2013-2014 Results

S6 Tutoring are very proud to announce our results for this year’s exam.

We believe in providing our students with the correct teaching and learning strategies to pass the 11+ but more importantly, to maintain a very high standard at secondary school. Above all, our students require the inspiration to succeed and achieve their dreams.

We believe in preparing our students for life at a grammar school, and teach them to take responsibility and pride in every piece of work that they produce.

School Allocations for 2013-2014

We are supremely proud of all of our students, but a special congratulations has to be mentioned to the boys this year. 19 of them will be taking up a place at KEGS next September- this is 16% of the entire 2014 intake.


(This chart is based on data received from 42 students-8 students have wished to keep their results private).

Work Plans

This pie chart gives a break down of the types of work plans students followed and the resources they used to achieve their school allocations.

Over 50% of the students who achieved their first choice school allocation have been following a structured work plan for over 12 months.

This is becoming a very regular pattern of education that is now showing outstanding results.

The 12-36 month time period is allowing a little and often approach to tuition, which doesn’t become intrusive with regard to extra-curricular activities and hobbies.


Raw and Standardised  Score Data

If we reference the raw scores to the information sent out by the CSSE concerning pass marks over the last 4 years then you will see a score ranging from 303 (candidates below this mark are advised not to apply for a grammar school place) to 355, which is currently seen as a pass.

Here we have some basic criteria for how we classified the students into the various groups:

Sample Set

36 Boys

14 Girls

12 Data not received  from parents and/or would like to keep their scores private

Group 1 highlighted in green followed our full package and 2 hours of 1-2-1 tuition once a week for a duration of 2-12 months.

Group 2 highlighted in red followed our full package of 2-4 hours of 1-2-1 tuition a week for a duration of 13-36 months.

Group 3 highlighted in blue only attended the 11 week mock exam course.


X Axis – number of students

Y Axis – Standardised Scored

Correlations between work and achievement

In all cases we can see that the students who followed our racetrack system and our daily work plans achieved significantly higher average scores than those who did not.

Our holistic approach to teaching allows us to over prepare our students beyond what can realistically be taught at primary schools.

In comparison the GCSE Maths course that we offer will generally consist of 2-5 hours of lessons and homework each week and operates for 6 months. We have found that students who have followed the group A plan will spend significantly less time in preparing for GCSE Maths and English than  it takes to complete the course for the 11+ exam. This can be supported with various examples over the past three years.

One of our private school students who was assessed and identified to be 1.4 years behind, at the age of 8 years old, started to complete a learning program of a lesson every day  (5:45am-7:45am) for four months which was then reduced to three lessons a week for one month and finally one lesson every week up until the exam. Over this period we saw the child progress by two National Curriculum levels at school and sparked a passion to learn.  As a result, this student achieved a standardised score of 367 and is now following our Prepare for Secondary School course before starting at KEGS next September.

The exam is not the finishing post

Once the exam is completed I’m sure everyone involved revels in their new found free time. We do however advise that a work plan covering key concepts in Maths, English and Science (which we offer through our Prepare for Secondary School course) is followed prior to attending your grammar school.

It is important for us that all of our students enjoy their education. This means feeling comfortable and confident in their new school.


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