London Sutton Grammar

Schools 11+ SET: English

About this test
This is a practice paper designed to familiarise your child with the types of questions they will see in a
London Sutton Grammar Schools 11+ SET: English exam.

What you'll need

• Printed practice paper and answer sheet
• Pencil
• Rubber
• Timer

Taking the test

Your child should mark their answers on the answer sheet, not in the question paper. This is good
practice for the real exam which will have a separate answer sheet like this.

On the answer sheet, your child should record their answers by drawing a clear line through the answer
box with a pencil. Mistakes should be rubbed out and not crossed out.

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 London Sutton Grammar Schools 11+ SET: English

Read the following carefully:

1. This test has been designed to help you practise the types of questions you will see in a London
Sutton Grammar Schools 11+ SET: English exam.
2. You have 50 minutes to complete this paper.

3. Read each question carefully before moving onto the next one.

4. Answers should be marked on the answer sheets provided. If you make a mistake, rub it out as
completely as you can and mark your new answer.
5. As this is a reading test, you must use the information in the texts to help you answer the questions.
When a question includes a line reference, you should refer to the text on that line to help you with
your answer.
6. You may find some of the questions difficult. If you cannot do a question, do not waste time on it
but go on to the next. If you are not sure of an answer, choose the one you think is best.
7. Work as quickly and as carefully as you can.

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 London Sutton Grammar Schools 11+ SET: English

This sentence may contain a spelling mistake. Choose the group of words with the mistake in
1 it. If there is no mistake, choose 'N'.

AA B B CC D D EN

This sentence may contain a spelling mistake. Choose the group of words with the mistake in it.
2 If there is no mistake, choose ‘N’.

AA B B CC D D EN

The sentence below may contain a spelling mistake. Choose the group of words with the
3 mistake in it. If there is no mistake, choose 'N'.

AA B B CC D D EN

Please go on to the next page

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 London Sutton Grammar Schools 11+ SET: English

The sentence below may contain a spelling mistake. Choose the group of words with the
4 mistake in it. If there is no mistake, choose 'N'.

AA B B CC D D EN

The sentence below may contain a spelling mistake. Choose the group of words with the
5 mistake in it. If there is no mistake, choose 'N'.

AA B B CC D D EN

This sentence may contain a spelling mistake. Choose the group of words with the mistake in
6 it. If there is no mistake, choose 'N'.

AA B B CC D D EN

Please go on to the next page

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 London Sutton Grammar Schools 11+ SET: English

The sentence below may contain a spelling mistake. Choose the group of words with the
7 mistake in it. If there is no mistake, choose 'N'.

AA B B CC D D EN

This sentence may contain a mistake. Choose the group of words with the mistake in it. If
8 there is no mistake, choose 'N'.

AA B B CC D D EN

Please go on to the next page

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 London Sutton Grammar Schools 11+ SET: English

Read the following passage carefully and then answer the questions below.

The Great Change

In vibrant hues, autumn arrives,

Like a painter with a palette of russet and gold.

The air, crisp and cool, murmurs of change,

A symphony of creaking roots and rustling branches.

5 Leaves flutter with whispered secrets,

As trees shed their summer garments.

Nature’s orchestra tunes its instruments,

Preparing for a grand performance of sleep.

Clouds drift in dreams across the sky,

10 Like seeds sailing on the wind.

The sun, a fading ember in the twilight,

Casts long shadows upon the earth below.

Fields lie barren, awaiting their slumber,

As harvesters work in the amber glow.

Please go on to the next page

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 London Sutton Grammar Schools 11+ SET: English

15 The smell of bonfires dances on the breeze,

Spitting sparks that jump and disappear.

In the distance, a lone crow calls,

Its mournful cry an omen of winter’s chill.

Yet, amidst the waning light, there is beauty,

20 A tapestry of colours woven by nature’s hand.

In the streetlamp’s glow, one leaf remains,

Grasping the branch, a lonely hanger-on.

But the breeze whispers softly, urging release,

And with a sigh, it bids the tree goodbye.

25 Down, down it spirals, a graceful descent,

A final journey to the earth below.

