch along the tacking line.

* Embroider your good luck message.

* Open the zip, place the case together and machine the sides.

Supply six freshly sharpened pencils and two soft rubbers.

On the day of the examination make sure your child has the magic pencil case. Give your child an extra hug.

Whisper, “Good Luck.”

Place your hands together and offer a little prayer. It could work!

Does Nagging Help?

A few years ago we met a boy who explained to us quite seriously that he wanted to come first in mathematics in the eleven plus examinations. Some children want to pass the eleven plus. Other children want to do well. Very few children set out to be first.

Can we take a ten year old seriously if the avowed intention is to win an Olympic medal? To win an Olympic medal takes talent and ability, hard work, good coaching and lots of support from the family. Having access to money also must also help.

We need to go back to 550BC to King Croesus of Lydia (now Eastern Turkey) who issued the first coins with fixed values. But was Emperor Yung Hue of China who issued the first paper money in around 650AD. He used paper money because there was a shortage of coins.

So while cash in the form of money is now more than two and a half thousand years old our ten year old striving for the Olympics will probably rely on credit cards and electronic transfers.

So would we take a ten year old more seriously if he or she said: “One day I want to be an International Banker.” To achieve this goal it would also take talent and ability, hard work, good teaching and lots of support from the family.

We once had a wonderful `A’ level girl working for us who set out to become an international lawyer specialising in Arabic property law. No one else in her family was in law or property. She simply had her sights set on a field where she hoped to be able to make a good living. We can’t help wondering if her life now is dominated by paper money or by electronic transfers.

We took the ten year old boy, mentioned in the first paragraph, through a GCSE mathematics course as he already could do all the mathematics covered in the selection papers. Over the course of the summer holidays he worked through the most challenging GCSE chapters from a range of text books. He wrote notes, copied down examples, revised and worked steadily.

This is the drive and determination that is needed to become a champion. Winning a medal is hard work. Nagging may help a child to keep focused – but it is very unlikely that nagging on its own will make a world beater.

Eleven Plus Changes

Election fever has swept through the eleven plus world. Campaigners have been knocking on doors trying to change people’s minds and educate parents and children. Smartly dressed experts have appeared on T.V. extolling the virtues of a new eleven plus system. The children, who are actually writing the papers, can only sit back and watch the proceedings with awe and wonder.

The problem?

Well for years some counties have been adopting a multiple choice system of selecting answers. As you well know your child simply has to read the question and then select A B C D or E. The test papers are then scanned and converted into scores.

This year the children are expected to complete two papers at the same time. They will be given one paper where they have to grade the A B C D E into 1 2 3 4 5 order. This will help with some form of proportional representation. The other paper will be simply the old fashioned multiple choice. The two sets of papers will be laid out on the table and every child will be expected to do one question from one paper and the next question from the other paper. One paper will have thirty questions and the other no more than twelve questions.

There may be some spoilt papers as children struggle to come to terms with the new arrangements. But don’t forget we are dealing with bright children who will have been well prepared. The children, we hope, will take it in their stride. Did any think about what the children had to do when they had completed the paper with twelve questions? After all they still had another eighteen questions to do on the other paper.

Confusing?

It is the sanity of the experts we have to worry about. It does seem likely that an expert would need to be paid a lot of money to be able to come up with such an unworkable solution.

We don’t need to worry, however, too much about the parents. If their child wins a place in a grammar school then the end will justify the means. If their child fails the test then a cascade of fury and anger will erupt.

Poor, poor experts.

Test Items and Success

One of the problems we have when we look at test results is to believe that it is unlikely that intelligence will change. If a child has been at the same school with the same teacher and the same set of friends then the school environment will have been relatively stable. And if the child has been in the same home with the same parents and the same siblings then this too would suggest a degree of stability in intelligence.

Another problem we have is with the purpose of the test. If the tests are supposed to predict intellectual ability, and how well children will do at school in their GCSE and `A’ level examinations, we may also presume that the content of the test will not change too much.

So if the home and the school environments have not changed too much – and if the actual test has not altered too radically - then we have to consider just how likely it is that the eleven plus tests will actually predict future academic success.

If grammar schools were going to broaden their range of `A’ level subjects to cope with less academic subjects like woodwork and needlework then it would be fair to want to include items in the eleven plus tests where a child could be expected to shine. In many countries in the world, however, we hear of academic children who are separated from other children as the `big’ examinations approach.

So we are back with the problem of how reliable are the actual test items. How can we find out if the eleven plus tests are going to be reliable? The easy way is to give the same test twice. If the children score reasonably similar results then we can presume that the test is a reliable indicator. To achieve this, the identical test would need to be given to identical children under identical conditions. The same person would need to give the same instructions in the same tone of voice. The test would also need to be at the same time of day. If the second test was given much later on in the day then fatigue may have crept into the equation.

Suppose the first test was given early on a school morning – and the repeat test was offered just before home time – at the end of the day then it is likely that some children would behave differently. One child may be happy to do the test early in the morning but may have an afternoon activity in the early afternoon. This could cause lack of attention and effort.

Many years ago we can recall a wonderfully bright girl who did not do at all well on a reasoning paper. The night before the parents had argued. There had been blows and the police had been called. Father had been taken away by the police. Our engaging little girl simply did not do very well.

The architects of an eleven plus test could not have built a argument of this nature into the parameters of the test.

So at times the elements of the eleven plus tests that are looking at intelligence may be unreliable – and the tests may not actually find the true level of ability.

We therefore hope that school and the home environments remain as stable and supportive as possible. There is not much we can do about the actual questions on the test paper. We can only presume that they have not altered too radically. We hope too that the children have not had any catastrophic events that have altered their intelligence.

All we can do as parents and teachers is to try to help our children to be as ready as possible for the eleven plus examinations.

Words like: `The honour and the future of the family lie in your hands’ may be a little too strong for a child to try to deal with as he or she walks into the examination room. Some children may prefer to hear: “Do your best, and go in peace.”

Raw Scores

A little girl called Mary is sitting in the car on the way home from school. She calls across to her mother who is driving and tells her excitedly that she scored 18 on a mathematics test. Mary’s mother reacts accordingly and screams in delight – and promises great rewards as soon as the car pulls into the drive at home.

But there is a little problem here. Mary may have answered 18 questions correctly but was the test made up of a number of questions where one mark was awarded for each question – or was there a series of four part questions where Mary was only able to answer two parts of all the questions?

