In this guide
Why schools test at all
Admissions testing serves three purposes for the school. First, placement: most international schools group children by ability for maths and English, and the test gives them a starting point. Second, suitability: schools want to know whether they can serve the child well, particularly where there are stretches at either end of the cohort or specific support needs. Third, selectivity: a small number of academically selective schools use the test as a genuine filter on entry.
Knowing which of the three is in play at a given school matters. For most mid-tier and Tier 1 international schools, the test is a placement and suitability exercise rather than a true selection. For a small number of selective British or American schools (think the most competitive London independents or specific selective US schools with international campuses), the test is a real gate and the preparation work matters more. Ask the admissions team directly what role the test plays in their decision; the honest answer is usually given freely. For wider context on the admissions process see our piece on the international school admissions process.
What they actually test
The most common standardised tests at international schools are CAT4 (Cognitive Abilities Test), MAP Growth (Measures of Academic Progress), and various entrance-style papers based on the CEM or GL 11 Plus format. CAT4 measures verbal, non-verbal, quantitative and spatial reasoning across four batteries and is widely used by British curriculum schools. MAP is a US-origin computer-adaptive test in maths, reading and language usage; common at American curriculum schools. The 11 Plus style papers test English and maths against a UK curriculum standard.
Some schools also administer their own short literacy and numeracy papers, especially for primary entry. These are usually 30 to 45 minutes per subject, aligned to age-appropriate standards. A small number of selective schools add a creative writing task, a problem-solving exercise, or a verbal reasoning paper specific to the school. Ask the admissions team in advance what to expect; reputable schools will tell you the test name and approximate duration, though they will not share specific questions. The curriculum pages under curriculum describe what schools are teaching to, which broadly maps to what they test for.
Tests by age group
The shape of the test varies dramatically by age. Entry to Foundation Stage and Year 1 is usually a play-based observation rather than a formal test; a teacher will watch the child play and interact for 30 to 60 minutes. There is no specific preparation possible for this, and parents who try usually produce the opposite of what schools want. Just let the child arrive rested and confident.
For Years 2 to 6, expect short literacy and numeracy papers (15 to 30 minutes each) and often a non-verbal reasoning paper. The vocabulary level is age-appropriate; a child working at expected standards for their age will manage. For Years 7 to 11, expect more substantial papers (45 to 60 minutes each in English, maths, and sometimes science) plus an extended interview. For Year 12 entry into A-Level or IB Diploma, expect subject-specific papers in the chosen subjects, often with predicted GCSE grades replacing testing for British system entrants. See our pieces on class size and teacher quality for how the test results then feed into placement decisions.
Free preparation pack
Our printable preparation pack includes age-banded sample question types, a sensible practice schedule and a parent script for talking about the test calmly with your child. Free with email, no sales follow-up. Request the pack or browse city pages to see what schools in your destination typically use.
Sensible preparation
The right amount of preparation is genuinely modest. Three to six practice sessions of 30 to 45 minutes each in the four weeks before the test is enough for most children. The purpose is familiarisation with format, not coaching. A child who has never seen a non-verbal reasoning question before will struggle on the day; a child who has worked through 20 of them in advance will feel familiar with the format and use their actual ability to answer them.
The most effective preparation activities are the everyday ones, accumulated over months not weeks. Reading widely and discussing what is read. Doing mental maths in everyday situations (estimating bills, working out tip percentages, calculating travel times). Playing strategy games and puzzles. These build the underlying capacity that tests measure, in a way that no amount of last-minute drilling can replicate. Schools value the child who reads for pleasure over the child who has been tutored heavily for six months.
For the format-specific practice, use publicly available materials rather than expensive tutoring. Schools that use CAT4 will direct you to the GL Assessment website where sample materials live. Schools using MAP will share NWEA-approved practice tools. Schools running their own papers will sometimes share past papers; ask the admissions team.
