Written by Mat and Alicia — two qualified teachers who prepare pupils for the Buckinghamshire Transfer Test every week.
Registration, dates, what the test contains, how the areas of Buckinghamshire differ, and what preparation actually looks like across Years 4 and 5. Everything we get asked in introductory sessions, in one place.
Publishing this termRegistration, dates, scores and how the Buckinghamshire process works.
0 postsEvery type on the test, with the method we teach in the classroom.
104 typesPractical routines, managing nerves, and what to do when practice stalls.
0 postsArithmetic, reasoning, reading and writing across Years 3 to 6.
0 postsRegistration, dates, what the test contains, how the areas of Buckinghamshire differ, and what preparation actually looks like across Years 4 and 5. Everything we get asked in introductory sessions, in one place.
A repeating pattern does not grow — it comes back round. Find the length of the cycle, work out where the gap sits in it, and the answer is already on the page somewhere behind you.
A solid can be turned into twenty-four positions and still be the same solid. The mirror image survives the cube count, the outline and the silhouette — and fails only on which side things sit.
Your brain cannot scan for six sides at once, so don't ask it to. Pick one corner, hunt for that alone, and cross off every figure without it — then trace the rest.
Four of the five share something. Find that, and the odd one falls out on its own — go hunting for the strange-looking one instead and you will be pulled straight to whatever was drawn to catch your eye.
A is to B as C is to what. The first pair is not an example to copy — it is an instruction to apply. And the commonest wrong answer is a copy of the second figure.
A stack of four cubes is still one square from above. Height shows from the front and not from above; depth never shows at all — and both views are usually sitting in the options.
If a cube has air under it, something you cannot see is holding it up — and it counts. Counting first is the cheapest check on the paper, and turning a block never changes the total.
Reverse the last fold first and mirror every hole across it. And count the layers under the hole rather than the number of folds — because a fold that is not exactly in half does not double everything.
The top letter and the bottom letter never describe the same thing. Cover one with a finger, solve the other, then swap — and prove each rule against a box that does not have that letter.
A grid is a series you can read in two directions, so everything about series applies twice. One option is always built to be right along the row and wrong down the column.
A mirror image is not a shape that has been turned a long way. No amount of rotating will ever put it back — and on a symmetrical figure the difference is invisible, which is why the paper never uses one.
Six faces means three pairs, always. Squares that touch fold up side by side, so skip one along a line to find opposites — and on a bent net, look for the zig-zag.
One rule is a Year 4 question. Two rules running at the same time is the standard 11+ one — and half right is still wrong, because an option is printed for each half.
Shading, line type, size, direction, position, number. Almost every non-verbal question is asking about one of these, and the reliable habit is sweeping the figure once for each rather than looking at all of it at once.
When the gap is at the end you are extrapolating, not filling in — there is no square on the far side to check against. And when the gap opens the row, the rule has to be run backwards.
A pentagon and a house shape look nothing alike and have five sides each. Visual similarity is the trap; a real rule eliminates four options, and a feature that eliminates one is a distraction.
Find a letter that appears twice, ask what those two figures have that the others don't, and the letter has told you what it means. One position at a time, and check every letter before you commit.
Wide reading helps enormously, and it is not enough on its own. A great many marks turn on knowing precisely what a question is asking for.
The maths in the 11+ is curriculum maths wearing unfamiliar clothes. Most marks are lost between the steps of a question a child can already do.
Non-verbal reasoning is a set of rules rather than a fixed talent. What makes it hard, and why saying the change out loud is what separates quick progress from stalling.
What verbal reasoning actually measures, which types pupils find hardest, and the order we teach them in across Years 4 and 5.
Three times in a word is a demanding thing to ask, and usually hands you the answer. Once in a word leaves you holding nine possibilities. Choose your starting clue deliberately.
The two letters in a pair can move by different amounts and in different directions. Check for a mirror before anything else, write both jumps down, and remember the alphabet is a loop.
Six facts about five children is thirty things to keep track of, and nobody holds thirty things. Draw the grid, cross out on the first pass, tick on the second.
Two sides, one gap, and a mark that goes to whoever remembers what they were looking for. Do the complete side first, then fill the gap — and check you wrote the gap, not the total.
Tables and fact blocks are not read, they are searched. Know what shape of answer you want, find the right row and the right column, and never re-read the whole thing.
Six rules to choose between, and the one that costs the marks takes two steps rather than one. The number you get halfway is always printed as an option.
If a sentence could be false in any way the gaps might be filled in, it is out. Ask 'can I break it?' — and read the last line again, because must and cannot sit next to each other on purpose.
The backwards position is twenty-seven minus the forwards one, the middle letter is count, add one, halve — and once a letter is crossed off it stops existing.
Nothing is hidden in an anagram question — the letters have only been shuffled. Cover, guess, sort, check, and pull the ending out before you build the front.