As it lands amidst a carpet of gold,

A schoolchild runs by, his laughter ringing.

With a gleeful kick, he sends the leaves flying,

Please go on to the next page

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 London Sutton Grammar Schools 11+ SET: English

30 In a whirlwind of life, they dance and twirl,

A final breath, a moment before expiring.

What does the phrase ‘mournful cry’ (line 18) suggest about the crow?
9
A The crow is singing a morning song.
B The crow is very far away from us.
C The crow is causing bad things to happen.
D The crow is making a sad sound.
E The crow is making a beautiful sound.

'But the breeze whispers softly, urging release,

10 And with a sigh, it bids the tree goodbye.' (lines 23-24)
Which of the following literary devices does the author use in these lines?

A hyperbole B metaphor C personification D simile E onomatopoeia

‘In vibrant hues, autumn arrives’ (line 1)

11
What is another word for ‘hues’?

A sights B colours C fashion D leaves E winds

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 London Sutton Grammar Schools 11+ SET: English

‘A schoolchild runs by, his laughter ringing.’ (line 28)

12
Why is the child laughing?

A He sees bonfires in the empty fields.

B He is excited to play in a pile of leaves.
C He wants to play on the harvesters.
D He heard the sound of the crow’s call.
E He is looking forward to wintertime.

Select evidence that shows the moments of happiness in autumn.

13
Select TWO answers.

A ‘Fields lie barren, awaiting their slumber’ (line 13)

B ‘A final breath, a moment before expiring’ (line 31)
C ‘In a whirlwind of life, they dance and twirl’ (line 30)
D ‘The sun, a fading ember in the twilight,’ (line 11)
E ‘A schoolchild runs by, his laughter ringing’ (line 28)

Look at lines 21-24. What is this stanza mainly about?

14
A a lonely person
B the whispering wind
C a goodbye to leaves
D a glowing streetlamp
E the last leaf falling

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 London Sutton Grammar Schools 11+ SET: English

Why does the author begin the poem with words like vibrant, painter and palette (lines 1-2)?
15
A to call to mind the sounds of leaves rustling
B to highlight that the poem is about a painting
C to help the reader imagine colourful leaves
D to emphasise that summer has ended
E to inspire the reader to paint autumn trees

What might be the significance of the title ‘The Great Change’?

16
A It emphasises the beauty of the transition between seasons.
B It makes the reader feel excited for autumn activities.
C It suggests that this is the best time of year.
D It prompts the reader to consider how they could change.
E It shows that the author’s favourite season is autumn.

Which quotations from the poem show that autumn includes moments of somberness?
17
Select TWO answers.

A ‘With a gleeful kick, he sends the leaves flying’ (line 29)

B ‘The smell of bonfires dances on the breeze’ (line 15)
C ‘A tapestry of colours woven by nature’s hand’ (line 20)
D ‘Grasping the branch, a lonely hanger-on’ (line 22)
E ‘A nd with a sigh, it bids the tree goodbye’ (line 24)

Please go on to the next page

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 London Sutton Grammar Schools 11+ SET: English

Which of the following quotations suggests that the ground is covered in leaves?
18
A ‘In the streetlamp’s glow, one leaf remains’ (line 21)
B ‘A s it lands amidst a carpet of gold’ (line 27)
C ‘Down, down it spirals, a graceful descent’ (line 25)
D ‘A tapestry of colours woven by nature’s hand’ (line 20)
E ‘Leaves flutter with whispered secrets’ (line 5)

'The air, crisp and cool, murmurs of change,

19 A symphony of creaking roots and rustling branches.' (lines 3-4)
Why has the author used words like murmurs, symphony, creaking and rustling in these
lines?

A to make the reader imagine crisp, cool air

B to remind us that autumn is still and quiet
C to help us imagine the sounds of autumn
D to tell us that autumn sounds are like music
E to paint a picture of trees in the reader’s mind

Look at lines 17-20. What does the poet find beautiful?

