The most common answer among experienced families and tutors is to begin structured preparation around the end of Year 4 or the start of Year 5, giving roughly twelve to eighteen months before the tests that usually fall early in Year 6. That window is long enough to build skills steadily and short enough to keep momentum.
But the honest answer is that the right start point depends on the child, the target schools and the current standard, not on a fixed date. Two children the same age can need very different timelines, and forcing an early start on a child who is not ready can do more harm than good.
The typical timeline
For most families aiming at grammar or independent places, a one-year plan starting in Year 5 is the standard route, and a two-year plan starting in Year 4 is increasingly common for more competitive targets. The extra year is not about doing exam papers earlier; it is about building reading, vocabulary and arithmetic so that later practice actually pays off.
For the most oversubscribed superselective schools, some families begin light, low-pressure enrichment in Year 3 — wide reading, number confidence and puzzles — long before any formal 11+ material appears. The emphasis at that stage should be curiosity and habit, not exam drilling.
- End of Year 4 / start of Year 5: typical structured start, ~12–18 months out
- Year 4 (two-year plan): common for competitive or superselective targets
- Year 3: only light, enjoyable foundation work — reading, number sense, puzzles
What “starting” should actually look like
Starting preparation does not mean sitting full papers from day one. Early on, the priority is untimed skill-building: secure arithmetic, rich reading, growing vocabulary and an understanding of each reasoning question type. Timed work and mocks come later, once accuracy is dependable.
A “little and often” rhythm consistently beats occasional long sessions. Short, focused work several times a week builds retention and keeps the whole thing sustainable, which matters enormously over a twelve-month campaign.
See exactly where your child stands
The free diagnostic pinpoints the weakest areas in minutes, so the advice on this page turns into a concrete plan rather than guesswork.
The two most common timing mistakes
The first mistake is starting too late and then cramming, which turns the final months into a stressful sprint that rewards guessing over understanding. The second is starting early but with the wrong intensity — piling on papers in Year 4 and burning a child out long before the exam that matters.
Both are avoidable with the same fix: match the plan to the child’s current level, then increase pace gradually. A calm, consistent routine almost always outperforms a dramatic one.
How to choose your own start point
Rather than copy a generic date, start from where your child actually is. A baseline shows whether the immediate need is catch-up, consolidation or stretch, which in turn tells you how much runway you need before the tests.
If the baseline shows secure foundations, a focused one-year plan may be plenty. If it reveals significant gaps, an earlier and gentler start lets you build those foundations without pressure.
Frequently asked questions
Short answers to the questions parents usually ask first.
When should we start preparing for the 11+?
Most families begin structured preparation at the end of Year 4 or start of Year 5, roughly 12–18 months before the tests. Competitive targets often warrant a two-year plan from Year 4.
Is Year 5 too late to start 11+ preparation?
Usually no. A focused one-year plan from Year 5 is the standard route for many families, provided foundations in reading and arithmetic are already reasonably secure.
How much should we do each week?
Little and often works best — several short, focused sessions a week, with timed practice introduced only once accuracy is dependable.