She may have missed a large number of questions so eighteen was not a good mark. In a similar manner she may have answered 18 questions correctly out of one hundred so eighteen was not a good mark.

If, however, the one hundred question test was aimed at sixteen year olds then the nine year old Mary may have done very well. So the eighteen correct answers depends on a range of factors.

The age of the child.

The average score of the test. (If the average score for the whole class was 4 out of 20 then 18 out of 20 is clearly outstanding. Equally if the average for the test was 50 then 18 shows that Mary continues to need help.)

Another factor to take into account is the highest possible score. If nine year old Mary achieved 18 out of 18 then she may have done very well. If the test, however, was aimed at six year olds then 18 out of 18 would still be a cause for celebration – but the praise would need to be rather more muted.

So now we need to look at the subject matter of the test. The test could have been a tables test – and the whole class, including Mary, may have been working on their tables for a week. So 18 out of 20 on a tables test could be a wonderful score for Mary. She may never before have scored over nine out of 20. To double her score would then be a real cause for celebration.

So when you listen to other parents talking about scores of 75% slow down and ask your self. Was this 75 right out of 100 questions in 55 minutes or did the test take place over two days?

The quickest way of deflating your child, and taking the magic of the moment away, is to say: “Good, now next time I want 20.” So if your child thinks that he or she has done well please just savour the moment. Give praise and reward accordingly. Select another moment to pile on pressure.

Eleven Plus Tests

Who makes the final decisions on what kind of test there should be and what use should be made of test results?

Working through the steps involved it probably first of all takes some experts in tests and measurements to work out what sort of tests are needed. Then our political leaders make decisions based on information provided by experts. Finally it is the, the public at large, who vote the politicians into power. The actual people who take eleven plus tests, the children, are not involved in any decision making.

We are often told that standardising test scores makes it fair for everyone. But this is not necessarily so. A child could be `zoned’ for one set of grammar schools and thus gain entry with one set of entrance criteria but another child, in a different area, could be faced with different tests and different entrance standards.

This means that an able child could pass an entrance or selection test and gain entry into one grammar school but fail the entrance examination to another school because the contents of the two tests are different. So it is not `same for everyone’.

If you have a driving test on one day in one town – and then take the test on another day in a different town - you would hope that the driving test examiners would look for broadly similar strengths and weaknesses. You could be just as good a driver on both days but yet fail one of the tests for reasons beyond your control. A long articulated lorry could break down on an intersection and cause a traffic condition that could upset the balance of your test. If you failed for one reason or another you could simply come back again and retake the test. Not so with the eleven plus.

The only way to make a completely fair `level playing field’ would be for every school in the country to be as good academically as our present grammar schools.

This is where our children may be able to influence the future of tests, education, and grammar schools. In years to come the children who are writing the eleven plus examinations now will be voting for the politicians. It is these children who will have the power to force change. This is a very strong reason why we want our children to have the best possible education.

Pressure! Pressure!

Suppose you wanted to try to help your child to become a world famous sports person. You would need to go through certain checks.

You would need to find out if your child was bright enough to be able to cope with a range of verbal instructions. (You probably have a very good idea yourself!)

You may choose to ask your child to try some preliminary checks.

One check could be to lift some weights. These would need to be child friendly weights – but some children would be able to lift heavier weights than others.

Another check could be to ask your child to hold his or her breath for a long time.

A different check would be to run a hundred yard dash.

So now we have four different measurements that we can evaluate. The test score could be the combination of all four scores.

It would not help to have a high or a low score unless you could compare the results with those of other children across the county. You may decide to try to help your child to prepare for the tests.

You could feed your child on fish and carrots to help the brain. You could purchase a set of weights and establish them up in the living room. You could ensure that your child takes three baths a day and holds his or her under the water for longer and longer periods. Finally you could encourage your child to run round and round the house to build speed and stamina.

You then hear on the news that all children in the whole county are to be given extra help with breathing. You go out and buy a bigger bath and a larger underwater stop watch. After all you want your child to be able to see and feel what is happening under water.

Eighty five parents protest because the water has overflowed the edge of the bath. The breathing test is suspended by the county pending a review. You continue because you are sure that your child is good at holding his or her breath – and anyway while he or she is under water there is no `talk back’.

You hear of a special high altitude athletic camp to be held over the summer holidays. This will help breathing, running and weights. Sadly the camp does not cater for intelligence. You wish there was another way of measuring intelligence.

Your child’s school teacher will not say if your child will pass the county wide test. The school does not do extra breathing exercises. Your best friend says that your child is sure to pass.

You just wish it was all over.

Beating the Eleven Plus System

We went to Legoland over the weekend.

One of the rides is a water chute – where you step into a little boat and skim extremely quickly. This was a popular ride as it offered an exhilarating feeling. Naturally the queue was long.

One family worked out how to beat the queue. Two grandparents were standing just ahead of us, very close to the `30 Minutes to Go’ sign. Two girls, one aged around eight and the other about ten suddenly slipped past all of us waiting in the queue and joined their grandparents. Naturally they beat the queuing system. Their parents, you see had joined the end of queue at the same time the girls joined their grandparents.

The girls were on a winner. I know the grandparents and the girls were very happy that they had beaten the system.

Now I am sure that this family wanted their children to become professionals. Perhaps one of the girls will one day become an accountant. What happens when one of her clients approaches her with a system to beat the tax system? Does she smile and giggle and help the client to jump the queue? What about the other girl? Will she one day become a doctor? Will she encourage queue jumping in her practice?

At times we must all wish that there was an opportunity to take a short cut towards success in the eleven plus.

Some families will always want the easy way out.

The rest of us just have to do the work.

Eleven Plus Steps

Many years ago my father took me to a Mission School. Mission Schools were run by various faiths – and are what we call our Church Schools today. We went to the school because someone had died. We went to a funeral. The venue? Hope Fountain in Zimbabwe.

I can remember a service and songs in the church. The singing, as ever, was loud and vibrant – a real mixture of traditional `Church’ songs as well as songs from Africa. There was a Church choir and their singing was sweet and poignant. They were singing for their departed Head Teacher.

We walked outside and the clouds had rolled up very quickly. As the mourners gathered around the grave we all knew that rain was very close. The coffin was lowered into the grave and one by one stones were picked and dropped into the grave.

