11+ Tuition & Preparation
Strong Foundations. Clear Methods. Confident Preparation.
 

Structured support in English, mathematics, verbal reasoning and non-verbal reasoning—built around your child’s starting point, target schools and examination year.

From developing foundations in Year 4 to focused preparation in Year 5, DIFF Academy helps children understand the methods, apply their knowledge and approach unfamiliar questions with greater confidence.

Small groups of up to eight • One-to-one options • Online and in-person enquiries

Button: Explore Your Support Options →

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1. Is This Programme Right for Your Child?

Our 11+ programme supports children preparing for selective secondary-school entrance examinations, particularly families considering Buckinghamshire and Slough grammar schools.

Your child may benefit if they:

• Need stronger foundations in English or mathematics.

• Perform well at school but find reasoning questions unfamiliar.

• Understand methods during lessons but struggle to apply them independently.

• Lose marks through misreading, rushing or incomplete working.

• Need a structured preparation routine and clearer feedback.

• Would benefit from additional challenge and guided practice.

You do not need to know exactly where your child needs help before contacting us. We begin by discussing their current needs and identifying an appropriate next step.

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2. Support at Each Stage

Year 4: Foundation Building

Our Year 4 approach prioritises secure understanding and positive learning habits.

Children strengthen arithmetic, reading comprehension and vocabulary while gradually becoming familiar with reasoning questions.

We focus on:

• Accurate calculation and number fluency.

• Reading carefully and explaining answers.

• Developing vocabulary through regular practice.

• Recognising patterns and relationships.

• Following instructions and organising working.

• Becoming more comfortable with unfamiliar problems.

The aim is to build readiness for more demanding preparation—not rush children into repeated timed papers before they understand the content.

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Year 5: Structured Preparation

Year 5 support develops subject knowledge alongside the skills needed to apply it under examination conditions.

We focus on:

• Addressing remaining gaps in English and mathematics.

• Teaching reasoning methods systematically.

• Applying skills across mixed question types.

• Developing independence and checking habits.

• Introducing timed practice progressively.

• Reviewing mistakes and revisiting weaker areas.

Preparation is informed by your child’s intended examination route and the latest published requirements.

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Final Preparation Before the Examination

As the examination approaches, the focus shifts towards consolidation and consistency.

Children practise managing time, interpreting instructions and applying familiar methods across mixed tasks. Feedback identifies which areas require further attention.

Short-notice preparation is subject to availability and a realistic discussion about what can be achieved.

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3. Understanding the 11+ Examination

The 11+ is not one identical examination used by every school. Test content, providers and admissions arrangements vary.

Children preparing for Buckinghamshire and Slough usually sit their entrance tests in September at the beginning of Year 6, for secondary-school entry the following September.

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Buckinghamshire Grammar Schools

Buckinghamshire uses the Secondary Transfer Test, currently provided by GL Assessment.

It assesses verbal, mathematical and non-verbal skills through two papers. Preparation therefore involves language understanding, mathematical problem-solving and visual reasoning.

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Slough Consortium Grammar Schools

The Slough Consortium includes:

• Herschel Grammar School.

• Langley Grammar School.

• St Bernard’s Catholic Grammar School.

• Upton Court Grammar School.

For examinations taking place in September 2027, for September 2028 entry, the Consortium has announced Quest Assessments as its provider.

The announced subject coverage includes English, mathematics, verbal reasoning and non-verbal reasoning. Preparation must therefore reflect the child’s examination year rather than assuming every cohort follows the same format.

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Other Grammar and Independent Schools

Other schools may use different examinations or additional assessments. Tell us which schools you are considering so we can confirm whether our support is suitable.

Please note: Parents are responsible for checking official registration deadlines and school admissions criteria. Tuition does not register your child for an examination, and achieving a qualifying score does not guarantee a school place.

Buckinghamshire test guidance and Slough’s September 2027 examination arrangements.

