Frequently asked questions

We’re exam‑board‑neutral. Children practise the underlying skills tested across maths, English, verbal reasoning and non‑verbal reasoning. Our question styles reflect common patterns used in GL 11+ and Cambridge Select Insight (formerly CEM Select), but our items are original practice—not past papers or replicas.
See: GL’s official 11+ FAQs and Cambridge’s overview of Cambridge Select Insight. GL FAQs · Cambridge Select Insight · rename note (2025)

Because retrieval + spacing beat cramming for long‑term retention. Short, regular sessions create many chances to retrieve and revisit—exactly what the research recommends.
Evidence: classroom review of retrieval practice; meta‑analyses of spacing. Agarwal et al., 2021 · Cepeda et al., 2006

Mixing similar problem types helps children choose the right strategy—crucial for the 11+. Large school‑based trials show interleaving can raise test scores versus blocking.
See the preregistered cluster RCT by Rohrer et al. (2020) and ERIC brief. Rohrer et al., 2020 · ERIC

We tie rewards to learning actions (retrieval streaks, mastery badges). A meta‑analysis finds small but significant effects when gamification aligns with learning goals.
Reference: Sailer & Hömner, 2020

Fast, explanatory feedback keeps momentum high and supports reinforcement of the correct strategy. In lab studies, immediate feedback engages striatal learning circuits more than delayed feedback.
Reference: Foerde & Shohamy, 2011

Aim for short, regular sessions (e.g., 10–20 minutes a few days each week), then lengthen near mock papers. The key is spacing and retrieval, not marathon sessions. Every child is different—our adaptive plan adjusts as they learn.
Why spacing? See Cepeda et al., 2006 meta‑analysis above.

No platform can guarantee outcomes. We apply research‑backed methods and track progress, but results vary with starting level, consistency and engagement.

No. We’re independent. GL Assessment™ and Cambridge Select Insight™ are trademarks of their respective owners. Our practice content is original and board‑agnostic.