Over-coaching: what to avoid
The biggest risk in admissions preparation is not under-coaching but over-coaching. Heavy tutoring (two or three sessions a week for six months) can lift test scores into a band the child cannot sustain in the classroom, which leads to placement at a school where the child is over-faced and unhappy. Schools see this regularly and are increasingly designing tests to detect it. The strongest schools deliberately use cognitive measures (CAT4) alongside attainment measures because they are harder to coach.
The other risk is the emotional toll. A child who has been told for months that a particular test determines their future will arrive anxious, and anxiety reliably depresses test performance. Parents who can reframe the test as a way for the school to get to know their child rather than as a make-or-break gate produce calmer, better-performing children. Read our piece on how to choose an international school for the framing on fit, which matters more than test bands.
On the day of the test
Children perform better on tests when they have slept properly, eaten breakfast and arrived without rushing. None of this is a surprise; what surprises parents is how much it matters. A child arriving sleep-deprived can lose two to three CAT4 stanines (the standard nine-band scale) compared to their rested baseline. The night before, prioritise routine over revision: usual bedtime, no late screens, a light dinner.
On the morning, keep the conversation about the test light. Avoid quizzing or last-minute drills; they raise anxiety without raising performance. Aim to arrive 10 to 15 minutes early to allow the child to settle. If the test is being held at the school, the routine of arriving, signing in and walking through the building is also part of what is being assessed in the broader sense, because admissions teams pay attention to how the child engages.
If your child becomes anxious mid-test, most schools allow a brief break. Children should know that asking for water or the toilet is fine and will not affect their score. Severe anxiety reactions are uncommon but happen; schools handle them sympathetically and will retest if needed.
The interview
Many international schools include a short interview alongside the test, especially for Years 4 and above. Interviews are usually 15 to 30 minutes with the head of admissions or a senior teacher. The questions are designed to assess curiosity, fluency in spoken language, social comfort and interests, not to catch the child out.
Prepare your child by talking about questions that may come up: their favourite book, what they enjoy outside school, what they look forward to about the new school, a time they found something difficult and what they did about it. Help them practice answering in three or four sentences rather than yes or no. Then leave it alone. Children who have rehearsed answers extensively sound rehearsed in the interview, which schools find off-putting. Authenticity scores higher than polish. Our piece on questions to ask an international school covers the reverse side: what your child and you should be asking.
After the test: results and offers
Most schools share test results in summary form (band, percentile, broad description) rather than raw scores. The school will indicate within two to four weeks whether they are offering a place. Where the test result is borderline, the school may request additional information: a current school report, a teacher reference, a follow-up interview with a parent. Provide whatever is requested promptly; the speed of your response often influences the offer.
If a place is not offered, ask politely whether the school will share the basis of the decision. Most will, in general terms. A clear reason helps you decide where else to apply. If the answer is that the child was strong but the year group is full, you are likely close to a waiting list place; ask to be added formally and stay in touch. See our piece on waiting list strategy for what to do next.
Frequently asked questions
What do international schools test in admissions?
Most international schools assess literacy, numeracy and cognitive ability using standardised tests such as CAT4, MAP or the CEM 11 Plus. Many add a short interview with the head of admissions and a teacher observation in a classroom setting.
How much preparation is appropriate?
A modest amount. Familiarising the child with the format, working through a small number of practice papers and building basic test-taking habits is helpful. Heavy coaching is counterproductive; schools spot over-tutored children quickly and the placement that follows can be a poor fit.
Are admissions tests pass or fail?
Rarely binary. Most schools use the data alongside school reports, references and interview to make a placement decision. A weaker test result can be offset by strong school reports and a good interview, particularly outside very selective schools.
Should I tell my child the test is for school entry?
Yes, but proportionately. Explain that the school wants to see how they think and learn so they can be placed in the right group. Avoid framing it as a make-or-break test; that tends to increase test anxiety without improving performance.
What if my child has additional learning needs?
Tell the school in advance. Reputable schools provide reasonable accommodations such as extra time, rest breaks or a quiet room. Disclosing needs up front leads to a more accurate result and a placement that fits.