The 11+ maths paper rewards speed and accuracy under strict time pressure — not just knowing the content. Kevin Johal, a qualified secondary maths teacher, builds both in sessions that go beyond what school covers.
Birmingham grammar schools use the GL Assessment. Mathematics is assessed in timed multiple-choice sections within two test papers; it is not a separate 50-minute maths paper. Content draws from Years 3–6 of the primary curriculum, but the questions are presented in ways that require flexible thinking — not just recall of a method taught in class.
After working through hundreds of 11+ maths papers with Smethwick and Birmingham children, the same errors come up repeatedly. Most are fixable with targeted practice once you know what to look for.
Multi-step word problems give information in stages. Many children calculate the first thing they can calculate — not what is actually being asked. We practise circling the question before touching any numbers.
The multiple-choice format means one tricky question costs the same mark as an easy one. Children who stall lose three marks while an equally capable child moves on and gains them elsewhere. Pacing is a learnable skill.
Adding fractions by adding numerators and denominators separately is one of the most common — and most penalised — errors in the paper. We rebuild this from scratch until it is automatic, not effortful.
Flexible calculation helps pupils choose an efficient approach. We connect multiplication facts, division, doubling and halving with written methods, checking accuracy before adding time pressure.
Data questions often have axes with non-standard scales or intervals that are not whole numbers. Children who rush misread the scale and calculate from the wrong value. We teach a systematic axis-check habit before any calculation.
GL Assessment papers include wrong answers that are specifically designed to match common mistakes — e.g. the answer you get if you forget to convert units. We teach children to estimate first so they can spot when an answer looks wrong.
Every session is one-to-one and structured around what your child actually needs — not a fixed syllabus delivered at one pace. Kevin diagnoses gaps in the first session and builds a working plan from there.
Timed mental arithmetic — multiplication tables, fraction conversions, quick division. Not to test, but to build speed. These drills become second nature over weeks of regular practice.
Kevin works through the current focus area — whether that is fractions, ratio, shape or data — using the exact question styles and phrasing that appear in GL Assessment papers. No generic textbook explanations.
A section of a full past paper or question set, completed under timed conditions. Kevin marks it immediately, then they go through every error together so your child understands exactly why each wrong answer was wrong.
The earlier children start, the more time there is to close gaps without pressure. Here is what we typically work on by year group.
Times tables to 12, long multiplication, short division, place value, basic fractions and equivalent fractions. Getting these automatic means Year 5 can focus on harder content.
Fractions, decimals and percentages in full. Ratio and proportion. Area, perimeter, volume. First timed practice papers. This is the most productive year to invest in tuition.
Carefully spaced timed papers. Targeted work on weak sections. Pacing strategies. Mock testing in the full Birmingham 11+ format. Calm final preparation before the entrance test.
Practical guide · Updated
Some word problems become simpler when the pupil reverses the actions in the story. The important step is explaining which operation undoes which change.
A fictional number is doubled and then increased by 7 to give 31. Subtract 7 to obtain 24, then divide by 2 to recover 12. Check forwards: 12 × 2 + 7 = 31. Reversing the order incorrectly gives a different result.
Draw the forward steps as arrows and put the inverse operations beneath them. Try a new example, then let the pupil invent one with a whole-number answer. Avoid teaching “work backwards” as a universal rule; discuss why it suits a problem with a known ending and reversible steps.
A fictional lunch has two sandwich choices and three fruit choices. List the six possible pairs in a table before using 2 × 3 = 6. Ask why counting two plus three would not count the complete lunches.
Add a condition, such as one particular sandwich not being available with one fruit. Now there are five permitted combinations. The table makes the restriction visible and checks whether the child understands what is being counted rather than applying multiplication to every question containing two sets of choices.
Mathematics questions are multiple-choice and appear in separately timed sections within the test papers. Flexible calculation, understanding the problem and accurate answer recording all matter. Use the official familiarisation guide to understand the format.
Number and place value, the four operations, fractions, decimals and percentages, ratio and proportion, simple algebra, shape and measurement, and data handling including tables and charts. Problems are often multi-step — children need to identify what is being asked before calculating.
Ideally in Year 4 or early Year 5. This gives time to consolidate core number skills before moving to timed practice. Children starting in Year 6 can still make significant progress but sessions need to focus immediately on technique alongside content gaps.
Yes. As a qualified secondary maths teacher, Kevin covers both the maths and non-verbal reasoning papers, which share a strong overlap in spatial and pattern-recognition thinking. English and verbal reasoning are covered by Serena Johal, qualified primary teacher.
Book a free first lesson to see Kevin's approach before committing. Sessions from £15/hr. Call 07909 274901 or follow one of the links below.