What Tests Are Included in a 4+ Assessment?
Parents often expect the 4+ to involve a paper, a pencil, and a tense thirty minutes of testing. The reality is gentler, but every activity is doing a job. Here is what your child will actually be asked to do, and what each activity is designed to reveal.
Most 4+ assessments take place in a small group of four to eight children, last between fifteen and thirty minutes, and are run by one or two teachers. Some schools also include a short one to one. Activities rotate quickly. Your child is observed throughout, with the assessor making notes against a structured framework.
Schools differ in the exact mix of activities, but the core tests below appear across most London prep schools.
Story listening and questions
The teacher reads a short picture book or tells a story. After, children are asked questions: who was in the story, what happened, why did the character feel sad, what would you do? This tests listening, comprehension, attention, and the ability to articulate ideas.
Children who interrupt, who cannot remember the story, or who give one word answers, stand out. Children who lean in, who answer in full sentences, who notice details, do well.
Picture description
The child is shown a picture (often a busy scene, a park, a kitchen, an animal habitat) and asked to describe what they see. This tests vocabulary, observation, willingness to speak, and the ability to construct sentences.
Strong responses at four sound something like: “The boy is feeding the ducks. He has a green coat. There is a brown dog with him. The dog wants the bread.” Notice the descriptive vocabulary, the connecting sentences, the inferences.
Sorting and matching
Children are given a tray of objects and asked to sort them by colour, shape, size, or category. This tests cognitive skill (categorisation), fine motor (manipulating the objects), and listening (following the rule).
Variations include: matching shapes to outlines, finding the odd one out, putting objects in size order. Children who notice patterns and explain their reasoning (“I put these together because they are all soft”) are signalling strong cognitive development.
Drawing and pencil tasks
The child is asked to draw something specific (a person, their family, themselves, a house) or copy a simple shape. This tests fine motor skill, pencil grip, observation, and self-expression.
Assessors look at: how the child holds the pencil, whether they can produce a recognisable figure, whether they include detail (eyes, fingers, clothing), and how they organise the drawing on the page.
Building or construction
Children are given blocks, Lego, or construction materials and asked to build something. Sometimes free choice, sometimes copying a model. This tests problem solving, fine motor coordination, persistence, and creativity.
Assessors notice: does the child plan, or just stack? Can they recover when the structure falls? Do they engage with the task or lose interest quickly? Are they happy to share materials with the group?
Simple maths and numeracy
Counting objects, identifying numbers up to ten, simple addition with concrete objects (“If I have two apples and you give me one more, how many do I have?”), recognising patterns. This tests early numeracy, but also listening and comprehension.
Schools do not expect formal maths at this stage. They expect counting to twenty with one to one correspondence (touching each object as you count) and recognition of small numbers without counting (subitising).
Letter and sound recognition
Children may be asked to identify letters of the alphabet, recognise the initial sound of a word (“what sound does cat start with?”), or read a few simple words. Schools vary widely in how much phonics they expect.
At the most academically selective schools, basic phonics knowledge gives an edge. At many warm, well-regarded schools, no phonics is expected at all. Knowing your school list matters here.
Group activity and play
Children are often given an open-ended group activity (“make a zoo together with these animals”) and observed. This tests social skills, cooperation, leadership, communication with peers, and the ability to share.
This is often where offers are made or lost. A child who joins in warmly, suggests ideas, listens to others, and stays engaged, signals exactly the kind of pupil schools want. A child who hangs back, dominates, or disrupts, raises concerns.
The one to one chat
Some schools end with a brief one to one conversation between child and teacher. Often three or four open questions: tell me about your family, what do you like doing at the weekend, what is your favourite book? This tests communication, confidence, and the ability to engage with an adult outside the home.
What they are not testing
I want to be clear about what is not in a 4+ assessment, because parents often over-prepare for things that are simply not assessed:
- Reading fluency
- Writing their full name
- Counting beyond about twenty
- Mental arithmetic
- Knowledge of facts (capital cities, dinosaur names, alphabet songs)
- Sitting still in silence for thirty minutes
Schools want school ready four year olds, not miniature seven year olds. The gap matters.
How preparation actually helps
The single most useful thing preparation does is build familiarity with the format. A child who has done several group activities led by an unfamiliar adult, who has practised describing pictures, drawing on demand, sorting and matching, is more relaxed on the day. Not because they have learned content, but because nothing surprises them.
Our 4+ Readiness Classes mirror the real format closely. Mock assessments take the simulation a step further, providing structured feedback on which of the nine activity types your child handles confidently and which need more practice.
Want to know how your child would handle each of these activities right now? Book a 4+ Diagnostic Assessment for an honest professional read.
Frequently asked questions
How long does a 4+ assessment last?
Typically fifteen to thirty minutes for the group portion, plus an optional five minute one to one at some schools. Most assessments fit comfortably within an hour, including arrival and parent meeting.
Are children given paper and pencil tasks?
Yes, drawing and copying tasks are very common. Worksheets and written tests are not. The drawing is usually informal: "draw your family" rather than "complete this exercise."
What if my child does poorly at one activity?
Schools expect a range across activities. A child who excels at four out of seven and is shaky on three is a strong applicant. Perfection is not the bar.
Can my child ask for help during the assessment?
Yes, and being able to ask for help is itself something assessors look for positively. Children who freeze rather than ask are flagged.
Do all schools use the same format?
The activities are similar but the precise mix varies. Some schools weight the group play more heavily. Others focus on the one to one. The schools your child is sitting will share their format if you ask, and our team can talk through specifics for any school on your list.
