The Cognitive Abilities Test (CAT4) is a reasoning assessment from GL Assessment used by many independent and some state schools to measure a child’s underlying ability. Rather than testing curriculum knowledge, CAT4 looks at how a child thinks and reasons. This guide explains everything parents need to know.
At A Glance
CAT4 stands for the Cognitive Abilities Test, Fourth Edition, and is produced by GL Assessment. Unlike a typical 11+ exam that tests what a child has learned in English and Maths, CAT4 is designed to measure a child’s underlying reasoning ability and academic potential. It looks at how well a child can think, spot patterns and solve unfamiliar problems across four different types of reasoning. Many independent schools, and some state schools, use CAT4 either as part of their entrance process or to understand a pupil’s ability after they have joined. CAT4 is widely used and very much active. Because it focuses on potential rather than learned content, it is often described as harder to coach for, although familiarity with the question types still makes a real difference on the day.
CAT4 is used by a wide range of schools across England, mostly independent and some state schools
| Area | Details |
|---|---|
| Independent Schools | Many independent senior and prep schools across England use CAT4 as part of admissions or for setting and monitoring |
| Some State Schools | A number of state secondary schools use CAT4 internally to assess pupils on entry, though usually not as a selection test |
| Nationwide | CAT4 is not tied to one county or region — it is used by individual schools all over the country |
| Entry Assessments | Some independent schools use CAT4 as one element of their entrance assessment alongside English, Maths and interviews |
| Internal Use | Many schools use CAT4 after admission to understand learning needs and to inform teaching, rather than to select pupils |
| International Schools | CAT4 is also used by many British international schools around the world for the same purposes |
Always check with your target school how CAT4 is used in their process, as some use it for selection while others use it purely for internal assessment.
CAT4 is built around four reasoning areas, known as batteries. Each battery has its own short timed sections. The test can be taken online or on paper depending on the school, and is made up of multiple-choice questions throughout.
| Feature | Details |
|---|---|
| Answer Format | Multiple choice — children select from a set of options for every question |
| Delivery | Most commonly online, though some schools still administer paper versions |
| Adaptive? | No — CAT4 uses a fixed set of questions, though it has different levels suited to different age groups |
| Structure | Four batteries: Verbal, Non-Verbal, Quantitative and Spatial reasoning |
| Number of Sections | The four batteries are split across several short timed sections, usually eight in total |
| Duration | Around 2 hours in total, often split so children take it across more than one sitting |
| Each Section Timed | Every section has its own strict time limit, with clear instructions and practice questions before each one |
CAT4 measures four types of reasoning. It does not test English or Maths curriculum knowledge directly
Tests thinking with words through analogies, classifications and word relationships. A strong vocabulary helps, but the focus is on reasoning and spotting connections between words rather than spelling or grammar.
Tests reasoning with shapes and figures through pattern matching, classification and series questions. This battery is largely independent of language ability, so it works well for all pupils.
Tests reasoning with numbers through number series, equations and relationships between figures. It is not the same as a maths test — it focuses on logical number patterns rather than calculation.
Tests the ability to picture and manipulate shapes in the mind, including figure analysis and folding. Spatial ability is a strong predictor of success in subjects like maths, science and design.
CAT4 deliberately avoids testing taught curriculum content. This makes it a measure of potential, which is why it is often used to identify ability that exam results alone might miss.
Questions ask children to spot patterns, complete sequences and find relationships rather than recall facts. There is little a child can simply memorise, so practising the thinking style is what matters most.
Each section is short and strictly timed, so children need to work quickly and accurately. Practice questions appear before each section, which helps children understand what to do before the clock starts.
Because there are four very different reasoning types, children may find some batteries easier than others. Working across all four in practice helps avoid weak spots and builds all-round confidence.
| Aspect | Details |
|---|---|
| Score Type | Standardised Age Score (SAS) with an average of 100 and standard deviation of 15 |
| Age Adjustment | Scores are adjusted for the child’s exact age so children are compared fairly within their year group |
| Battery Scores | A child receives a score for each of the four batteries plus an overall mean score |
| Profiles | CAT4 also produces a learning profile showing whether a child leans towards verbal or spatial strengths, which schools use to support teaching |
| What Counts As Strong | A score above 100 is above average, and scores of around 120 and above indicate strong reasoning ability, though schools set their own expectations |
| Results Sharing | Results go to the school, which decides how to use and share them — in selective settings they form part of the admissions picture |
There is no central registration for CAT4 in the way there is for some regional grammar school tests. Because CAT4 is administered by individual schools, parents register their child for entry with the specific school, and the school arranges the CAT4 assessment as part of its own process. For schools that use CAT4 in admissions, the registration window usually opens in the year before entry, often during Year 5 or the early part of Year 6, but this varies from school to school. Where CAT4 is used purely as an internal assessment after a child has joined, no separate registration is needed. Always contact the admissions office of each target school to confirm whether CAT4 is part of their entry process and exactly how and when to apply.
A typical timeline for a CAT4 admissions process, described as recurring patterns
| When | What Happens |
|---|---|
| Year 4 | Build broad thinking skills, encourage puzzles, reading and number games that develop reasoning naturally |
| Year 5 | Begin gentle familiarisation with the four reasoning types so the question styles feel comfortable |
| During Year 5 / Early Year 6 | Registration with target schools that use CAT4 typically opens — check each school’s admissions timeline |
| Autumn / Winter of Year 6 | For schools using CAT4 in admissions, the test is commonly sat around this period, though timing varies |
| After The Test | Results are produced quickly and used by schools alongside any other assessments and interviews |
| Offer Stage | Independent schools make offers according to their own timetables, which differ from the state school National Offer Day |
| On Entry (If Internal) | Where CAT4 is used internally, children often sit it shortly after joining to help teachers plan support |
CAT4 timelines depend entirely on the school using it, so always confirm dates directly with each target school rather than assuming a fixed national schedule.
CAT4 measures reasoning, so heavy cramming has limited effect. Instead, focus on familiarity. Make sure your child understands each of the four question types and feels relaxed with the format before test day.
Use practice materials that cover verbal, non-verbal, quantitative and spatial reasoning. Children often have a weaker battery, so spreading practice evenly avoids surprises and builds all-round confidence.
Sections are short and timed, so practise working at a steady pace under a timer. A common mistake is panicking on an unfamiliar question. Teach your child to move on and come back, staying calm throughout.
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