KS2 and 11+ tutors

Finding fractions of quantities is part of Year 5 maths. This original teaching example shows how that skill feeds into a two-step problem.

Question: A group has 60 pupils. Three quarters walk to school; the rest travel by bus. How many travel by bus?

A child might divide by 3 and multiply by 4, getting 80. That cannot be right: three quarters of this group must be fewer than all 60 pupils. The denominator, 4, tells us to make four equal groups. Each quarter contains 60 ÷ 4 = 15 pupils. Three quarters contain 15 × 3 = 45. Those are the walkers, so there is one more step: 60 − 45 = 15 pupils travel by bus.

A stronger response explains both why we divide by 4 and why 45 is not the final answer. Drawing four equal boxes and putting 15 in each can make the reasoning visible.

Try a changed question: Of 50 pupils, two fifths walk and the rest travel by bus. One fifth is 10; two fifths are 20, leaving 30 travelling by bus. Let your child try before revealing the answer. Notice whether they choose the operations themselves and check which group the question asks for.

KS2 reading includes working out a character’s likely feelings or motives and supporting the answer with evidence. In upper KS2, the same skill is applied to more complex texts. Here is a short, invented passage to make the method clear.

“Mara checked the station clock again. She gripped her ticket and watched the empty track.”

Question: How might Mara be feeling? Explain your answer.

“She is sad because her friend has left” adds a story the passage does not give us. A supported answer could be: “Mara seems anxious or impatient because she checks the clock again and grips her ticket while waiting.” The repeated checking and tight grip are the clues; the feeling is an interpretation. More than one feeling can be reasonable if the child explains the evidence.

Now change the evidence: “When the train appeared, Mara loosened her grip and smiled.” Ask what has changed. “She seems relieved because her grip relaxes and she smiles” links the new interpretation to the new actions. This checks that the child is responding to the words, rather than repeating the first answer.

GL Assessment explains that local 11+ tests can differ in their subject combinations, timings and question counts. Use the target school or admissions authority’s information for your child’s entry year before choosing materials. These named examples show why that matters.

Where verbal reasoning is relevant, practise the relationship between words. In the invented analogy bird is to nest as bee is to …, “hive” keeps the animal-to-home relationship. “Honey” is associated with a bee, but it changes the relationship to animal-to-product. For non-verbal reasoning, ask the child to identify what changes in a diagram, such as rotation or shading, and check that rule across the sequence.

Tell the tutor what already helps at school. That might mean giving one instruction at a time, drawing a fraction before calculating, or discussing an unfamiliar word before attempting a passage. Ask for a small, achievable first task if your child feels overwhelmed. For a confident pupil, a richer problem that requires an explanation can add challenge without simply moving ahead through topics. These are options to agree around the child’s needs.

Teaching adjustments and formal test access arrangements need separate conversations. For the Kent Test, families should discuss access needs with the primary school’s special educational needs coordinator (SENCO) before registration; the school applies for arrangements. For another test, check its responsible school or admissions body. A tutor can help with preparation but cannot approve extra time or other formal arrangements.

Latimer provides online one-to-one tuition. Microsoft Teams is the default platform, with alternatives possible by agreement. Before the first lesson, check that your child can hear the tutor, see the passage or question clearly, and show their written working. Have paper and a pencil ready; agree how a parent will help with setup if needed.

If you are searching for an 11+ tutor near you, in-person lessons need an individual arrangement with the tutor. Discuss the location and practical details before booking.

Each tutor sets their own hourly rate, shown on their profile, and Latimer uses pay-as-you-go billing. Compare the rate alongside the proposed learning goal, the amount of practice your child can manage and the point at which you will review progress. Agree lesson length and frequency before calculating the cost of the plan.