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Heather Harries Education Hub

Entrance Exams

Expert tips for entrance exam success

Applying to a new school that is educationally selective is daunting for parents and students. Always be careful to balance the pressure you put on your child, also please remember that while tutoring a child will ensure they have much needed exam skills and that they have brushed up on all areas of the curriculum, it does not mean they will be accepted and it does not make it the right school for your child.

1. DO YOUR HOMEWORK

Thoroughly research the schools you are applying to. Each school will have a slightly different entrance process and expectation. Most will test English and maths; many will also test reasoning (verbal, non-verbal or both).

Some will hold assessment days, which can come before or after the written exams, or even on the same day. Others will have a more formal interview process whilst some schools will base their decision entirely on the written exam.

Check registration deadlines and know when you have to apply you can usually do this on the school’s website. You may find that two schools that you are interested in hold their exams on the same day. In this case, get in touch with both schools to see if alternative arrangements can be made for your child to sit the exam. If that’s not possible, you will have to choose which school you prefer, as your child won’t be able to sit for both (And you don’t want to end up paying for two sets of registration fees unnecessarily!).

Check exam registration deadlines and know when, where & how you have to apply.

2. USE THE LITTLE & OFTEN APPROACH

When it comes to preparation, we recommend that you start in good time. In our experience, a ‘good’ time is usually one year in advance. However, this can vary from child to child. You may have to revisit certain topics again and again, and at different times during the year. Learning is not linear. Most children benefit from revisiting areas that they might have struggled with earlier. By taking time to gently reinforce, you will be building solid foundations without even realising it! It also ensures consistency and maintenance of the skills they have acquired.

If possible, try and avoid a sudden last minute dash in the final months leading up to the exams. This can create unnecessary pressure and tension for all the family. If this can’t be avoided, still try the little and often approach, breaking down areas of learning into bite-size chunks.

3. MIX IT UP AND KEEP IT FRESH

Similar to the principle of keeping things in manageable segments, it is important to introduce variety. For 7+ or 8+ maths for example, this could mean combining a traditional approach to learning times tables, with some written practice papers for application. Online games and apps can also be useful ways to introduce learning in an interactive yet equally beneficial way.

Practising exam questions is an essential part of the process but there are plenty of other ways to make the experience fun, engaging and interesting for children!

4. IDENTIFY THE GAPS

Strategically speaking, the exam preparation process is all about identifying gaps and addressing them. Your child may be in a school which prepares for entrance exams; therefore your current school will be addressing many of these issues. However, if you are unsure, ask your child’s teacher about the process, your child’s current level, and how they are coping.

If you are in a school that does not prepare its students for exams, or you feel your little one needs additional support, then you may need to start with a professional assessment to know which areas to target.

We work with many of children across this age group and are able to benchmark your child’s performance and give an opinion based on our professional experience of the children we have seen and supported. A Tutor assessment from us will give you a good indication of where your child currently sits, their strengths and weaknesses, and areas which need work. As well as an academic assessment, we also take into consideration a child’s approach to learning, their attitude and personality, in order to provide you with pointers on all areas that a school will ultimately be assessing.

5. SUPPORT YOUR CHILD

Try to get your children into a routine, so they know when they have to work and when they can relax.

Working with your child outside of school is important as it reinforces their formal learning and can positively extend and challenge them. It shows them that you are interested in their learning and support them. This must be kept in balance. The learning process then becomes more mindful. If you feel that you would like external support then engaging the services of a tutor for dedicated one on one support can really help. A good tutor will establish a productive teacher/pupil relationship, which sometimes a parent is unable to do, just by virtue of the fact they’re ‘mum’ or ‘dad’.

Tutors can also help if your child is struggling with a particular area or topic. One-on-one time can be used to explain topics more fully, and allow for targeted practice. For example, in maths, many children find fractions, algebra and multiple-step problems hard; whist in English, inference questions in comprehension papers and creative writing can prove challenging. This is not unusual! Mastering tricky areas like these can be where one-on-one tutoring can really help.