The rain came down – very hard. The line moved on – one stone at a time. The sky was very black. The ground around the grave was wet and slippery. A couple of the Europeans attending then picked up more than one stone to hurry the proceedings along.

One of the Africans stopped them with a quiet word, “One stone at a time.”

So with your worries and concerns about the eleven plus and your child:

“One step at a time.”

Surreal

Many years ago an occasional classroom may have had a resemblance to this scene:

Scene 3

In the classroom

Teacher. Quiet. (There is complete silence.) This is all very interesting – but not to the point. (Wilson screams with pain.) Who was that? Was that you Wilson?

Wilson. Sir, I was jabbed, sir.

Teacher. Jabbed?

Wilson. With a compass, sir.

Teacher. Who jabbed you?

Wilson. I don’t know, sir.

Teacher. Well go back to your place and make sure it does not happen again.

Wilson. Yes sir.

We know that a conversation like this can not happen today. In the first place where can we find a child who is going to call a teacher `sir’ on so many occasions? Secondly we expect our teachers to show more concern from the start.

We can translate the staccato rhythm of the conversation to the eleven plus.

Father. Have you done the eleven plus paper your mother asked you to do?

Wilson. I was waiting for you.

Father. Why didn’t you to complete the paper while I waited?

Wilson. ..

Speeding Up Eleven Plus Results

“My child and I get very anxious waiting for examination and test results. Is there anything that can be done to help?”

One of the great benefits of the present system of taking driving tests is that people are offered a second or a third chance. I have always taken the stories of people who have taken the driving test nineteen or twenty times as being apocryphal. Just think of that poor driving instructor. Think of the number of times the driving instructor has had to gear himself or herself up to engage in a lesson with the pupil.

Think of the feelings in the instructor’s heart as he or she sees the car approaching along the road ready to turn into the test centre. Will there be a pass or a fail?

Think of the feelings of the poor prospective driver as the wait for the dreaded words approach. At least the end is swift. “I never felt a thing!” A learner driver knows about pass or fail immediately.

Children involved in eleven plus examinations have to wait an unconscionable amount of time before their results come through. I wonder if there is any way this process can be speeded up.

Let us try to track the examination paper after your child has walked out of the examination. The head examiner or invigilator collects the papers, places them in an envelope and put the completed papers immediately into the safe. A courier collects the papers the same day and delivers them to be marked.

The papers are fed through a reader – and software will automatically give a raw score – how many questions are correct, and a standardised score – to make the test as fair a possible.

The results for the whole school could be collected and collated within minutes. This probably takes no longer than the time it takes the driving instructor to unbuckle the seat and complete the form before half turning to face you.

So surely the children who have definitely passed could be told immediately. The children who did not do at all well and have no chance could also be told immediately. This leaves us with the small percentage of children who, on this occasion, just do not have the right combination of marks.

So this is a plea on behalf of all those parents with a definite yes or a definite no to be informed quickly and painlessly. This could be as much as 90% of the parents.

So the only mums and dads who have to get nervous or anxious are those parents with results that are nearly passes or nearly fails. If this poor cohort of parents is around ten percent then it is evident that these are the only parents who need help and support to get through the uncertainty of their child’s success.

Pushy 11+ Mums

What happens when you hear of a mother labelled as a `pushy mum’? Mums push their children for a variety of children. Very often they simply want their child to do better than they did. Other mums will want their child to have the same opportunities that they had at school. A few mums will become pushy simply because they are competitive.

It is very unlikely that a mother will become pushy over eleven plus examinations if she has not already been pushy over pram sizes, colours in the nursery and what to wear on the first day to school. So all you can do is admire her for her effort – but you can not afford to get caught up and try to compete.

If you push your eleven plus child too much you will not ever allow him or her to feel good and pleased. All you will have done if you push too much is to set yet another target to beat. I have heard mums talking to their children about results on papers.

“Well done for achieving 82% on that paper – next time try for over 90%.”

That sort of statement may work very well once or twice but that sort of pressure simply can’t be maintained.

Sometimes parents want their children to do so well at school that they push them beyond their natural ability. Some average children can be helped to above average levels by intensive coaching and hard work. This does not always mean that the child will be able to maintain the same standard as and when the pressure is taken off. There is nothing at all wrong with being an average child who is happy at school. Mums sometimes take it personally when it is suggested to them that it may be time to back off and just let their child be an ordinary child for some time.

I remember years ago two charming children who were given cricket coaching by the equivalent of a county professional. The children were never going to be good enough to make a school cricket team – but their parents wanted the children to have the best possible opportunity. This is not quite the same as parents who want their child to get into the cricket team and so provide the best possible coaching.

The problem for many of us is that a child who may be exceptionally bright at something aged two years may not develop into an exceptional child at ten years old. We need to add into the equation the child’s motivation.

It may be your dream for your child to go to grammar school. Your child may say that he or she wants to go to grammar because you have been on and on about the advantages of grammar school. For your child to start to dream about going to a grammar school is a very different matter. Your child may `grow’ into the idea but you may be pushing too hard if you force your child to work simply by the strength of your personality.

Suppose that your son takes an Eleven Plus Verbal Reasoning test one day and achieves a certain score. He then returns the following week to take the same test and achieves a different result.

We need to assume that he has not discovered the correct answers in the interim.

We also need to assume that his intelligence has not changed in a week.

We also pray that there have been no mechanical errors in marking the two tests.

We would probably be able to say that it is likely that the scores would be different. So what could account for a difference in scores on identical tests?

Some reasons could be very straight forward:

The amount of sleep the night before.

The type of breakfast eaten in the morning.

Feeling about the person administering the test.

Distractions in the testing environment.

An argument with a sibling.

A fight between members of the family. (The list could almost be endless.)

So now we can look at whether boy or girls would have greater differences in their scores. There are naturally two ways to approach the question.

The first is by logical analysis. So we have to say there can be no difference between the scores of boys and girls – otherwise we would have to give different tests to boys and girls.

The other way of looking at the problem is by statistical analysis. So we know that girls do better than boys in some areas but we are not all that certain why. So do we look at the difference in scores and think that girls will probably do better on a re-test a week later than boys would?

We need to remember at this stage that we are talking about the same test with the same questions under the same conditions.

