Admission to the schools is based on a child’s potential, and not just on a single test performance. As part of the evaluation process, we aim to meet with all prospective pupils before the assessment day and we also take into account the recommendations from the child’s previous school. On the day itself, we try to make the experience as stress-free as possible, with pupils sitting their papers together in small groups. Allowances are made for the anxiety that some children experience when sitting a test, many for the first time, so we meet each individual on arrival and look after them throughout their visit. Between sessions, they are given the opportunity to take a break for refreshments. We endeavour to give our prospective pupils every chance to shine.
The Admissions Registrars are happy to guide each family through the entrance procedure. For more information on our Open Days and 11+ entry assessments please contact our admissions registrar, Mrs Karen Stafford-Smith on 01600 711104, email firstname.lastname@example.org or register your interest online:
To see how we process and store admissions data please refer to the full privacy notice.
General Entry Assessments for girls aged 11 include written tests in English, Mathematics and Non-Verbal Reasoning, together with an informal interview and a report from present school. The English and Mathematics papers are largely based upon levels 1-4 of the National Curriculum. Maths and English sample papers for entry to the senior school are available from the Admissions Registrar.
View sample 11+ English and Maths past papers (PDF – 3Mb)
The entrance assessment will comprise of the following:
(1) English (75 minutes)
SECTION ONE, Multiple Choice Questions
In Section One, candidates will be asked to read an extract from a longer text and then to answer a series of multiple choice questions designed to test their understanding. These questions may ask for definitions of words used in the text, or they may ask candidates to locate important information.
SECTION TWO, Comprehension
The Section Two comprehension will involve questions which test how well a candidate can use skills of inference and deduction in their answers. There will be some questions which require a short answer (a word or a phrase), others which will need to be answered using several words or a sentence or two and, finally, some which call for a more detailed answer in which the candidate explains her opinion.
SECTION THREE, Creative Writing
In this section, candidates will be asked to write for a specific purpose and audience, for example, a letter to a penfriend describing their holiday. There will be a choice in this section. Writing will be marked for lively and engaging content and a small percentage of the marks will be awarded for confidence in spelling, grammar and punctuation.
(2) Mathematics (60 minutes)
The questions are designed to test basic numerical skills, problem-solving and the candidates’ ability to apply their mathematical knowledge and skills in a wide variety of contexts. The emphasis is on mathematical methods rather than difficult calculations. Candidates should attempt all questions, entering their answers on the examination booklet. All working out should be shown, as credit is given for correct methods. The use of calculators is not permitted. The candidate should be able to:
- Count, read, write and order whole numbers.
- Add, subtract, multiply and divide whole numbers including long multiplication of a 3 digit number by a 2 digit number. Only short division will be required.
- Use knowledge of number bonds, factors, multiples, even and odd numbers, primes, squares and square roots and sequences of whole numbers.
- Round answers to calculations to a given degree of accuracy (e.g. nearest 10, 100, 1000) and be able to state the range of possible measurements which would round to a particular value.
- Understand place value in relation to the position of digits; multiply and divide numbers by 10 and 100
- Identify negative numbers on a number line and use negative numbers in the context of temperature.
- Identify decimals on a number line; add and subtract decimals; multiply and divide decimals by a single digit whole number.
- Apply the above to problems involving money (£ p), length (mm, cm, m, km) mass (g, kg) and time (including the 24 hour clock).
- Solve simple problems involving ratio and proportion.
- Understand fraction notation, calculate fractions of quantities, find equivalent fractions, add and subtract simple fractions.
- Convert very simple fractions to and from decimals.
- Understand percentage as the number of parts in every 100 and find simple percentages of small whole number quantities.
SHAPE AND SPACE and MEASURES
- Use knowledge of the following: reflective and rotational symmetry, line of symmetry, right angles, parallel lines, perpendicular lines.
- Find the perimeter of a shape given all necessary measurements.
- Find the perimeter and area of a rectangle and simple shapes made up of rectangles, and other areas possible by counting squares.
- Know and use the properties of the following plane and solid figures: equilateral, isosceles and scalene triangles, rectangle, square, parallelogram, circle, cube, cuboid.