6. USE PRACTICE PAPERS

It is essential that you introduce your child to practice papers at the right time for them. Our specialist practice papers are a great resource, and you can choose how and when you use them. You can tackle them in sections to get to grips with certain disciplines, or you can use them as full timed ‘mock’ papers as a diagnostic, or to simply familiarise your child with the actual exam process.

In terms of timing, we recommend taking a first look during the summer preceding the exams and maybe doing a few questions to get a feel for the format and an understanding of the expected level. A whole paper in one sitting might be too overwhelming at first, but you will get a feel for what your child can accomplish. It is essential however, that your child knows what to expect, so they should be doing full papers on a regular basis and under timed conditions in the build-up to the exams.

APPROACHING TUTORING DIFFERENTLY

When I set up my business, I started with all the things that other businesses didn’t do. The key to success for me is to stand out, not fit in.

Tutoring companies across the world traditionally employ the cheapest staff because for them it is about making money. For me breaking even is important but more importantly I wanted to make a real difference to children’s education. So I started with the best teachers, paid the top rates and ensured each child only had the very best teacher to inspire and nurture their thirst for learning.

Other companies tie families into long and complicated contracts meaning the family can end up paying for lessons they don’t attend or may no longer need. I made flexibility the cornerstone of my business.

In many companies you are just a number, but for us every single child counts and we track and monitor progress carefully to ensure we meet and exceed the expectations that are set out. To us you become family and your success is our motivation.

Most importantly, we don’t give you any teacher, we match the best fit for your child’s needs and personality. We believe that while it may take longer to confirm a booking this match ensures your child will look forward to learning.

First Day Fears

Starting school can be exciting for young kids. It can also be scary. That’s true whether this is their first time going to school or they’re starting a new grade. And the change in routine can be very challenging for some kids. This year may be challenging for even more kids as they return to in-person school after a long time away from it.

What do young kids get most anxious about when it comes to starting school?

Kids can get anxious about lots of different things. It’s actually not uncommon at all, especially for kids with learning and thinking differences. Some kids’ are anxious about not going to see their summer friends as often. This means they’re going to have to re-establish connections with school friends which understandably many children stress about.

For some kids, the idea of taking the bus can also be an issue. For others, the prospect of meeting new teachers, particularly if they were attached to their previous class teacher and this is a real concern for your child. Still other kids might get anxious about whether or not they’ll have all the right clothes and supplies for school.

Most young children are creatures of habit and thrive on routines and schedules. Starting school changes what they’ve come to expect with their predictable lifestyle.

They may feel insecure about the school and classroom environments. There may be some who are anxious about something as simple as eating lunch at school or using a bathroom that they’re not familiar with.

How can I tell if my child is experiencing anxiety about starting school?

Many kids have a hard time recognizing when they’re anxious and putting those feelings into words. But your child’s behavior will give you hints. Learn to watch and recognize when your child seems out of sorts. Notice if your child is having trouble sleeping or seems more irritated by small things, or if you see any changes at mealtimes.

When they’re scared or nervous, they may actually feel sick or behave in ways that are not typical for them. That may be how they tell you something is bothering them.

Kids may verbalize their fears with questions that seek assurance. For example, some may ask, “Are you going to be able to stay with me?” “Will my teacher like me?” “Will I make friends?”

It’s also common to see physical symptoms of anxiety. Your child may have a stomachache, usually in the morning before school or in the evening before going to bed.

After the first month of school, your child should be less nervous and more comfortable with the school routine. However, if after a month your child still has intense anxiety about school, you may want to seek additional help and most schools have counsellors who will signpost you in how to handle this.

What can I say to help my child feel less anxious?

When talking about starting school, reassure your child that school is a fun and safe space. Offer a reminder that your child will get to meet new friends and participate in fun games and activities.

If possible, plan a visit to the school with your child. It can be helpful to take pictures of the school and classroom, as well as the adults your child will work with. You can show the pictures in the days and weeks leading up to school to help familiarize your child with this new environment.