Letters stand for numbers, the arithmetic is easy, and the marks go on order, a dropped step and a misread sign. Count the operators before you start — that is how many steps you owe.
A word ladder changes one letter at a time, and every rung has to be a real word. The method we teach in Winslow, a worked example, and where pupils lose marks.
Subtracting through a row of zeros is where this topic is won and lost. What actually happens when you exchange, and why the estimate matters even more here.
Seven squared is forty-nine, not fourteen. That single mistake costs more marks than anything else on this topic — and the squares to 144 are worth knowing cold.
Small group 11+ tuition in Winslow: no more than six pupils to two qualified teachers, about 30 minutes of teacher attention each, every session.
Compound word questions give you two sets of three words and nine possible pairs. The method we teach in Winslow, why your ears are the wrong tool, and five to try.
Rotation looks like the easiest question on a non-verbal reasoning paper and is where marks quietly disappear. The Clock Hand method, and the test that separates a turn from a mirror image.
449 does not round to 500. The four-step routine we teach in Winslow, the five traps the examiner sets, and five questions to try with full workings.
Sorting words alphabetically sounds like Year 2 work until the first five letters match. The Letter Ladder, and why the sixth letter is where the mark is.
One letter finishes the first word and begins the second. Why the 11+ gives you two pairs rather than one, the build-test-check routine, and four to try.
Every letter code question hands you the rule in the pair it gives you. Why writing down every jump matters, the three rules to tell apart, and four to try.
Work out where each letter in the bracket came from, then copy those positions across. What to do when a letter could have come from either word, and four to try.
Two letters per step, two independent tracks, and two different rules. Why splitting before you think is the whole method, and four to try.
Four words, three codes, printed in a random order. How to work out which code belongs to which word, and what to do when the easy clue is missing.
Three consecutive letters are removed from one word in a sentence, and they spell a word of their own. How to find where the gap is and what fills it.
Take one letter out of the first word so it is still a word, and put it into the second so that is a word too. Why the first word rarely decides it, and four to try.
Five words, three that share something and two that do not. Why a link that fits all five is not a link, and four to try.
Retrieval questions look like the easy ones until somebody starts a clock. The Scan and Check method we teach in Winslow, the small words that flip a question, and a passage to try.
Five rules to choose between and about half a minute to do it in. Why writing the jumps down is faster than not, and five sequences to try.
One word that fits two different brackets, where every wrong option is a real synonym of one of them. Why naming both meanings first is what makes the question quick.
Two brackets and one pair that means most nearly the opposite. Why the words that feel like they belong together are the trap, and six to try.
A is to B as C is to what. Why a correct link that fails on the second bracket is still the wrong link, and the five-step ladder we teach.
The sentence is grammatical and means nothing, because two words have changed places. How to find them by ear, and the rules that stop a child rewriting the whole thing.
Two pairs show you the rule and the third tests you. Why the rule is about positions rather than letters, and why you should never start with the word that repeats.
Two brackets, three words in each, and one pair that means most nearly the same. The Three-Step Check, the larger version of the question, and six to try.
A grid, a word bank and a few given letters. Why the order you solve the runs in decides whether the puzzle is easy or impossible, and what a contradiction is telling you.
The answer is not written down anywhere in the passage — you have to work it out. Point to the Proof, and the third pile of answers that sound sensible and are wrong.
An apostrophe does one of two entirely separate things, and mixing them up is where the marks go. Missing letters, belonging, and where the s sits.
Similes, metaphors and personification are the easy three. The fourth device has a comparing word in it too, and two little words spend their lives pretending.
A prefix never changes the root word. A suffix usually does. One difference decides most of these questions, and the prefix that changes shape catches the rest.
By Year 5 you know the marks; what you need is an order to apply them in. Four questions, and the test that decides where a pair of commas belongs.
By Year 5 the difficulty is not knowing the rules but knowing which one applies. Four questions in a fixed order, and the plurals that have to be learnt.
Four options, and every one of them put there for a reason. What each wrong answer is doing, and why the routine matters more than the vocabulary.
Nobody gets a mark for saying what a word means. The swap test that turns a definition into an effect, and what each paragraph is for.
The definitions are worth no marks on their own. Every mark in this question type is in the words where the spelling and the sound disagree.
Words that sound identical and are spelled differently. Why the ear is the wrong tool, and the handful of pairs the 11+ returns to.
Two questions, asked in order, sort every group of words into phrase, main clause or subordinate clause — and once you can do that, sentence types follow for free.
A connective joins two ideas and tells you how they relate. Choosing the right one is choosing the right relationship — and which kind you use decides the sentence type.
A sentence with one deliberate error, and four places it could be. Where the errors are planted, and why reading it aloud is not enough on its own.
Once clauses make sense, sentence types are counting. Why a comma does not make a compound sentence, and the trap in every one of these questions.
