11 Plus Results Day: What Your Child's Score Means and What to Do Next

Your child's 11 plus results are usually a standardised score (often with a pass or fail outcome, or a note of whether they reached the qualifying score), not a simple percentage of questions answered correctly. That score tells you how your child performed compared with other children of the same age who sat the same test. Whether it is enough for a grammar school place depends on two further things: the qualifying score set for your area or school, and, for many schools, how the school then ranks and allocates its places.

This matters because the same number can mean very different things in different places. In some areas, reaching a set score simply makes a child eligible to apply. In others, the school ranks every candidate and offers places in order of score, so a strong result is still not a guarantee.

This guide walks you through what the letter or portal is likely to show, how to interpret it calmly, what to do if the news is good, borderline or disappointing, and how to support your child throughout. Timings, thresholds and processes vary by area, school and year, so check your local authority's or school's admissions pages for the details that apply to you.

Most results come by email, an online portal, or a letter, and they usually contain a few elements. You may see a raw score (the number of marks earned), an age-standardised score (the raw score adjusted for your child's age and compared with all candidates), and sometimes a pass/fail or eligibility statement. Some areas share only the standardised scores and a simple outcome; others also give a section-by-section breakdown.

The standardised score is the number that matters. A common scale centres on 100 as the average, with higher numbers showing stronger performance, but scales differ between tests and years, so never compare a score from one area to another. Because the score is age-adjusted, a younger child in Year 6 (for example, with a summer birthday) may see a higher standardised score than their raw mark would suggest.

Read the whole communication slowly before reacting. Look for the qualifying score, any mention of ranking, and any dates for next steps such as registering preferences, appeals or reviews. If you want a deeper explanation of how the numbers are produced, our guide to 11+ standardised scores explained for parents goes through it step by step.

A score has meaning only in relation to a threshold, and there are two main systems. In a pass-mark system, children who reach a set standardised score are deemed suitable for grammar school, and then admissions criteria (often including distance, looked-after status or other priorities) decide who is offered places. In a ranking system, a school or group of schools orders all candidates by score and offers places down the list until full, so the effective cut-off only becomes clear once offers are made.

This is why a child can "pass" and still not receive an offer at a very oversubscribed school, and why another child with a slightly lower score may get in at a less oversubscribed one. It is also why last year's cut-off is a guide, not a promise: it shifts depending on how many children applied and how well they did.

A score is also a snapshot of one morning. It reflects a child's knowledge, their speed, their nerves and how the particular papers fell. It does not measure intelligence, effort or future potential. For a fuller explanation of how thresholds are set, see what is a good 11 plus score and how qualifying scores work.

Because processes vary, it helps to know how your own test works before results day. The Kent Test guide and the Buckinghamshire Secondary Transfer Test guide cover those areas, and the West Midlands grammar schools guide covers tests used in places such as Birmingham, Walsall, Wolverhampton and Telford & Wrekin.

Even within one county, individual schools may add their own steps. Some set their own tests, some use extra criteria, and some run waiting lists or ranked lists. Read each school's admissions policy to see precisely how it uses the score, and check the local authority's published timetable for the dates when results, applications and offers happen.

If you are not sure which tests your preferred schools use, the 11+ tests by area page is a good starting point, and the directory of UK grammar schools lets you look at individual schools. Policies can change from year to year, so confirm everything on the official admissions page.

If your child has reached the qualifying score, congratulations, and take a moment to celebrate before planning anything. Children often take their cue from how adults react, so a warm, proportionate response matters more than a big announcement. Praise the effort, the weekends of practice and the courage to sit a demanding test, not just the outcome.

Then turn to the practicalities. A qualifying score usually means your child is eligible for grammar school, not that a place is guaranteed. Many schools apply priority criteria such as distance, siblings or other categories after the test. List your preferences on the application form in the order you genuinely prefer them, and include realistic options, including a non-selective school you would be happy with.

Resist the temptation to tell everyone immediately. Other families may be waiting for different news, and your child may feel pressure if the result becomes public. Decide together who will be told and when.

A narrow miss is one of the hardest outcomes, because the gap can feel so small. Start by checking the facts. Is there a review or appeal route? Does your area consider additional evidence, such as a headteacher's assessment or a panel review for children with particular circumstances? These routes and their deadlines differ by area and school, and some are available only in specific situations.