So if we are going to get variations of results from a formal testing session we naturally must expect variations in results of work when children are doing tests after school and on the weekend. Be patient with your child. Let all these different factors flash through your mind before you comment on a difference in results. Above all don’t take any variation personally. It is very unlikely that your child is being difficult. There just may be circumstances beyond his or her control.

Doing the best you can.

“I’m sorry Mum. I just don’t feel very well. I just can’t do my reasoning today. I think that the pain is in my tummy. I just feel shivery and unwell. I think I have the same hay fever that Aunty Isobel has. You never get cross wit her when she is not feeling well. I just keep wanting to sneeze and my eyes are sore.”

“Yes Mum, I know that the last time I felt sick you let me off but this time I really do not feel very well. I think too that I won’t be able to go to school tomorrow. No I don’t think that I need to see the doctor. I’m just feeling miserable.”

“Yes I do know that we have a maths test on Wednesday. But you know that I have been working hard. I think the test will be on fractions and percentages and I really do know how to do them. Uncle Will showed me his `clever’ method so I can do them now. Please let me go to my room. I just don’t feel very well.”

“Well you did tell me to go to my room and revise – but I don’t know what to do. I just stare at the paper and I feel bored. I know you told me to read the questions twice, I know that I am supposed to take my watch off and make sure that I don’t spend too long on a question but I still don’t feel happy about trying to revise.”

So what can you do to try to help your child to do some extra work on those `bad’ days?

Try to be relaxed and confident. You know your child will do the work in the end. There is no need to keep on and on. Discuss various options but don’t try to land up having a set to about work.

Try to take as much interest as possible in what the actual problem is. It may be that the exercise your child is stuck on is simply too hard. If so suggest a change of topic with the promise to return to the hated one on another occasion.

It may not be the work that is worrying your child – it could be that the time that has been selected is simply unattractive. If a certain school day is tiring then why not rearrange the study time?

You certainly don’t want to argue about work. You just want to do the best you can.

I went yesterday to the scene of a murder. I know this was rather ghoulish but the murder took place 837 years ago. Thousands of other pilgrims have made their way to the cathedral over the years. Prayers have been held at the site for over 1400 years – and around two thousand services are held every year.

As you face the main entrance to the cathedral there is a row of terraced houses on the left hand side. There is nothing particularly remarkable about the houses – other than their proximity to the cathedral.

The evening was rather chilly. We were all wearing coats. By seven in the evening the crowds of foreign school children had disappeared.

A table with six chairs had been placed on the cobbles and six determined men and women were having their meal outside one of the houses. Two of the women were wearing woolly hats. The table was laden with wine and food. There was lots of laughter and noise. Possibly more noise than a group of over sixties usually made at a meal – but the party was happy.

The reaction of the passers by varied considerably.

An elegant sixteen year old said: “Silly old …”

An obvious tourist was captivated, “How quaint, how British. How wonderful, we must take a picture. No one would believe us.”

There were no signs about kicking balls in this famous old courtyard. Two eight year old boys dashed across the open area passing a ball between them. A voice shouted, “Come along dears. It is time to go home and do some work.”

If only the Eleven Plus had elements of history.

Who was the priest that was murdered?

Which cathedral was visited by thousands of pilgrims on their way to the Holy Lands?

Why was the king forced to walk towards the cathedral dressed in sack cloth and ashes?

Poor children, imagine having to work on a beautiful Saturday evening.

Saturday Night and the Eleven Plus

Today is Saturday. This means that the weekend is in full swing. Eleven Plus parents and Eleven Plus children will be doing the `Eleven Plus’. It sounds as if there is a song in the words `Doing the Eleven Plus’.

`Doing the Eleven Plus’ could even spark a prime time Saturday night competition where grown men cry their eyes out before seven million people. The men would be crying because they could not answer the eleven plus questions.

Question 1. What is the derivation of the word `Barmy’ and what it its relationship to the Eleven Plus examination?

We know that we should never use this word when talking to our children. We think that barmy is a slang word for the feeble minded – but we are not 100% sure. A possible explanation is that that it comes from Barming in Kent – where the county’s lunatic asylum was situated. The word barmy then is applied to a rather unexpected eleven plus answer.

“What is the product of 6 and 9? Oh dear that is rather a barmy answer. Product means multiply.”

Question 2. What is a Hall Mark – and how is one awarded for the Eleven Plus?

A Hall mark is the official stamp used at Goldsmiths hall in London. The Goldsmith Company marked gold and silver articles. So a Hall Mark is a distinctive mark or token of genuineness, excellence or worth.

“Mum, Dad, I achieved 56% on this paper. The first time I have reached over 50%. I am so pleased.”

“We are so proud of you. We will demonstrate the hall mark of our approval by taking you to the cinema. Well done!”

Question 3. Where is the significance of the word `marathon’ in the mythology of the eleven plus?

We know that the marathon was a running race over 26 miles and 365 yards. Now we use the word for a protracted event. The event could be wage negotiations – how much any marks over 89% are worth. The word marathon can also be sued in international talks – if passing the eleven plus is worth a trip to Disneyland Paris or Florida.

So we now have all the ingredients of an eleven plus rallying song.

We know that at times we will feel a little barmy.

We know too that at times we will feel the need to have our efforts rewarded.

And finally we know that the eleven plus journey will be long and arduous.

All we need now is the BBC Light Orchestra; twelve weeping would be Josephs and four well meaning judges. (It all sounds rather like preparing for an eleven plus appeal.) The contestants will need to write the words, prepare the lyrics and sing the songs. All this amounts to about the same angst and emotion that every eleven plus parent goes through.

Break a leg!

Doing as well as possible!

“I’ve got just one objective this year. I want my child to pass the Eleven Plus.”

That is a positive statement of intent. It does, however, raise a few little problems. We are going to need to come to terms with a few minor objectives along the way.

“By March of next year I want my child to receive an offer of an eleven plus place at the school of my choice.”

So the first statement is really an aim. You would really like your child to win a place in a favourite grammar school. The second statement is more of an objective. You can measure the time element. Your child can or can not be offered a place. The place may or may not be at the school of your choice.

We now have three further objectives to list. These three new objectives are now more specific and measurable.

Now why are you putting yourself through all this analysis and preparation?

Setting objectives will help you to fulfil your side of the eleven plus equation. It will help you to clarify your intentions and it will make it easier for you to gauge the extent to which your intentions have been fulfilled.