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4. What We Teach

English and Reading Comprehension

We help children move beyond locating an answer to understanding why it is correct.

Depending on the relevant examination, teaching includes:

• Retrieving information accurately.

• Making inferences using evidence.

• Understanding vocabulary in context.

• Recognising tone, purpose and meaning.

• Comparing plausible answer choices.

• Grammar, punctuation and spelling.

• Reading instructions and passages carefully.

Children learn to justify their answers and recognise when an option is unsupported by the text.

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Mathematics

We teach clear methods and develop the ability to apply them to unfamiliar problems.

Topics include:

• Number, place value and the four operations.

• Fractions, decimals and percentages.

• Factors, multiples and number relationships.

• Measurement, money and time.

• Geometry, angles, area and perimeter.

• Tables, charts and data interpretation.

• Multi-step word problems.

• Mathematical reasoning and checking strategies.

When a child struggles with an advanced question, we identify whether the difficulty lies in understanding the question, choosing a method or missing an underlying skill.

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Verbal Reasoning

Verbal reasoning develops the ability to recognise relationships and work logically with words, letters and information.

Depending on the examination, teaching includes:

• Synonyms, antonyms and word meanings.

• Word relationships and classifications.

• Letter patterns and sequences.

• Codes and rule-based questions.

• Logical deductions.

• Using vocabulary accurately.

We explain the reasoning behind each method rather than relying on children memorising question patterns.

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Non-Verbal and Spatial Reasoning

Children learn to examine visual information systematically and identify the rules that connect it.

Depending on the examination, teaching includes:

• Sequences and visual patterns.

• Shape classifications and analogies.

• Rotation and reflection.

• Changes in shading, number, size and position.

• Spatial relationships.

• Three-dimensional problems.

We teach children to test possible rules and eliminate incorrect answers using evidence.

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5. How We Teach

Assess the Starting Point

A focused academic assessment helps identify your child’s strengths, gaps and approach to unfamiliar questions.

Explain the Method

The tutor demonstrates the process step by step, explaining why each step matters.

Practise Together

Children attempt related questions with support. The tutor checks understanding and addresses misconceptions.

Apply Independently

Guidance is gradually reduced so children can demonstrate what they understand without relying on prompts.

Review Mistakes

We examine the reason behind an incorrect answer: missing knowledge, misunderstanding, an unsuitable method or an avoidable error.

Revisit and Consolidate

Previously taught skills return through review activities and targeted practice. This helps learning become more secure over time.

Develop Exam Technique

Timed work is introduced progressively. Children practise balancing pace with accuracy, checking answers and responding calmly when a question is difficult.

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6. What a Typical Session Looks Like

Each session has a clear purpose, with activities adapted to the group or individual.

Review and Recall

A short activity revisits previous learning and highlights anything that needs clarification.

Focused Teaching

The tutor introduces a new skill or develops an existing one through worked examples and questioning.

Guided Practice

Children apply the method with feedback and support.

Independent Challenge

Students attempt questions independently so the tutor can check whether learning is secure.

Feedback and Next Steps

The session finishes with a review of key learning and priorities for further practice.

Longer sessions include varied activities and an appropriate break to support concentration.

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7. Choose Your Support Format

Small-Group Tuition

Structured preparation in groups of up to eight students.

Small groups provide a consistent learning routine and opportunities to hear different explanations, discuss methods and practise alongside other children.

Our approach includes:

• Tutor-led explanations.

• Individual questioning and understanding checks.

• Guided and independent tasks.

• Shared discussion of methods and mistakes.

• Practice linked to the programme.

Groups follow a shared teaching sequence. Tasks and support can be adjusted, but group tuition does not offer the same individual pacing as one-to-one lessons.

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One-to-One Tuition

Focused support shaped around one child.

Individual lessons allow greater flexibility in content, pace and the amount of explanation provided.

This may suit children who:

• Have specific gaps requiring focused attention.

• Need more time or individual guidance.

