Find an 11+ verbal reasoning tutor

Before choosing exercises, identify the intended schools and the assessment each uses. Schools and admissions authorities can choose different subjects and question types. An 11+ verbal reasoning plan should therefore follow the relevant official information, rather than a universal list of question types.

These examples show why the format matters. Kent is an English grammar-school selection route; ISEB Common Pre-Tests are used by participating independent schools. They should not be treated as interchangeable tests.

Verbal reasoning means reasoning with language or written information. Official descriptions support word meaning, comprehension, reasoning and logic as central elements, although the exact balance depends on the target assessment. Some tests use labels such as “verbal ability” or “verbal skills” and may combine Verbal Reasoning with broader English content.

Non-verbal reasoning is different: it uses visual patterns, shapes, objects or spatial relationships rather than primarily written language. Timing is also important in many tests, but it is best understood as pacing, accurate decision-making and test management—not as a separate subject.

GL’s familiarisation materials include closest-meaning questions. The original practice example below illustrates that skill; it is not an official test question or a prediction of the format your child will see.

Choose the word closest in meaning to reluctant: unwilling, excited, quick, careless.

A learner might choose “excited” because both words could describe how someone feels about joining a game. But association is not the same as meaning. Put the word into a sentence: “Sam was reluctant to join the game.” Sam did not really want to join, so unwilling is the closest answer. “Excited” suggests enthusiasm, “quick” describes speed and “careless” describes a lack of care.

A useful explanation is: “Reluctant means unwilling or hesitant. I chose unwilling because it keeps the meaning of the sentence.” This shows more than a correct tick: it reveals whether the child understands the word.

For a fresh attempt, choose the closest meaning to cautious: careful, noisy, unlucky, restless. The answer is careful: a cautious person takes care to avoid a problem or mistake. Ask the child to explain that link in their own words. If the word itself is unfamiliar, teach its meaning before adding speed. ISEB’s preparation guidance also encourages reading, discussion and using new vocabulary in context.

Latimer offers online-first, one-to-one tuition. For verbal reasoning, you could agree to share a short question set, discuss the wording aloud and show written working to the tutor. Microsoft Teams is the default lesson platform; another platform can be agreed. Before the first lesson, check that the child can see the words clearly and that the tutor can see or receive their answers.

If you are looking for tuition near you, discuss any in-person arrangement with the individual tutor. Include your location in that conversation, alongside the school or assessment you are preparing for.

Tell the tutor what helps your child understand and participate. For a child developing English vocabulary, explain an unfamiliar word in a short sentence before judging the reasoning. For a child who loses track of a code, try writing each letter change on its own line. If the clock distracts them, begin by checking understanding without time pressure. These are possible teaching adjustments to discuss, rather than a fixed programme.

Formal test arrangements follow the school or provider’s process. For Kent, discuss needs with the primary school’s special educational needs coordinator (SENCO) before registration; the school makes the application. For ISEB, discuss requests with current and prospective schools before registration, using evidence of need and the child’s normal way of working. A tutor can adapt preparation but cannot approve extra time.

ISEB’s test player includes adjustable font size, coloured overlays and a hideable timer. Explore the relevant controls during familiarisation so the child understands how to use them; do not assume a teaching adjustment automatically changes the rules of the real assessment.