So now you need to think of an objective that is readily testable. “By the end of the month you will be able to remember to read instructions twice.” This you can test – and it is achievable.

The value of you preparing objectives of this nature is that your child will have an agreed `Statement of Objectives’. This will give your child a framework of expectations that you and your child have agreed on. If your child has a reading problem then you may have an objective of trying to help your child to choose the sort of books that he or she may enjoy reading. If you set the weighty objective of trying to make your child into a reader as well as passing the eleven plus you may be asking too much of both of you.

If you simply write down all the different topics the two of you are going to study in mathematics and reasoning then all you are doing is working out the course of study your child will follow. Essentially, by writing objectives, you are trying to change your child’s attitude and behaviour. Your objectives could attempt to include the elements of behaviour and attitude.

Another reason for taking the time to write out lists of objectives is that you give your child the power of choice. If you set out objectives to be achieved by a certain date then your child could pick and choose when and how to do the work. This takes the pressure off both of you.


After all, your aim really is to try to help your child to do as well as possible in the eleven plus examinations.

Crossing and the Eleven Plus

A man who crossed a river in 49 BC still has influence over us. All those years ago Julius Caesar crossed a river with his legions. The river was the boundary between Rome and one of the provinces. Once he crossed the river he was in fact declaring civil war.

It is always a little strange to call a war `civil’. If we are civil to our elders we are polite and well mannered. If we enjoy a civil wedding then we are participating in a wedding where marriage vows are exchanged . The religious element of the wedding, however, is by choice and not decree. The civil rights movement was associated, for some time, with peaceful protests. Violence erupted only when the authorities became upset.

But when Caesar crossed the river he crossed the Rubicon. We know that crossing the Rubicon is a decisive and irrevocable step.

In just a few months time you will be taking a final and irrevocable step. You will be filling in a form where you are writing the senior schools in order. You are offred a choice – and you really do get to choose at this stage. Later on you may not be offered the school of your choice but at least for a few moments you will have had a choice. You have been exercising your civil rights. One you have completed, and sent the form off, you will have `Crossed the Rubicon’.

Lets us go back now to the concept of being civil. While you are working towards the eleven plus you still want your son or daughter to be civil to you. You can not demand your rights over your child otherwise you may provoke civil war. Your choices of school may not coincide with your child’s choices. You are going to have to be diplomatic and ask your child’s opinion. You are going to have to be civil to your child.

In the months leading up to the examination you will not be able to think about engagements, weddings, christenings or even death. It is funny how focused and single minded you will become. Your conversations will be directed towards `chances of passing’ and `standard scores’ and even `alternate angles’. You will stop buying clothes for fear of upsetting the Gods of Chance. You will always fold your arms twice to make sure that no evil sprits can enter your body. You will not step on any lines.

You see you have Crossed the Rubicon. You took that decisive and irrevocable step to enter your child for the eleven plus. Oh dear!

There is, however, one element that you still have control over. We understand that the river that Caesar crossed is now called the `Pisatello’. It is a river in Italy just north of Rimini. My brother and I crossed the Pisatello the year before last. There were mountains and deep valleys with trees. Julius Caesar was not running about with his legions.

So when it all gets a bit too much for you – phone a friend. Buy a ticket for two to Rome. Hire a Ferrari. Leave all thoughts of your family behind. Buy a case of deep red wine. Lie back. Forget about examinations for a few stolen hours.

The logic of the 11+

We have all used the technique refined by Socrates of asking questions when we already know the answer.

At a very simple level the question: “Have you been a good boy today?” can be a really cruel question when you know very well that your son has just spent the afternoon playing on his play station. If you knew that he had spent the afternoon on his play station, why did you ask the question? Quite simply you wanted your son to take responsibility for his actions.

Socrates was very involved with the moral aspects of life. He used his question and answer technique to encourage people to think clearly and avoid red herrings.

Sometimes, however, the questions Socrates asked did not have straight forward answers. He might have asked, for example, “What is right and wrong?” This would give very different answers to a more specific question like: “What are the right and wrongs of playing on your play station when you should have been doing an eleven plus paper?”

I am sure we have all been told at one time or another that we should never ask a question if we did not know the answer. Socrates used questions to encourage a person to examine his or her beliefs. Once the beliefs have been `extracted’ then Socrates forced his students to examine the validity of their beliefs.

So once you have `extracted’ the answer about the reason why the afternoon was spent on the play station you then have to encourage your child to present a valid answer. Don’t be surprised if your ten year old has a perfectly valid answer:

“Mum, I played on my play station because we finished all the eleven plus papers last week and you said that you were going to the shops today to buy some new papers.”

A valid and logical answer! Socrates would have been proud of your son!

Where do our teachers come from?

We were asked yesterday where we find our teachers – or more importantly where do out teachers find us. Now here is a little story – and it seems quite incredible.

The teacher in charge of one of our centres was recommended to us by a member of the senior management team of her school. He had had his son with us for help towards the eleven plus. Our teacher was then an A level student and he thought that she would enjoy working with us. Our teacher stayed with us for two years as an `A Level Assistant’ and continued teaching for us while she attended university and then went on to qualify as a teacher. She stayed with us as an NQT – and we are privileged to claim that she is still with us some years on. In fact very nearly ten years! We all know that she will be a headmistress one day.

Our highly efficient LSA has had two children who have worked for us. Her children attended eleven plus classes with us. One has gone on to university while the other is still at school. This is a real family concern.

Our most senior assistant did eleven plus classes with us and she returned to teach for us when she entered her A levels. She is still with us while she is at university – doing very well. We are very proud of her – and the children simply love her.

There are three other A level assistants – all of whom did eleven plus work with us – and then returned at the `A’ level stage. Two of them were helped towards the eleven plus by one of the teachers mentioned in this little tale.

The one A level person who did not do eleven plus with us has a sister who teaches for us. The sister in question also joined us as an A level student. She then trained as a teacher, and is still with us ten years on. She has the ability to give children confidence – a very rare skill.

So in this centre we have teachers with deep roots.

Our LSA trusted us with her children.

Our assistants did eleven plus work with us and are now sharing their skills and their enthusiasm.

We are very grateful to this team. This is very likely a unique situation in the whole history of education in the United Kingdom.

We are a family business. Yes we are a business teaching children – but no business can pay enough money to be able to buy loyalty on this scale. All we can say is a very humble; “Thank you very much.”

