CEM (Centre for Evaluation and Monitoring), based at Durham University, is one of the two main 11+ exam providers in England. Known for its unpredictable format and fast pace, the CEM 11 plus is used by grammar schools across several key regions including Buckinghamshire, Birmingham and parts of the North West.
At A Glance
CEM stands for Centre for Evaluation and Monitoring and is part of Durham University. It is one of the two main providers of 11+ entrance exams in England, alongside GL Assessment. CEM was developed specifically to create a more school-curriculum-based assessment that is harder to prepare for through rote practice and coaching. The format is deliberately varied from year to year to discourage hot-housing and to identify children with genuine academic ability. CEM is still very much active and continues to be used widely across several grammar school regions. Its papers are considered more unpredictable than GL Assessment, which makes thorough and broad preparation especially important for children sitting the CEM 11 plus.
CEM is used by grammar schools across several important regions of England
| Region | Details |
|---|---|
| Buckinghamshire | All 13 grammar schools in Buckinghamshire switched to a CEM-style test for their Secondary Transfer Test |
| Birmingham & West Midlands | Several Birmingham grammar schools including King Edward VI Foundation schools use CEM-based papers |
| Gloucestershire | Grammar schools including Pate's Grammar use CEM Assessment papers |
| Warwickshire | Grammar schools in Warwickshire including Alcester and Stratford use CEM tests |
| Shropshire | Haberdashers' Adams and other grammar schools in the county use CEM-style papers |
| Cheshire & North West | Several grammar schools in and around Cheshire use CEM-based assessments |
| Other Areas | Various individual grammar schools and some independent schools across England also use CEM papers |
Always confirm with your specific target school whether they use CEM, as formats can change and some schools use a mix of providers.
One of the most important things to understand about CEM is that the format varies deliberately. The structure can change between regions and from one sitting to the next, which is why broad skills-based preparation is essential rather than drilling one specific layout.
| Feature | Details |
|---|---|
| Answer Format | Typically multiple choice or standard answer, depending on the region and paper |
| Delivery | Paper-based (not online) |
| Adaptive? | No — fixed format, all children answer the same questions in the same paper |
| Number of Papers | Usually 2 papers, though some regions use 3 shorter sections within those papers |
| Duration | Each paper typically lasts around 45–60 minutes including instructions |
| Format Variability | CEM deliberately varies question types and section lengths to reduce the effect of coaching |
| Mixed Subjects | Subjects may be mixed within a single paper rather than each subject having its own paper |
CEM typically tests three main areas, though how they are grouped within papers can vary
Reading comprehension, vocabulary, synonyms, antonyms, cloze (gap-fill) exercises, spelling and verbal reasoning elements are often combined into one section. A wide vocabulary is essential.
Numerical reasoning, arithmetic, problem-solving, data interpretation, shape, space and measures. Questions often test application rather than just calculation, requiring strong reasoning alongside number skills.
Not always included depending on the region, but where tested it covers pattern recognition, sequences, spatial reasoning and matrix completion. Some CEM regions have removed NVR entirely from their papers.
CEM deliberately blends English and verbal reasoning into a single section. This is different from GL Assessment where subjects are kept separate. Always check your region’s specific subject combination.
CEM papers are notorious for their very tight time limits. Children often cannot finish all the questions and are expected to work through sections extremely quickly. Speed is as important as accuracy.
Unlike GL, CEM papers do not follow a rigid predictable structure. Different question types appear throughout each paper and the mix can change from sitting to sitting, making broad preparation vital.
CEM places a particularly strong emphasis on vocabulary. Children with wide reading experience and a large word bank have a significant advantage. Vocabulary building should begin well before Year 5.
| Aspect | Details |
|---|---|
| Score Type | Standardised Age Score (SAS) with an average of 100 and standard deviation of 15 |
| Age Adjustment | Raw scores are adjusted for the child’s age at the time of the exam so older and younger children within the year group are compared fairly |
| Competitive Score | A score of around 118–121 or above is generally considered competitive, though thresholds vary significantly by school and region |
| Qualification Method | Some areas use a qualifying threshold (pass/fail), while others rank all candidates and offer places to the highest scorers |
| Results Delivery | Results are released by the local authority or school, typically in mid-October, ahead of the secondary school application deadline |
| Transparency | CEM does not publish past papers, which makes familiarisation practice more challenging than with some other providers |
For state grammar schools using CEM, parents register directly with the school or through the local authority rather than through CEM itself. Registration typically opens in the spring or early summer of Year 5 and closes several weeks before the exam date. Some areas automatically register all children living within the catchment area, while others require parents to complete an application form. Out-of-area applicants can usually apply but should check whether any additional steps are needed and must be aware that deadlines can differ from in-area residents. Always visit your local authority or target school website for the most accurate and up-to-date registration guidance, as processes vary considerably between regions.
A typical timeline for the CEM 11+ process, described as recurring patterns
| When | What Happens |
|---|---|
| Year 4 | Begin building strong English foundations — wide reading, vocabulary expansion, arithmetic fluency and basic reasoning skills |
| Early Year 5 | Start targeted CEM-style preparation including comprehension, vocabulary work and numerical reasoning |
| Spring / Early Summer of Year 5 | Registration typically opens — check your local authority or school for exact dates and process |
| Summer of Year 5 | Registration window typically closes — ensure your application is submitted on time |
| September of Year 6 | The CEM 11+ exam is usually sat at the start of the autumn term |
| Mid-October | Results are typically released to parents by the local authority or school |
| 31 October | Common Application Form deadline for listing preferred secondary schools |
| 1 March | National Offer Day — secondary school places are allocated |
CEM’s English and verbal reasoning sections depend heavily on vocabulary breadth. Encourage wide reading across fiction and non-fiction from Year 3 onwards. Introduce a word-a-day habit and use vocabulary games regularly.
Because CEM does not publish official past papers, use reputable CEM-style practice materials from publishers such as CGP and Bond. Vary the types of comprehension passages, cloze tests and maths reasoning questions your child encounters regularly.
CEM is famous for its time pressure. Practise timed sections from early in Year 5 to build pace. Teach your child to skip questions they are stuck on and return to them. Never let them spend too long on one question.
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