• Require additional challenge.

• Are preparing for particular school requirements.

• Would benefit from support alongside an existing preparation programme.

One-to-one places are subject to availability. Where capacity is full, families can enquire about the waiting list.

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Unsure Which to Choose?

Select “Unsure” in your preferences. We will discuss your child’s needs and recommend an appropriate option during the strategy call.

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8. Online and In-Person Support

In-Person Tuition

Learn in a dedicated teaching environment with direct tutor interaction.

Available venues, group times and arrangements are confirmed before enrolment.

Online Tuition

Live online support allows children to learn from home with tutor guidance.

Children need a suitable device, a reliable internet connection and a quiet space. We discuss whether this format is appropriate for your child and which options are available.

Home Tuition

Home tuition enquiries are considered for one-to-one support, depending on location and tutor availability.

Scheduled small groups do not take place in individual family homes.

Your preference does not reserve a place. The format, venue and timetable are agreed before enrolment.

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9. Homework and Support Between Lessons

Progress depends on using and revisiting skills between sessions.

Practice may include:

• Questions linked to the lesson.

• Short arithmetic or reasoning activities.

• Reading and vocabulary development.

• Revisiting questions answered incorrectly.

• Mixed-topic consolidation.

• Timed tasks when appropriate.

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We aim for purposeful, manageable practice. The amount and difficulty should reflect the child’s stage and needs.

Parents can support by establishing a regular routine and encouraging an independent attempt. If a task is difficult, let us know so we can address the underlying issue.

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10. How We Review Progress

We consider more than the number of correct answers.

Progress is reviewed through:

• Understanding: Can your child explain the method?

• Accuracy: Are they applying it correctly?

• Independence: Can they work without repeated prompts?

• Retention: Can they use the skill again later?

• Application: Can they recognise it in an unfamiliar question?

• Timing: Can they maintain accuracy within an appropriate time?

Parents receive updates on strengths, areas needing attention and recommended next steps.

We use this information to guide teaching—not to promise a particular examination result.

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11. Frequently Asked Questions

When should preparation begin?

There is no single starting point that suits every child. Year 4 can provide time to develop foundations gradually, while Year 5 allows more focused preparation.

The appropriate starting point depends on existing skills, target schools and the time available.

Does my child need to be top of their class?

Class position alone does not tell us whether a preparation programme is suitable. We consider underlying skills, learning needs and how your child approaches unfamiliar tasks.

Can you support preparation for both Buckinghamshire and Slough?

There is overlap in the underlying skills, but the examinations are not identical. Tell us both targets so we can discuss the relevant requirements and available support.

Will you register my child for the examination?

No. Parents must complete the relevant test registration and school application processes themselves.

Registering for an entrance examination and applying for a school place are separate steps.

Is the free strategy call a student assessment?

No. It is a 15-minute parent consultation to discuss your child’s needs, answer questions and recommend next steps.

Any student assessment is arranged separately, with the fee explained before booking.

Do you guarantee a pass or a grammar-school place?

No. We provide structured teaching and preparation, but cannot guarantee an examination result or admission.

School offers depend on the relevant admissions criteria as well as test eligibility.

What happens after the strategy call?

Where appropriate, we recommend an assessment or discuss a suitable support option. Availability, fees and arrangements are explained before you commit.

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12. Build the Right 11+ Support Plan

Tell us how you would prefer your child to learn.

Your selections are not final—we will discuss them during your free strategy call and recommend the most appropriate next step.

Support Format

• Small group.

• One-to-one — subject to availability.

• Unsure — I would like guidance.

Delivery Preference

• In person at a DIFF teaching venue.

• Online.

• Home tuition — one-to-one enquiries only.

• Unsure — I would like guidance.

Please include your child’s current year group, target schools if known, and main challenges on the parent form.

Button: Continue to Parent Form →

Complete the short parent form, then choose a time for your free 15-minute telephone consultation.