11+ Texts

We all adjust they way we speak according to the people we are talking to. We change our language according to subject matter, and who we are addressing.

Children have one language to use in the classroom. There is the language of the playground. Then there is the different words they will use when they speak to their brothers and sisters and to you.

Some ten year olds will also have the language of the mobile phone. This represents a big shift in communication skills. Our children now have new ways of spelling words, new words to and an entirely new method of communicating.

So when our children are called upon to write a story we expect them to be able to come up with language that is similar to the way words and ideas have been used in books for many years. We want a rich vocabulary in the conventional school story. Texting, however, does not need a rich vocabulary. In a traditional story we demand a beginning, a middle and an end. Texting implies a conversation – so there is no real end. We want our children to be able to spell correctly – even on long words – but texting changes the ways words are spelt.

So I wonder when those involved with writing verbal reasoning papers will catch up with today’s child. Any changes in the language of verbal reasoning papers would involve a big shift of attitude towards children and the present reliance of vocabulary as being a key factor in intelligence.

How words change!

What happens when your child is faced with a string of words in a verbal reasoning exercise and he or she is now sure of what the words mean?

If the words `bisect’ was used in a sentence then a good number of ten year old would know that the words means to cut in two,

The word `dissect’ means to cut open and examine. Your children may have seen pathologists on TV cutting corpses up to determine the cause of death.

The clue lies in the spelling of some of the letters within the word i.e. `sect’. In Latin this means to cut.

The `dis’ part of the word also comes from Latin – meaning apart.

So when we hear the word `dis’ thrown into the conversation we know the origin of the word means apart.

So if your child want to `dis’ someone you know that you now have a little more ammunition for serious talk on correct and proper English. Just remember to throw in those few extra words about the origin of `dis’. This may come in useful in the verbal reasoning examinations.

Timing

When we are talking about timing we have to go back in time.

Many years ago the great composers were not as preoccupied with timing as we are today. A composer would often leave the timing of a piece or passage to the performers.

A performer today still has the opportunity to interpret a passage or sing in an individual manner. Singing karaoke is a possible exception. Then the whole point of performing is to try to sing notes as close to the original as possible.

But music can not be a completely mechanical exercise. How ever hard a performer will try there will be a degree of variation.

The same must occur in an eleven plus examination. You can coach your child and you can prepare your child as best you can. You can be the best teacher in the world – and even try to hire the best possible tutors - but there will always be a degree of variation between the final rehearsal and the actual examination. For your child may hesitate over a single word on the verbal reasoning paper. You child may even meet an unexpected problem with timing.

You see children will never be mechanical in an examination. The word `tranquillo’ suggests a certain mood in music. You would not expect a piece to be played quickly or loudly or in a jerky manner. You do, however, really want your child to enter the examination feeling `tranquillo’, and confident about timing.

11+ Suggestions

When we are trying to prepare children for Standardised Tests we often need to do wider preparation than work solely on the expected items within the approaching test.

If we are working on verbal reasoning, for example, we may also need to work on reading, language, listening, vocabulary and comprehension.

Naturally we need to familiarise the children with basic test formats and directions. It may also be useful to be able to teach some test taking strategies for the standardised tests. The format for taking some multiple choice questions can very different from answering short answer questions.

What you are trying to do is ensure, as well as possible, that your child is ready to be able to demonstrate he or she knows `on the day’. You just don’t want your child to be overwhelmed in the examination by an unfamiliar testing situation. Your work with your child should, when possible, be carefully prepared so that you too can demonstrate that what you know `on the day’.

So some suggestions for you to consider:

1. Don’t start talking about on the next question while you are still working on one question. The other questions may be similar – but work one step at a time. This is how you want your child to behave in the test situation.

2. Try to avoid spending too long on one question. If you and your child worry over one question for too long you may be `training’ your child to spend too long on a question in the examination. After you have done some work, and it is not working out, simply say suggest that you and your child leave that question. Use the words: “We can always come back to it later on.”

3. This next point may or may not apply to you or your child. Try to avoid changing an answer unless you are very sure that it should be changed. If your child is used to you changing your mind then don’t spend too long on this aspect of examination technique.

4. Prepare your lesson when you are working with your child. If you know that there are some difficult questions coming up then try to make time to look at the questions before you start working together. Above all you want to appear to be calm and collected. If you suddenly leap up in the middle of a range of difficult questions and feed the dog, put the washing on, answer the phone, sort out an argument and then try to return to the question feeling energised – then you may be setting your child a bad example.

Doing maths in your head!

We had a very bright child on our 11+ course today. He loved mathematics and worked very quickly through the course and then wanted more to do. He said that he loved solving problems.

We gave him this one:

I think of two numbers whose sum is 26.

Twice the first number plus three times the second number make 63.

Find the numbers.

He followed his own method of working this out – and it took him about four minutes.

His answers were correct. He explained how he had done the sum – but it was all in his head – with no working out. We have chatted about working out over the course – but he was simply irrepressible.

This is what we suggested:

Let x be the first number.

Let y be the second number.

So equation 1 becomes x + y = 26
And equation 2 becomes 2x + 3y = 63.

To solve
x + y = 26
2x + 3y = 63

Multiply equation 1 by 2:

2x + 2y = 52

Now take the equations way:

2x + 3y = 63
2x + 2y = 52
y = 11

Put y = 11 in the equation x = y = 26

x + 11 = 26

x = 15

Answer: The numbers are 15 and 11.

Easy if you know how. Pretty good for a ten year old to do in his head!

Cleaning the Car.

Your ten year old may need, or want money, at some time in their lives. Naturally their attention will turn towards making money by washing the car. Poor car.

You will have advised them to remember to wipe the car down with a clean cloth.

You will have advised them on cleaning the windows making them look as clean as possible.

Equally you will have discussed with them how effectively the `Hand Car Wash’ specialist does the job.

So you make the point to them that while you are prepared to pay £19.50 for a mini vac from a professional – you will only pay in the ratio of 2:3. You suggest that if the sum can be worked out correctly you will allow the job. You also confirm that you will pay in cash. Furthermore you will state that all previous debts are wiped out.

The ratio of the wages is 2:3.

This means that your child will be paid two thirds of the money.

So two thirds of £19.50

= (2 times £19.50) divided by 3.

= £39.00 divided by 3

= £13.00.

