They test how well you communicate what you know.

One of the biggest misconceptions about exams is the idea that exams simply test how much a student knows.

They don’t - exams are not mind-reading machines.

A student might understand a text brilliantly. They might have insightful ideas, thoughtful opinions and strong subject knowledge. But if they can’t organise those thoughts clearly and communicate them effectively on paper, the examiner can’t reward what never properly arrives on the page.

If your child is preparing for a reasoning test — verbal reasoning, non-verbal reasoning, critical thinking assessments — it’s very easy to become obsessed with scores, timings and getting the right answer.

But the bigger opportunity is often being missed, because reasoning isn’t about the correct answers.

It’s about how you came to find an answer. It’s about how you think.

And arguably, the reasoning behind an answer is just as important as the answer itself. Maybe even more important if you care about the long-term picture beyond standardised tests.

After all, what are we actually trying to build?

Not children who can pass tests under pressure.

Flashcards can be useful.

They’re good for introducing new words in a manageable way. They’re good for testing whether a child recognises a definition.

But here’s the issue.

The real learning doesn’t happen at either of those points.

It happens in between.

Verbal and non-verbal reasoning tests were originally designed to measure what psychologists called fluid intelligence. The idea was that these tests assessed something fixed. An innate ability. A kind of built-in mental capacity that couldn’t really be taught.

If that were true, preparation would be pointless.

But it isn’t strictly true.

When children struggle in English, it’s rarely because they lack ideas.

More often, it’s because those ideas are out of balance.

Success in English depends on proportion. On knowing how much of something to include, where to place it and how to blend it properly.

If you want your child to become a better writer, one of the most effective places to start is with speaking.

That might sound surprising.

But strong speaking and strong writing are deeply connected.

Vocabulary isn’t just about sounding clever in an exam.

It shapes how we experience the world.

The words we choose don’t simply describe what’s happening around us. They influence how we interpret it. This idea is known as linguistic framing.

And it has far-reaching effects…

If two words are going to be synonyms or antonyms, they must be the same word type.

It sounds obvious when you say it out loud. In a timed test, though, it’s one of the easiest traps to fall into.

There’s a common misunderstanding about exams.

People say exams test your knowledge.

They don’t. Not really.

Exams are not mind-reading machines. They cannot see what you understand or what you’ve memorised. They can only assess how well you communicate your understanding or knowledge.

And that difference matters.

There’s one small word that regularly trips children up in comprehension.

It’s not a long, complicated word.

It’s why.

When we see why in a question, we know it means: give a reason.

But many children don’t actually answer the reason. They answer something else.

Here’s a counterintuitive idea.

If you want to help your child learn something new, even if you don’t feel confident in the subject yourself, one of the most effective things you can do is model the wrong way to do it.

Yes, deliberately get it wrong.

It sounds strange. It works remarkably well.

When it comes to verbal reasoning, there’s one mistake we see again and again.

Children understand what a synonym is. Ask them and they’ll often tell you correctly: two words with the same meaning.

But in the pressure of a reasoning task, something subtle happens. They stop looking for meaning and start looking for connection.

And that’s where they fall into the trap of associated words.

Do you have a child who always seems to be in a hurry? Whether it’s finishing homework, racing through piano practice or rushing around the playground, some children seem to function at full speed all the time. While enthusiasm and energy are wonderful traits, rushing can often mean mistakes, missed details or frustration. Often, children rush because they want to get something over with. You might see it when they immediately put their pen down the second they finish the last sum on the page or when they write that final full stop and call out, “Done!” before really checking their work.

When it comes to studying, advice is everywhere and not all of it is helpful. From well-meaning teachers to exhausted older siblings, there’s no shortage of tips about how to revise. Often, however, these tips are based on outdated habits, not how learning actually works. In this blog, I’m going to break down some common revision myths and offer smarter, more effective alternatives.

No two learners are exactly alike. The key is to find what works for you and build revision strategies that feel manageable.

One of the questions I get asked most often by parents is along the lines of, “My child only wants to read Diary of a Wimpy Kid (or Dogman/Dork Diaries/Tom Gates). How do I help them read something more challenging?”

This is a really common concern and it comes from such a good place: wanting your child to stretch their vocabulary, deepen their comprehension and transfer these skills into their writing. But here’s the thing: those seemingly ‘easy’ books absolutely do have a place on your child’s bookshelf (and it’s often a more important place than you might think).

Creative writing is, by nature, subjective. So how do examiners mark it in an objective way? How can something as personal and imaginative as storytelling be measured with scores and checklists? It’s a challenge that often leaves both parents and children asking: “What exactly are they looking for?” or “What can make my story stand out over someone else’s?”

Inference is something we get asked about this a lot and parents often tell me they’re unsure how to help their child ‘get the hidden meaning’ in a text. They notice that comprehension questions asking for subtle understanding seem to throw them off.

Here’s the thing: inference is everywhere. We’re all making inferences, all the time, on a daily basis. Inference is not just a reading skill, it’s a thinking skill. This means there are loads of things you can do outside of reading to help your child.

Supporting your child with creative writing can feel intimidating, especially if it’s not something you naturally enjoy yourself or feel you’re good at. There can be doubt over where to start or worry you won’t ‘do it right’.

The truth is, you don’t have to be a great writer to help your child become one.

Some of the most effective ways you can support your child have nothing to do with your own writing skills. It’s about encouragement, exposure to different ideas and building their confidence through practice.

We often praise speed - quick finishers, fast readers, rapid problem solvers - but what if we started focusing on strategy instead? The best thinking isn’t about going faster, but going ‘better’. This starts with helping children develop time management as a skill, rather than a race. Time can feel abstract for many children. Without the right tools, they may rush through tasks, peak halfway or feel overwhelmed before they even begin.

The end-of-year school report can feel like a moment of truth, opening it with a mixture of anticipation and anxiety. While these reports can offer valuable insight into your child’s progress, they often need a little decoding. Here’s how to read between the lines and what to do if you’re feeling concerned.