- Choose appropriate standard units of length, area, mass, volume and capacity, temperature; understand the relationships between units, and convert one metric unit to another (e.g. metres to centimetres, kg to g and vice versa but not square or cube units).
- Read times on analogue and digital clocks; use timetables and convert between the 12- and 24-hour clocks; calculate time differences.
- Understand and use scale in simple maps and drawings.
- Perform accurate drawing and measurement using a ruler. A protractor is not required.
- Plot, identify and use co-ordinates in the first quadrant.
- Interpret and construct vertical line graphs, pictograms, bar charts.
- Interpret information given in a simple tabular form.
- Calculate and use the mode, median, mean and range of a set of discrete data.
- Use simple formulae expressed in words.
- Recognise and interpret spatial and numerical patterns and sequences.
- Solve equations set in a practical context, informally, using inverse arithmetical operations and simple logic.
Questions may be set using systems of units, plane and solid figures, graphs and diagrams other than those specified above providing no prior knowledge is required or assumed.
(3) A Spelling Assessment
A 15 minute test will be set to assess basic spelling skills.
(4) A Non-verbal Reasoning Test
We suggest your daughter is familiar with standard non-verbal reasoning tests ahead of the General Entry assessment. These standardised tests are readily available online and in bookshops.
(5) An interview for which appointments will be made.
In the interview, candidates will be invited to talk about something of interest to them such as a hobby, a recent holiday, current affairs or a club they attend and girls are invited to bring an item of their choice with them to support this.
Reasons to choose Haberdashers' Monmouth Schools
With a 400-year track record of delivering educational excellence, the Haberdashers’ Monmouth Schools are geared to realise the full potential of girls and boys aged 3 to 18. The Schools passionately believe that:
- Each child’s talents and strengths should be nurtured and allowed to flourish alongside achieving the best academic results possible.
- All of our pupils should go on to lead happy, fulfilled lives, recognising the importance of gaining access to their first choice universities or career paths.
- Developing confidence and a love of learning is the key to academic success, where specialist subject teachers and small class sizes ensure each child learns at their own pace and shines at what they love most.
- We should strive to deliver the best. This was recognised by the recent ESTYN inspection, which praised Monmouth School for Boys and Boys’ Prep for their sector-leading practice, highlighting our strong values and declaring the Schools as excellent in each category.
- Girls and boys learn differently, and yet their development is enhanced by interaction. We have created an environment where teaching styles, pastoral care, a coordinated sixth form timetable and co-curricular activities are tailored to suit each child.
- Accessibility should be as broad as possible and so we offer competitive fees and a generous array of scholarships and bursaries.
- Sport enhances life outside academia, and we pride ourselves on the number of children representing the schools and the 60 pupils with national sporting honours.
- Creativity and access to outstanding educational opportunities engage, enrich and inspire young people to express themselves through music, drama and art.
The school is committed to educating all pupils who are able to take up a place at the School and to offering all pupils a balanced and stimulating curriculum which is accessible to all, whatever their profile and needs. We aim to treat each girl as an individual with her own talents, strengths, aptitudes and preferences and we encourage teachers to employ a variety of teaching methods and approaches in order to support the needs of all. It is understood that relatively low current attainment indicates a need for differentiation in the short-term but does not entail low, long-term expectations.
The aim of Learning Support at Monmouth School for Girls is to help girls progress and achieve their potential. The level of support is carefully administered from Year 7 to Year 13 and may be increased, reduced or stopped according to progress made. The key to effective support is regular testing, careful monitoring and open communication between girls, staff and parents at all times.
A comprehensive and rigorous monitoring system enables us to identify pupils who need extra support, be that temporary or for a longer period of time. Such needs might include:
- Organisational problems
- Study skills problems
- Spelling difficulties
- Sensory and physical needs
- Mild, specific, learning difficulties (such as dyslexia, dyspraxia, dyscalculia)
- Mild Asperger syndrome or mild autism spectrum disorders
There is a variety of people who step in to help pupils who are identified as needing support and programmes are tailor-made to meet the individual pupil’s needs. At GCSE and A level, where appropriate, we make access arrangements for public examinations.