So your child is going to be paid £13.00 to wash, clean and vacuum the family car!

I hope is going to be a good job!

Small Steps

The Quick Open Reverse Turn

The man lowers toe-heel back onto his left foot, and the woman forward onto her right foot outside the man’s right side. The couple now continue with the basic quickstep.

Continue to turn left; the man swings his right side forward past the woman and onto his right toes swaying left. The woman swings onto her left toes as she takes a smaller step to the side swaying to the right.

Still flexed at the knee, the man drives forwards, left foot in line with the woman, and continues to turn left. The woman moves backwards with her right foot.

Compare these instructions with:

Find 17% of £25.00

1% of £25.00 is £0.25 (25 divided by 100)

7% of £25.00 is £1.75 (0.25 times 7)

10% of £25.00 is £2.50 (25 divided by 10)

17% of £25.00 is £4.25 (£1.75 plus £2.50)

To make the quickstep instructions comprehensible the couple may need a little help. The printed words are all very well but hearing the music and following the instructor glide around the floor will speed up the ability to learn the turn and, in time, remember what has been taught. It would help if the steps leading up to the turn have been learnt and understood.

To remember the steps of working out how to find a percentage also assumes that your ten year old has some prior information.

A percentage is out of a hundred.

To find 1% divide by 100. It would help if your child knew how to divide by a hundred before the percentage exercise. If you are teaching dividing by 100 as well as percentages you may, a times, be asking your child to take on too much.

So when you are working through examples on an eleven plus paper it does help to write out the steps. This will help you to focus on what has to be learnt. It should also help make sure you are using the right vocabulary – and that you are not assuming too much.

If you are unsure of what this means take a trip to a local dance class. Join a group where the level of instruction is challenging to you. Return the following week and see just how much you can remember.

If you can break down all the steps you have been taught a week later then you can expect the same from your child.

A Post Lesson Chat

“Please hold on one minute. I just want to ask your teacher what you did today in the lesson.”

“No, I don’t want you to go to the car and wait for me. I would prefer you to hear what is said.”

“Thank you for seeing me. Rosie’s teacher at school said that she is still struggling with her mathematics. How has Rosie been doing in the lessons?”

“Yes, I do look at her books after every lesson. Rosie is proud of the work she does. She always talks about how well she is coping with the verbal and non verbal reasoning exercises. She never talks much about her mathematics.”

“Oh, thank you. I can see this is revision. Rosie found that difficult last year. An `excellent’ – well done Rosie.”

“So this is the new work from the eleven plus syllabus. I can see that she has never done anything like that at school.”

“Well done Rosie.”

“So what can I do to help? Are there any books I can get? What can I do at home?”

“Thank you so much. Rosie does enjoy the lessons.”

“Say goodbye Rosie.”

“There I told you that you have to spend some time reading. Put your seatbelt on. We will pay another visit to the library to see if we can find any of those books.”

Oh dear! Poor mum!

“Well dear, we are not going out until 10.30 today. What about a few minutes of work on your verbal reasoning before we go?”

“Yes I know that you did some work yesterday. You do know that the examinations are later this year. Your teacher at school was very nice about you – but did advise you to do some regular work.”

“No, you do not have to do any maths today. What about some verbal reasoning? I am not doing anything for the next few minutes. We could look through a paper together and look for some questions you might like to tackle.”

“It is no good you choosing those kind of questions. You know that you know how to do them. Why don’t we look for some `hard’ questions? You know how you like a challenge.”

“I do know that it is Sunday morning. I also understand that your brother is just lying there watching T.V. He has already done all the hard work and he is at grammar school. You do want to go there don’t you?”

“No, you have to read all the way to the end of the question. By all means look for the key words in the question – but you do need the read the last few words.”

“You have just had a drink. The film your brother is watching is not too loud. We only have a few minutes left before I have to take the washing out, tidy the bedrooms, feed the cat, exercise the dog, find your dad’s new hat and make sure your brother does not wear that revolting hat. All you have to do is do a few questions.”

“Oh, all right then. We will do the work when we come back. But you will have been out in the sun all day and you might be tired. Are you sure that you will not argue about doing any work tonight?”

“Very well then. Just put the books away neatly, please”

Answering the Phone

My grandparents had a party line on their farm. This was an arrangement where six other farms shared the same telephone line. Each farm had a distinctive ring. It was amazing how the brain simply cut the noise of unwanted rings out. Our number was three short rings. If you heard a ring starting with a long ring you did not bother to listen to the rest.

Some telephones seemed to ring more often than others. The phones always rang more on births, deaths and weddings. One farm never seemed to get a telephone call. When visitors came to the farm they always asked if the phone had run for the silent neighbour.

“Put the phone down!”

The line was a `party’ line so anyone could listen in. I understand that the trick was to try to pick up the phone at the same times as the recipient of the call. This did away with the need to try to disguise an offending click.

“If you are going to listen – just stop coughing!”

Background noises could identify who was picking up the phone. The sound of a clock ticking was a give away.

When the party lines were abolished the ability to overhear conversations died away – to a certain extent. Today we are back in the realm of shared conversations. The digital phone sends messages, pictures and videos. Every ten year old is `phone literate’.

Can’t do number 16?

Just take a quick picture – and send it to your best friend. Her mother does know how to do a question like that. (Her dad is better at the non verbal questions.)

The answer is sent back. All in under a minute. This is real progress. It looks as if the party line is not dead – it just went into hibernation for a few years.

Books v Papers

What makes a day into a memorable `Two Ice cream Day’? We know that the sun was shining and the beach was crowded. Hundreds of people were enjoying the beach. I did not see one child hunched over a packet of eleven plus papers.

There were plenty of buckets and spades. Naturally some people were reading newspapers. I even saw one or two people lying on their stomachs reading paperbacks.

There was a grammar school within a few miles of the beach. In a large bookshop there were a few eleven plus books and papers. So how were the families going to prepare?

An early solution would be to find a foundation mathematics text book. The work on decimals and percentages would be laid out correctly. A Key Stage 3 book would also be useful. Naturally you would need to get a good Key Stage 2 book for revision.

Why would you want to but a key Stage 3 book or a Foundation mathematics book? Quite simply the examples are laid out in a clear and concise manner. There will be few pictures. You will not need to do all the chapters of the book.

Sometimes you will find that working through worked examples has to be better than struggling through a paper.