Remember that kids can feed off of parents’ anxiety. Do your best to be calm and routine when preparing for back to school. Don’t make a big deal out of it.

Sometimes it’s helpful to talk about starting school. For instance, you can say things like: “I was talking to your friend’s mom, and she mentioned that your friend is looking forward to seeing you at school.”

But rather than talking, often it’s even more helpful to actually do things that can lessen anxiety. Make a checklist of things your child needs to have for the start of school. Together, you can check off each item as your child gets it to show progress. Plan a few upcoming weekend activities with summer friends or family for the first few weeks of school. Let your child know that the end of summer doesn’t mean the end of fun.

Let your child know that it’s normal to feel anxious about starting school. Acknowledging fears can be helpful. For example, you can try saying, “You may be feeling nervous or scared about starting school, and that’s OK. You can get through it, and I’m here to help.”

Reaching out to friends who may be in the same class and setting up playdates  prior to school starting can also help ease worries.

Motivating Reluctant Learners.

Reluctant learners need to be both challenged and supported if they are to develop the self-efficacy they need to take risks and succeed.

They avoid challenges, don’t complete tasks, and are satisfied to “just get by.” They are reluctant learners, who often have the potential to excel but don’t seem to care about achieving in school. Identifying the reasons behind these students’ reluctance to learn is integral to engaging their interest and helping them to succeed

Many reluctant students have received the message over time that they are poor students. As a result, they feel frustrated, inadequate, confused, or even ashamed. As they continue to receive negative feedback from teachers and parents, they have even less motivation to excel and become even more disengaged from academic tasks. This situation is a recipe for failure.


Students’ beliefs about their capability to accomplish meaningful tasks— known as self-efficacy—directly affect their motivation to learn. Those with high self-efficacy willingly approach learning, expend effort, persist in the face of challenges, and use strategies
effectively, while those with low self efficacy more typically avoid challenges, expend little effort, and give up, other beliefs that harm or hinder students’ self-efficacy include:

Lack of relevance. They may believe schoolwork is unimportant and does not relate to their life or interests.
Fear of failure. They may feel it is safer not to try than to try and risk failure or embarrassment.
Peer concern. They may opt to appear “cool” to their peers by not trying to learn.
Learning problems. They may find it difficult to keep pace with peers and simply give up in frustration.
Lack of challenge. Their apathy toward schoolwork may stem from assignments that are below their ability.
Desire for attention. They may be trying to gain the teacher’s attention and support by appearing helpless.
Emotional distress. Their lack of interest in schoolwork or ability to focus may actually be an indication of anxiety, distress, or depression.
Expression of anger. They may perform poorly in school as an act of rebellion against parental pressure to excel.

Many reluctant learners do not know how to study effectively, and little classroom time is spent helping them develop such skills. Along with teaching key
strategies such as time management and how to summarize reading material, teachers should help students focus on these skills by asking questions such as “What strategies did you use?” and “How much time did you spend working on this problem?”.

Encourage Reluctant Learners
Small things can make a big difference and classrooms can become places where
reluctant learners feel safe and are encouraged to take risks. For example,
teachers can:
? Congratulate students regularly during each class on something they have
achieved;
? Respond non-evaluatively by offering comments such as “That’s an interesting
way of looking at it”; or
? Regularly acknowledge students for demonstrating improved effort or performance.


The reasons why a student is a reluctant learner are often complex, and educators need to consider not only the student in isolation but also the interaction between the student and
the school/classroom environment.

Reluctant learners need to be both challenged and supported. They need to be actively engaged by instructional approaches designed to maximize the possibilities for engagement. Finally, they need to feel safe enough to take the risks of participation instead of retreating from them. Obviously, in large classes and schools, this is extremely challenging, we have lost so many small primary schools where the teacher and the head teacher knew the family and the child personally. It is yet another challenge of the globalised economy that we all now live in. If the support can not be achieved in school then look at companies that can support with afterschool buddies that will engage, motivate and interact with your child to help build their self-efficacy and motivation.