return to home page Email Staunton Education info@staunton-montessori.com Staunton Education on Facebook @Staunton School on Twitter Staunton Montessori on Youtube View Robert Staunton's profile on LinkedIn 01400 282860

Staunton Tuition Overview, Ethos & Grading System


Staunton Tuition: Information for Parents

I hope this overview of Staunton Tuition aims, ethos and assessment protocols is beneficial for parents.
For further information don’t hesitate to contact me. ~ Tutor: Robert Staunton 

Pass Rates for the 11+ exam for Grammar Schools:

2009: 97% Exam Pass Rate

2010: 100% Exam Pass Rate

2011: 98% Exam Pass Rate

2012: 95% Exam Pass Rate

2013: 96% Exam Pass Rate

2014: 94% Exam Pass Rate including one 11+ exam result of 100% and one of 99%

2015: 90% Exam Pass Rate including two 11+ exam results of 100%

2016: 91% Exam Pass Rate including one 11+ exam result of 99.6%

2017: 94% Exam Pass Rate including one 11+ exam result of 100%, the average score of the cohort was 87.52%

2018: 95% Exam Pass Rate including three 11+ exam results of 100%, the average score of the cohort was 87.09%

2019: 96% Exam Pass Rate including four 11+ exam results of 100%, the average score of the cohort was 89.08%

2020: 99% Exam Pass Rate including four 11+ exam results of 100%, the average score of the cohort was 89.54%

2021: 98% Exam Pass Rate including three 11+ exam results of 100% and three 11+ exam results of 99%, the average score of the cohort was 90.85%

The above pass rates and mean averages do not include those who started the course late. The full course starts in early October of Year 5 and last three terms. Also the cohort averages and pass rates are calculated using exam scores reported to us by parents and occasionally some parents do not report results to us as they have no actual requirement to do so.

Staunton Tuition Ethos & Tuition 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 then 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 during supervised practice. Supervised practice is conducted after a period of reviewing homework and after strategies for exam success have been taught. The practice of exam questions allows me to see how effective a student is in putting tactics into practice and also fosters 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 continually assessing children, 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.

In the Tutorial, students are set the target of 80% 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 78% is the pass mark. However, in order to be guaranteed entry the boys will need a mark of 80%, depending on the annual cohort (Kings School take the top 174 boys and therefore the entry mark varies).

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 plus GCP Spatial
  • Spring Term (Year 5): Bond VR & NVR 9-10 years /10-11+ years plus GCP Spatial
  • Summer Term (Year 5): Bond VR & NVR 10-11+ years/GL Real 11+ Papers plus GCP Spatial
  • Summer Holidays: Bond 11+ Papers & GL Real 11+ Papers

In addition, for those taking Private School Exams in January:

  • Autumn Term (Year 6): Bond Maths & English

There are eight 11+ workshops during the summer holidays, in which children are encouraged to attend two or three 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 4 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, 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. 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 1-7:

Much feedback is given directly to the student, but each term I share scores from assessments which show attainment. If parents want more detailed feedback, it is best to telephone in the mornings when I am generally more available. Twice a year I offer a ‘telephone parents evening’ when I discuss a pupil’s progress with a parent. For year 5s, I ‘traffic light’ each student in May  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 May predictions is based on the real 11+ Papers, published by GL.

What Parents Say:

“Dear Robert, both our son and more recently our daughter have thoroughly enjoyed being tutored by you and without doubt your structured methods, careful challenging of your students and friendly yet professional personality have brought out the very best in both of them.  They both entered their respective year’s 11+ exams with full confidence that the tools and tactics you had taught them would stand them in good stead – and both have excelled and secured places at the schools of their choice.  We were first made aware of the Staunton Tutorial Centre through a personal recommendation from a work colleague who’s two sons had also excelled under your guidance and neither we nor our children we could have wished for more in terms of support and guidance from you.  We hope you feel justifiably proud to have played such a positive and influential role in preparing our son and daughter not only for the 11+ exams but also for independent learning at secondary school and beyond. Yours gratefully, Mr H. and Dr H.”

“Good morning Robert, Hope you are well. I’m pleased to tell you that my son has passed 11+ exam with a results of 272 points (97%) 😄 I would like to thank you for providing a fantastic, stress free tutoring which my son really enjoyed. Kind regards, Mrs M.”

“Hi Robert, I am delighted to write to you that our son has successfully passed the 11+ exam under your valuable guidance. His scores are: Verbal reasoning-130, Non verbal- 133 Total -263 (93%). Me and my wife both would like to thank you for indispensable guidance and hard work with our son without which it wouldn’t have been possible to achieve such an amazing score. He has flourished to new heights of skills and confidence under your amazing coaching. You have helped him set on a right path for his further studies which is invaluable. We are most grateful for your efforts and advice throughout the process. Many Thanks once again 🙏🙏🙏 Kind Regards, Mr and Mrs A.”

“Good morning Robert, We are over the moon to inform you that our daughter has passed the 11+ with a score of 242!  I think that works out at 86% – exactly the result you predicted from the mock! This is great news … I just wanted to take this opportunity to thank you for all your support & encouragement over the past year.  The level of detail and information you provided during the course was extremely helpful and I believe your support was fundamental to her success.  In particular, seeing the data after the mock results is very useful & an impressive read! Having done it 3 times now over the last years, I’m quite grateful I have a pause before it starts again – although of course, we will be in touch to send our youngest to you! Many thanks once again Robert, thanks to you we are all on cloud nine today! Mrs L.”

Feedback from Parent:

“This is just a short but sincere word of thank you for all your help in tutoring M. through his 11+ exam and for keeping my wife and myself on an even keel with your balanced advice. M. is hugely proud of himself and his achievement and has come out of the other side with a real understanding of, ‘it is himself,’ that creates the results through his own effort. We are grateful to you for helping instil that in him. His score was 244 and we are hopeful of a place at King’s which he is keen to take up…” (Father of year 6 student).

Feedback from Year 6 Children:

“Dear Robert, …thanks for teaching me it was so fun. I will do you proud in my 11+! Thank you!”

“To Robert, Thank you for everything including the extra lessons. I would not have passed without you… From K.”

Owen