FAQs on the Admissions Entrance Assessment at Exeter School

We have sample papers and guidance advice for each level of testing here.

Not necessarily. We take every interaction with your child into account when making a decision about whether we can offer the right educational experience for them moving forward. This also includes previous school reports, references and other test scores like predicted GCSE results (if entering for sixth form).

Verbal reasoning uses words, while non-verbal reasoning uses pictures and diagrams. The capacity to comprehend and logically think over concepts and issues stated in words is known as verbal reasoning. We find that it gives a broader picture of a pupil’s ability at entrance as standards and practices vary from county to county and country to country.

Exeter School evaluates verbal and non-verbal reasoning through a modern computer-based Cognitive Abilities Test (CAT4).

Your child should wear something comfortable. Sometimes, this is their current school uniform as it can help them to concentrate and be in ‘school mode’ and we would ask that uniform is worn if testing at school during term time.

Others prefer something they would wear at home if they are coming for the group assessment day in January. Clothing should be sensible and non-offensive.

Pupils should bring a water bottle and any medication that may be required while with us.

Our admissions staff will let you know how long your child’s level of entrance assessment will take and when to return to collect your child.

An adaptive entrance assessment is a computer-based exam which customises its questions to an online algorithm, actively adjusting the difficulty level based on whether the previous answer was correct or incorrect. The exam begins with a standard, baseline question appropriate for the child’s age group. If your child answers correctly, the algorithm selects a harder question from the question pool. If they answer incorrectly, the system automatically adjusts to serve an easier question to find their baseline ability.

Yes, adaptive admissions tests are fair, and psychometricians generally consider them fairer and more precise than traditional linear tests. [1, 2, 3]
While the concept of children facing entirely different sets of questions can feel counter-intuitive, adaptive testing relies on advanced statistical models—specifically Item Response Theory (IRT)—to measure a child’s true underlying ability rather than just counting their correct answers.

We want every candidate to be able to show their true ability, so we offer a range of access arrangements for children with an identified additional need. These typically include:

• Extra time — this is not possible during the adaptive tests but is possible during the other Exeter School entrance assessments.

  CAT4 is an adaptive test — the difficulty of each question adjusts in real time based on whether the previous answer was correct. Because of this:

  • The test isn’t measuring “how much can you complete in X minutes” the way a fixed-form paper test does — it’s measuring accuracy at an adapting difficulty level, so the standard time allocation is already calibrated to that model.
  • Extra time on an adaptive test can distort the ability estimate rather than simply allowing more attempts, because the algorithm’s difficulty progression assumes a consistent pace.
  • GL typically frames CAT4 timing as “generous working time” rather than a strict speeded test, meaning most children already aren’t working under real time pressure — the design intent is that time itself isn’t the limiting factor for most pupils.
• Rest breaks during the assessment – the test is separated into timed segments so it possible to take pauses of varying lengths between sections
• A separate, quiet room to reduce distractions
• Reader or scribe support, where appropriate
• Use of assistive technology the child already relies on day-to-day

To arrange this, please let us know at the point of application and share any supporting evidence — for example, an Education, Health and Care Plan (EHCP), a report from an educational psychologist, or documentation of arrangements already in place at your child’s current school. Our SENCo will review this and confirm the arrangements ahead of the assessment date.

If you’re unsure whether your child qualifies, please contact our Admissions team directly to discuss — we’re happy to talk it through before you apply.

The best preparation for an adaptive assessment like CAT4 isn’t intensive tutoring or last-minute cramming — because the test adapts in real time to each answer, it’s designed to assess reasoning ability rather than memorised content or exam technique. That said, there are simple, low-pressure ways to help your child feel confident on the day:

• Familiarise, don’t drill. Let your child try a few official practice questions (available on the GL Assessment website) so the format and question types feel familiar — this reduces anxiety without “gaming” the test.
• Explain how it works. Reassure your child that the questions will get harder as they go — that’s the test working correctly, not a sign they’re doing badly. Many children find this reassuring once they understand it.
• Focus on the basics. A good night’s sleep, a proper breakfast, and arriving relaxed make a bigger difference than any last-minute revision.
• Keep the tone light. Children who feel calm and rested tend to perform closer to their true ability than those who’ve been drilled — CAT4 measures underlying reasoning, so pressure and over-preparation can be counterproductive.
• Bring any usual support tools. If your child normally uses specific aids (glasses, hearing support, etc.), make sure these are available and mentioned in advance if relevant.

Due to the fact that the difficulty adjusts to each answer, adaptive tests can pinpoint a child’s ability level more accurately than a fixed-form test, especially at the top and bottom ends of the ability range (where fixed tests often “run out” of easy or hard questions). However, some parents and children find it unsettling that “getting a question right makes the next one harder” — it can feel like the test is punishing success, even though that’s by design.

We find that motivation and engagement is steadier throughout the test though as every child, regardless of starting ability, ends up working on genuinely challenging (but not impossible) questions. Children used to traditional tests sometimes worry when a test ends “early” (a feature of adaptive testing, not a sign they did badly), which can cause unnecessary distress without proper preparation so we do recommend talking to your child about this prior to coming for entrance assessments. Please do not rote practice with your child beforehand though. Since no two children see quite the same sequence of questions, it’s harder to “coach” a child through memorised question types.

Adaptive testing has been a lifeline for us to see through tutoring preparation and prepare for what your child would really need once they get into the classroom. We want to know how we could best support them throughout their educational experience and these tests show us what they can do with the unexpected.

Yes. Our entrance assessments — including CAT4 — are specifically designed to measure a child’s underlying reasoning ability, not taught knowledge or exam technique. This means the test is looking at how your child thinks, not what they’ve memorised, so extensive tutoring or intensive coaching isn’t necessary to do well.

A few reasons why:

• The test adapts to your child, not to a syllabus. Because questions adjust in real time based on previous answers, there’s no fixed “content” to cram — reasoning ability shows up regardless of how much a child has practised specific question types.
• Familiarity helps more than drilling. A child who’s simply seen the format once or twice (through official practice questions) tends to feel just as confident as one who’s been heavily coached — the advantage of practice plateaus quickly.
• We value a rounded picture of your child. Entrance assessments are one part of how we get to know a candidate — alongside school reports, references, and (where relevant) an interview or taster day. We’re looking for potential, not polish.
• Over-preparation can backfire. Children who arrive anxious or over-drilled sometimes perform worse than those who are calm and rested, because stress affects reasoning performance more than test familiarity does.

If you’re ever unsure how best to help your child feel prepared, our Admissions team is always happy to talk through what to expect — informally and without any obligation.

Of course. Test scores are one part of the child’s application. We also receive previous school reports, a confidential reference from the current school and take into account any information gathered throughout the process of getting to know you and your family. We are ultimately ascertaining whether you and your family are going to feel comfortable and have the best possible experience during your time at Exeter School.

We take all factors into account as mentioned above. We understand that children can feel unwell or out of sorts on testing day. There is a possibility that testing can be done again, if needed, but please discuss any concerns you have with our Admissions team as you go through the application process.

We are human and most of us are parents too. The final decision on admission for your child will be decided by more than one person to ensure fairness.

Please discuss your circumstances openly with our Admissions team or the Director of External Relations directly if you feel more comfortable with that. If we know the whole picture up front then we can make the best possible decision for your family.

As mentioned above, children who arrive anxious or over-drilled sometimes perform worse than those who are calm and rested, because stress affects reasoning performance more than test familiarity does.