Above: 2011 Mock 11+ for 44 Candidates
Left: Staunton Tutorial Centre Teaching Suite designed by heritage Architects Marshall Sisson using Green Oak Timber Frame construction for ecological development. Maximum Group size in the Tutorial is 5 children. All teaching is carried out by Robert Staunton, who trained at the University of Cambridge.
Staunton Tutorial Centre Pass Rates for the 11+ for Grammar and Pivate Schools:
2009: 97% Pass Rate (Cohort 35)
2010: 100% Pass Rate (Cohort 36)
2011: 98% Pass Rate (Cohort 44)
For Information about Grammar Schools:
Kesteven & Grantham Girls’ School
Keststeven & Sleaford High School Selective Academy
Scholarships to Private Day Schools:
Since the foundation of the Tutorial in 2001 various students have been awarded scholarships at Nottingham High School and Ratcliffe College. For more information about scholarships and these schools please see:
Other Recommended Private Day and Boarding Schools:
Information about Staunton Tutorial Centre for Parents
The Tutorial Ethos & Grading System Explained:
For children in years 5-6, as well as complementing primary education, the main goal of tuition is two-fold: firstly to get children ready for entrance exams to the top secondary schools and secondly to prepare them for the academic rigour thereafter. The role of the tutorial is to give children the strategic and tactical skills needed to do well in exams and assessments. However, every effort is made to do this in an individual and child-centred way. This means that I try to ‘tune’ into each learner and nurture their potential. Tutorials are stimulating and often fun, but there are firm boundaries for achievement. In years 1-4, tuition is less exam focused and more interested in developing key skills and ‘filling in any gaps’ especially around literacy and numeracy.
Children who are being prepared for Grammar School will not only learn Reasoning skills, but also the ‘academic habits’ that lead to higher attainment. These habits, like reading the question thoroughly and checking work, are not rocket science but need to be taught, tested and reviewed until they become second nature. The types of skills required to pass the 11+ are transferable to other disciplines and build up a core ability in achievement. So not only are children prepared for exams but are prepared for life after them, which means there will be residual benefits that help them in key stage 3 (years 7-9) and beyond.
In years 5-6 children are usually assessed in each session, in what I call ‘mock tests’. These short timed tests are conducted after a period of reviewing homework and after strategies for success have been taught. The tests allow me to see how effective a student is in putting tactics into practice and also foster academic independence, which is often ripe for development by year 5. Students learn how to think strategically, problem solve and manage their time carefully. By assessing children weekly, they become accustomed to being tested and it takes the stress out of the process for the child. As with the Nottingham High School ethos, I like to ‘stretch, but not stress, students’. I also try to encourage an atmosphere of co-operation where students ‘compete against themselves’ to improve, rather than each other.
The Grading System Explained:
Staunton Tutorial’s grading system is loosely based on the one used at Nottingham High School, as follows:
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- Grade A** for 100% – perfect performance.
- Grade A* is an amazing performance which is well above the level expected.
- Grade A is meeting expectations and Grade As are broken down in the following ways to indicate their relative merit:
- A+ is outstanding
- A is excellent
- A- is good
- Grade B is moderately good
- Grade C or below is more of a cause for concern
The grading system is used as sensitively as possible to avoid any negative impact on self-esteem. Generally students get quite excited about their grades and seem to grasp this system easily.
In the Tutorial, students are set the target of 80% (grade A-) so as to be on track for an 11+ pass to either Grammar or private school. Grammar School 11+ pass mark levels are shrouded in mystery, as scores are standardised to age with an undisclosed formula. One can generally work on the basis, though, that around 75% is the pass mark. However, in order to be guaranteed entry the boys will need a mark of 78-82%, depending on the annual cohort (Kings School take the top 140 boys and therefore the pass mark varies). As well as appearing to have a slightly higher pass mark, KGGS (Girls Grammar) takes home postcode into account. However, I imagine that getting a top mark assists, especially at appeal.
In short, aiming for 80%+ is the safest bet for gaining entry to all schools. Even for children going to non-selective schools, being confident in exam skills is crucial, as pupils are carefully assessed in their first year to discern ability for streaming. I also believe that for all children it’s good to aim high and to have high expectations. As long as support is in place when children struggle, this aspirational approach is beneficial. I like to think of successful education offering ‘compassionate pressure’ whether it be in the Tutorial or elsewhere.
Resources and Timetable:
11+ tuition students use the following resources in the following timescale:
- Autumn Term (Year 5): Bond VR & NVR 9-10 years
- Spring Term (Year 5): Bond VR & NVR 9-10 years /10-11+ years
- Summer Term (Year 5): Bond VR & NVR 10-11+ years/Bond NVR More 11+/Letts Real 11+
- Summer Holidays: Bond 11+ Papers (A4) & Alpha Series 11+ (A4)
In addition, for those taking Private School Exams in January:
- Autumn Term (Year 6): Bond Maths & English
There are three 11+ workshops during the summer holidays. These are taught in pairs (2 students to 1 tutor) and students are encouraged to attend two workshops if possible. As there are no weekly sessions in August, holiday work is an essential component in the preparation for the 11+. Students are asked to complete 2-3 papers a week and it’s fine to take them abroad: my Bond papers have been all over the world!
Mock 11+:
Staunton Tutorial offers a mock 11+ on the first Saturday back in the Autumn term, which is invigilated and assessed by 3 trained teachers. Parents and children alike have reported that this gives invaluable experience in readiness for the real 11+ exams, which are on two consecutive Saturdays in September.
Years 1-4:
In years 1-4 the tuition concentrates on building the key skills of numeracy and literacy, using Bond Assessment, the Montessori system and drama/role play, among many others methods. The aim is to carefully screen for any gaps in the child’s developing academic profile and respond with a tailored approach. Some learning is conducted outdoors and full advantage is taken of the small group to maximize learning. If your child is at a state primary school you may notice that there will be more homework than is set by school class teachers. If any parents have any questions about their child’s development or indeed homework tasks, they shouldn’t hesitate to call me. Assessment grades in years 1-4 take into account effort as well as attainment. Timed tests are less frequent but children are encouraged to make the transition from teacher dependency to independent learning. The child has an emerging academic ability that requires a lot of nurture.
Feedback in Years 1-6:
Much feedback is given directly to the student, but each term I send home the assessment logs which show attainment scores. If parents want more detailed feedback, it is best to telephone in the mornings when I am generally more available. It’s usually better to telephone me rather than trying to catch me before or after a session when I may be busy. For year 5s, I ‘traffic light’ each student in June according to their performance. Green students are predicted a pass. Amber students have a good chance of passing but will have specific targets, which are shared with parents. Amber/Red students are border-line and have major areas for development. Red students are not expected to pass and parents may be advised to consider carefully before sitting their child for the 11+. ‘Traffic light’ predictions are shared with parents by telephone and I give detailed advice as required. The evidence used for the June predictions is based on the real 11+ Papers, published by Letts.
© Robert Staunton 07.02.11
I hope this overview of the tutorial aims, ethos and assessment protocols is beneficial for parents. For further information don’t hesitate to contact me.