If your child was unwell on the day, had a serious disruption, or has a special educational need or disability, tell the relevant body promptly and in writing, with evidence such as a doctor's letter where appropriate. Appeals generally focus on the school's admissions arrangements or on exceptional circumstances; a disappointing score on its own is rarely enough.

Keep a parallel plan. Confirm your alternative school preferences, and do not delay applications while waiting for a review. This protects your child's options whatever the outcome. A narrow miss does not define your child's ability or future success.

If the result is below the qualifying score, your child will probably be disappointed, and that is a normal reaction. Give them space to feel it before you problem-solve. Phrases such as "I can see how much you wanted this" and "I'm proud of how hard you worked" are more helpful than quick reassurances like "it doesn't matter".

Remind them, and yourself, that this is one test on one day. Many children thrive in non-selective schools, and a good school is about fit, teaching and happiness as much as an entrance test. Look at your alternative schools with your child, visit again if you can, and focus on what is exciting about them: clubs, subjects, friends and facilities.

If you want to understand what happened, request any available breakdown and look for patterns, such as a weaker section or a timing problem. This is about learning, not blame. Some families explore later-entry routes where schools offer them, such as Year 8, Year 9 (13+) or sixth-form entry, but availability varies a lot, so check each school directly.

Once results are out, the next stage is the formal allocation of places. In England, parents normally apply through their home local authority using a common application form, listing preferences in order, and offers arrive on National Offer Day (see the date note near the start of this guide).

If your child is on a waiting list, their position can change as other families accept or decline places elsewhere. Waiting lists are often ordered by the school's own oversubscription criteria, which may or may not use test score, so read the policy carefully. How long lists stay open varies by school.

Accept a place you are happy with by the stated deadline, even if you are hoping for something better; you can usually remain on waiting lists for higher preferences. Failing to respond could put the offer at risk. Keeping a simple record of each school's response date and your reply helps you stay on top of the process.

How you talk about the result will shape how your child remembers the whole experience. Start with what they have achieved, which is a lot: months of preparation, learning new skills and sitting a challenging test. Then share the result honestly but gently, using simple, factual language and avoiding long build-ups that raise anxiety.

If the news is good, avoid framing the future as settled. Explain that the next stage is about places and applications, so they are not shocked if a school does not offer a place. If the news is disappointing, name the feeling, offer a hug, and make clear that your love and pride are unchanged. Avoid comparisons with siblings, friends or classmates.

Children may also worry about friendships. Reassure them that friendships survive different schools and that they will make new ones. Give them a role in the next stage, such as choosing which school tour to revisit, so they feel in control rather than judged by a number.

If your child has been practising, you may wonder how the real result compares with their mock scores. Mocks are useful but imperfect, because they vary in difficulty and conditions. Treat the comparison as a pattern rather than a prediction: was the real result broadly in line with practice, or noticeably different?

The free 11+ score calculator can turn a practice paper score into an estimated, age-adjusted standardised score. Remember that it is an estimate, not an official score.

Results day is a milestone, not a verdict. The most useful things you can do are to read the result carefully, understand how your area and schools use it, keep track of every deadline and look after your child's confidence. Good news, a near miss and disappointing news all have clear next steps, and each leads to a school where your child can do well.

In the days after the result, set aside an hour to review the admissions policies for your preferred schools, check your timetable and plan the next conversation with your child. If you want to see how progress tracking looks, you can browse sample progress reports on Academy11.

If you are ever unsure about a policy, contact the school admissions team or local authority directly. They are used to these questions and can confirm what applies to your child.

A good score is one that meets or exceeds the qualifying score for the schools you want, which varies by area, school and year. Many tests use a standardised scale where 100 is average, but scales differ. Check your local authority's or school's admissions pages for the threshold that applies, and remember that some schools also rank candidates.

No, passing usually means your child is eligible, not that a place is guaranteed. If a school is oversubscribed, it applies its admissions criteria, which may include ranking by score, distance, siblings or other priorities. Read each school's admissions policy to see how places are allocated, and include a realistic alternative on your application.

Sometimes, but it depends on your area and school. Appeals or reviews often focus on exceptional circumstances, such as illness on the day, or on how admissions rules were applied. A disappointing score alone is rarely enough. Check the official guidance quickly, because deadlines can be short, and gather any supporting evidence.

The date varies by area and test, so there is no single day. Results are commonly released after testing and before the main secondary school application deadline, but the exact timetable is set locally. Check your local authority's or school's admissions page for the confirmed date and how the result will be delivered.