Key Changes to Reading School’s 11+ Entrance Exam for 2027 Entry
Reading School has introduced significant reforms to its 11+ entrance examination and admissions process for Year 7 entry in September 2027. These changes mark a decisive shift away from heavily tutored, narrow testing towards a fairer, broader assessment of academic potential, creativity and suitability for a selective education. The reforms follow an extensive public consultation and align with Reading School’s stated mission to improve social mobility while maintaining high academic standards.
A move away from traditional 11+ testing
One of the most important changes is Reading School’s continued move away from traditional GL or CEM-style 11+ tests, which typically focus on verbal and non-verbal reasoning. Instead, the school uses assessments designed by Future Stories Community Enterprise (FSCE), a grammar-school-led initiative intended to reduce the advantage of intensive private tutoring and rote exam practice .
For 2027 entry, the entrance exam continues to focus on curriculum-based knowledge and skills, rather than abstract reasoning techniques unfamiliar to most state primary pupils.
Skills-Focused Exam Structure
The Test evaluates application of knowledge and skills from KS2 subjects taught up to and including the Year
5 programme of study and as such there is no element of the Test that should surprise, trouble or intimidate
candidates. Subjects may include any of the following: Art & Design, Languages, Computing, Mathematics,
Design & Technology, Music, English, Physical Education, Geography, Science and History.
Additionally, the Test will explore imaginative flair through creativity (we define this as: the ability to think of
new and imaginative ideas, or to solve problems in original and unique ways).
The papers combine multiple-choice questions, short written responses and extended writing tasks, testing comprehension, problem-solving and originality. The creative writing element, in particular, is designed to assess imagination, communication skills and independent thinking—qualities that are difficult to coach through repetitive tutoring .
The content is drawn from Key Stage 2 learning up to the end of Year 5, with a strong emphasis on applying knowledge rather than memorising techniques.
Greater emphasis on FairAccess
Reading School has made explicit changes to its oversubscription and priority criteria to widen access for under-represented groups. For 2027 entry, the school proposes:
Maximum priority for pupils eligible for the Pupil Premium or Service Premium
Enhanced consideration for applicants with social or welfare needs
A new oversubscription category prioritising boys attending state-funded primary schools within designated local postcode areas
These changes are intended to ensure that Reading School better serves its local community and does not disproportionately admit pupils from heavily tutored or more affluent backgrounds .
Focus on Local Catchment
Another notable change is the clearer emphasis on local primary schools and postcode areas. While academic eligibility remains essential, priority is increasingly given to children who are “wholly or mainly drawn from the area in which the school is situated,” in line with academy funding requirements and national admissions guidance .
This aims to reduce the long-standing issue of applicants travelling large distances solely to access selective schooling.
Transparency
The updated admissions framework also includes:
Clearer definitions of ‘exceptional circumstances’
Stronger procedures for identifying and investigating fraudulent applications
Improved clarity around SEN access arrangements, without lowering academic standards
Reading School has emphasised that these safeguards are designed to protect the integrity of the admissions process while ensuring reasonable adjustments are made where legally required .
The 2027 changes to Reading School’s 11+ entrance exam represent a significant cultural and educational shift. By focusing on curriculum understanding, creativity and fair access, the school aims to identify pupils with genuine academic potential—regardless of background—while remaining one of the country’s most academically rigorous state grammar schools.
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