Anyway – if you get bored why not try a second icecream?

Papers on Sunday Morning

The children on the courses have just an hour left to go before they go home. One of the mothers was sitting in reception waiting for her daughter. I asked her what she was going to be doing over the Easter weekend.

The mum replied: “As little as possible!”

She then mentioned that family and friends were expected for lunch on Sunday. The question of wine came up. Her eyes glazed over and she smiled.

My son and his wife Jackie have just returned from Tuscany where they took this picture of wine. I showed the picture to the mum. From the ensuing remarks it seems that in one household there will be no thoughts of eleven plus over the weekend. On Sunday morning the family will not be sitting with an eleven plus paper. Cooking, eating and drinking will be the order of the day. We wish them well!



We hope you all have a pleasant weekend.

Reading by the Pool

Our children today live in a world where we have made wonderful advances. Our children are brought up to believe with science and technology we can achieve almost anything.

When Caxton invented the first known printing press he was obviously looking far ahead. He printed over a hundred books in his lifetime. It is difficult not to put words into his mouth – but he would probably have been very excited at the idea of `ebooks’.

`Ebooks’ can be downloaded from the internet. You can read a number of pages from the book – and make up your mind whether you want to buy the book or not. This saves going to the library, selecting three or four books, and not enjoying any of them after the first few pages. Even the major bookshops like W.H. Smith carry examples of `ebooks’ on their website.

Caxton focused on what were considered, in those days, to be `important’ books. Through `ebooks’ we can sample many different types of books - not only fiction and non fiction but also biographies, romance, travel and the environment.

We know that many of our bright eleven plus children are socially aware. Many of them will be concerned about the environment and aware of issues like the mountains that have been torn apart, seas, rivers and oceans polluted. Our eleven plus children will also be concerned about forests have been destroyed.

Naturally our children will also be aware of benefits of the advances in technology. I wonder what Caxton would have felt if he had been able to lie in the shade, over looking his swimming pool, reading a section of a book that had been downloaded from the internet by a wireless connection?

Our children can do just that. They can even lie beside the self same pool working through an `online eleven plus paper’! Surely this must be progress.

If it is not progress then perhaps we are expecting too much from our children. For a select few children the days of being able to lie beside the pool feeling relaxed and `on holiday’ are long gone. Poor kids!

Holiday Reading

“I would rather spend half an hour on the rack than read a book over the holidays.”

This is rather a dramatic statement.

I remember reading about the rack as a child. The idea of having one’s legs and arms attached and then being stretched did not appeal to me as a child.

Imagine the feeling as your arms popped out of their sockets.

Imagine being tied to a chair and having to watch a friend or member of the family being subjected to the torture.

Surely it would be easier to simply read a few pages of a book?

“I’m not really a reader. I just don’t like books.”

We have all sat on trains and observed our fellow travellers sitting and staring into space. Without something to read a prolonged journey must be like having to endure physical pain. Intolerable!

Some years ago we were given the privilege of helping a young twenty four year old man to learn to read. He had become a mercenary in the Congo at eighteen because he had left school without being able to learn to read and write.

He wanted to learn to read because his lovely young wife was about to give birth – and he wanted to be able to read stories to his children. He just wanted to be able to read to his young child to be. He was not thinking about educating himself, there was no thought of examinations – it was simply the role of a father that was driving him on.

We hope as the years have gone by that he has become more that a man staring into space. We hope too that he no longer regards reading as a torture.

So talk to your eleven plus child. Remind them of the wonderful privileges that they are being exposed to. Ask your child to consider that an education in a university is far superior to four years on the battlefields of the Congo.

Suggest that they simply settle down and do some reading.

Handwriting

We all have a variety of clothes.

Let us start at the top. There are the party clothes. These are the dresses, suits and dinner jackets that are wheeled out on special occasions. If the event is `important’ enough we can always justify buying yet one more piece of party clothing.

Then we have our work clothes. There are the clothes we wear on a daily basis to go to work in. Enough said.

Next come our holiday clothes. They are always just that little bit brighter and slightly more sensational.

Then our relaxing clothes. We wear these when we are certain that no one will see us. They are the sort of clothes we change out of when we go shopping.

What we wear reflects our moods, instincts and passions of the day. Our clothes determine how we are going to behave and how we will deport ourselves. Our clothes send signals to our family, friends and even to casual observers. We all can remember a teacher who wore a red top on some days – and the whole class was quiet and prepared for war on that day.

Handwriting sends out similar signals. Some children will always have neat and tidy writing. These are the children that tidy their bedrooms.

Other children will have a mixture of neat and untidy writing.

Then there are the children who almost take pride in being untidy and illegible. These are not the children with writing problems - they are the children who are able to write letters neatly but choose to be `otherwise’.

Amidst all the clutter on the page, look carefully for letters that are regular in shape and size and have good proportions of letter parts. There could be just one example on a page. Build an encouraging sentence together that encompasses most of the letters. Invite your child to write just one sentence neatly and carefully. Praise the neat letters. Extol the virtues of neatness. Take just a few letters a day.

Build the change in attitude towards writing step by step. Never show frustration or anger. Look for positive progress.

When you have achieved a degree of success, reward this with a prize. If you are not sure of what to give you can always go shopping and buy some clothes. Naturally you will want to purchase some for your child for all their hard work and endeavour. More importantly buy a `little something’ as a reward for yourself. It will make you feel better.

Indulge your Dreams

When we are stressed excess adrenalin makes our blood thicken.

An excess of adrenalin can be very useful just before an examination – as it heightens awareness and gives that little spurt of nervous energy.

Blood that is too thick, as I understand it, can have a disastrous impact on health if the stress is prolonged.

What you need to do is to feed you, and your child, food that will help to prevent the blood becoming too thick and will thus allow the blood to flow freely.

Children sometimes may go through a phase of not wanting to eat vegetables or fruit. You will need to disguise your offering.

Mix a smoothie with celery, rocket, an apple and half an avocado. Juice it up. Pour it into a long thin glass. Do not accept an argument. Insist that the stress reliever is consumed.

Remind your child that exercise helps to relieve stress. Explain that activities like vacuuming and dusting count as exercise. Throw in bed making and tidying drawers.

Settle down to watch your child flying round the house. Think of other ingredients to add to your smoothie. Indulge yourself – it may be some time before your child believes what you say.