The tense says when. The voice says who is doing it. Confusing the two is the trap in this question type, and a sentence can be present tense and passive at once.
A list of nouns and a list of verbs will let your child down, because the same word does different jobs in different sentences. The Word Job Test, and three traps.
In this part of the paper, knowing the right name is the mark. Initialism or acronym, idiom or proverb, verbal or situational irony — each has a test that settles it in seconds.
A passage with words missing, and the answer is decided by what comes after the gap as often as by what comes before it. How to fill them without guessing.
The box of apples were left by the gate sounds fine to almost everybody. Why your ear grabs the wrong noun, and the pencil mark that fixes it.
The division is rarely the hard part. Deciding what to do with what is left over — round up, round down, or write it as a fraction — is where the marks actually sit.
Same unit first, then label every amount. Why working backwards from a sale price is where almost everybody trips, and how to compare two packs honestly.
The paper often hands you a multiplication you did not ask for. Spotting that the next question is the same sum ten times smaller is worth more than being quick at long multiplication.
Every column is worth ten times the one to its right, and that one fact settles most place value questions. Grouping in threes, and why longer decimals are not bigger.
A ratio compares part to part. A proportion compares part to the whole. Getting that one distinction right decides how a child does on this entire topic.
The number you can work out first is almost never the one being asked for. Count the steps before calculating any of them, and check you answered the actual question.
By Year 5 the arithmetic is not the problem — the setting out is. Why decimals with different lengths wreck a column before it starts, and the estimate that catches it.
Fractions, decimals and percentages are one idea wearing three coats. Convert everything into the same coat before comparing, and per cent means out of a hundred.
Write the gap between every pair before naming any rule. When the gaps themselves change, the pattern is in the second row rather than the first.
Area is length times width, which your child already knows. The 11+ asks about shapes that are not rectangles — so cut them into ones that are.
You already know perimeter is the distance round the edge. On a real paper the question is working out the sides nobody labelled — and there is a rule for that.
Time is the one measure that does not run in tens. Working out a duration by hopping to the next hour, the 24-hour clock, and journeys that cross midnight.
Two moves at a time, diagonal mirror lines, and one option in every row designed to look right. Do the move before you look at the answers.
Volume is length times width times height. But how many boxes fit inside another box is a different question, and dividing the volumes gets it badly wrong.
Almost every missing-angle question is one of four totals with something taken away from it. Name the angle first, and check your answer against the picture.
Along first, then up. The grid does not stop at zero any more, and negatives, reflections and midpoints that land on halves are what Year 5 has to handle.
The facts are not the hard part any more. Conversions with a decimal point in them, and making everything the same unit before you compare anything.
Knowing what a rhombus is stopped being the hard part. Three clues at once, sorting tables and Venn diagrams are what the test does with them now.
Reading a bar chart is not the difficulty. Scales that go up in twenties, pie charts given one slice, and graphs that have to be read backwards are.
In Year 4 you could write the whole list out. A question about forty-two fixtures will not let you. Write enough of the list to see how it is built, then count that.
A misleading graph almost never has wrong numbers on it. Every value is correct and the impression is false — and spotting how is a skill worth more than the mark.
The last section of the paper crosses two or three topics at once, in about fifty seconds, with one number in the question you are not supposed to use.
Writing a chance as a fraction is the easy part. The paper stops drawing you the bag, wants the fraction cancelled, and takes a counter out halfway through.
Mean, median, mode and range are four short jobs your child already knows. The 11+ stops handing over the numbers in a neat row, and that is where the marks go.
Finding a box in a table takes seconds. Working out the boxes the table has left empty, using the totals, is what the question is actually asking.
Calculating with decimals goes wrong at the setting-out stage, not the arithmetic. Line the points up, fill the gaps with zeros, and the sum becomes an ordinary sum.
The two words swapped more often than any others in maths. Factors divide into a number; multiples come out of it — and finding factors in pairs means none get missed.
Not one factor, not three. Exactly two — which settles both of the arguments children have about primes, and explains why 1 is not one and 2 is.
Twenty per cent off ten pounds fifty is two pounds ten — and that is not what the question asked. Build every percentage from ten per cent, then read the last line again.
Counting through zero rather than stopping at it, and remembering that minus six is colder than minus two. The number line does the work if you draw it.
Swap in, order up, work down — and when the letter is what you are hunting for, take the equation apart in the reverse order it was built. Plus the index that only touches what it touches.
Divide and multiply are equal partners, and so are add and subtract. The wrong-order answers are printed among the options because the exam knows exactly which mistake you will make.
A hidden word sits across the join between two neighbouring words. The four-step method we teach in Winslow, two worked examples, the uneven splits that catch pupils out, and five to try.
Three groups of three words, one sentence that works, and no marks for getting two out of three right. Why the verb is where to start.