20
A the spacious distance
B the lone crow
C the waning light
D the woven colours
E the winter chill

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 London Sutton Grammar Schools 11+ SET: English

Why does the author compare the clouds to ‘seeds sailing on the wind’ (lines 9-10)?
21
A to suggest that clouds and seeds are very similar
B to make the reader think of clouds shaped like sails
C to emphasise that seeds fall from trees in autumn
D to encourage the reader to imagine fast-moving seeds
E to help the reader picture the movement of the clouds

‘Down, down it spirals, a graceful descent’ (line 25)

22
What is the effect of the repetition of the word down?

A It highlights that the leaf is saying goodbye to the tree where it has lived.
B It reflects the slow, winding descent of a leaf that has fallen off a tree.
C It suggests that there is no wind to pick the leaf up and carry it away.
D It makes the reader imagine a leaf spinning as it falls down.
E It ensures the reader understands which direction the leaf is going.

What are the ‘murmurs of change’ (line 3) referred to in the text?

23
A rumours that something new is happening
B painters talking about vibrant colours
C discussions about changing seasons
D the crisp, cool air that comes in autumn
E the transition from spring to summer

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 London Sutton Grammar Schools 11+ SET: English

‘And with a sigh, it bids the tree goodbye.’ (line 24)

24
Which word best describes the feeling communicated in this line?

A disappointment B anger C loneliness D reluctance E despair

Please go on to the next page

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 London Sutton Grammar Schools 11+ SET: English

Read the following passage carefully and then answer the questions below.

Introducing Climbing at
School
Dear Headmaster,

I hope this letter finds you well. I am writing to you today

to express my strong belief that climbing should be
included as a school sport.

5 Climbing isn't just about scaling walls. It's about

conquering challenges, building strength and nurturing the
mind. According to the Association of British Climbing
Walls, around 1 million people take part in indoor rock
climbing each year. Around 100,000 of those people are
10 regulars at the sport, showing just how popular it is
already. I believe it would be a fantastic addition to our
school's sports program, benefitting many students in
various ways. Please see my points as outlined below.

Physical Benefits of Climbing

15 Firstly, climbing offers numerous physical benefits. It's a

full-body workout that improves strength, flexibility and
coordination. According to research, climbing helps to
develop muscles that might not be used in other sports.
This makes it a great option for students who may not
20 excel in more conventional sports like football or
basketball. Additionally, climbing can improve heart health
and overall fitness levels. In my opinion, schools owe it to
students to promote a healthy lifestyle.

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 London Sutton Grammar Schools 11+ SET: English

Mental Wellbeing

25 What’s more, climbing is fantastic for mental wellbeing.

When you're climbing, you're not just testing your physical
limits. You're also challenging your mind. When you're
climbing, you experience a rollercoaster of emotions, from
doubt at the bottom to a crowning sense of achievement at
30 the top. Climbing encourages problem-solving skills,
boosts confidence and teaches resilience. These are
essential life skills that can help individuals continue their
journey of personal development.

Inspiration from Famous Climbers

35 Climbing also offers inspiration from athletes who have

made a significant cultural impact. Just think of legendary
climber, Alex Honnold. He scaled El Capitan, a 3,000-foot-
tall rock in America, without any ropes! He describes his
comfort zone being like a bubble around him, which he
40 pushes in different directions until his dreams feel
possible. His achievement shows us what's possible with
determination and perseverance.

Having climbing as a school sport could inspire students to

set and achieve their own goals just like these athletes,
45 both on and off the wall. The most popular age range for
climbing is 25-34, with 29% of all climbers being within
this age bracket. By starting off young, think of what
students at this school could achieve!

Logistical Considerations

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 London Sutton Grammar Schools 11+ SET: English

50 Now, let's talk logistics. I understand that introducing

climbing will require some adjustments to our gym
equipment. The British Mountaineering Council provides
resources for schools, including guidance on installing
traverse walls. These walls are safe and accessible for
55 students of all skill levels, making them perfect for
introducing climbing to our school. With the right support
and guidance in place, we can get the wall up and running
in a matter of weeks, with students seeing the benefits
straight away.

60 In conclusion, climbing offers a wide range of physical,

mental and inspirational advantages. By including climbing
in our sports programme, we can cater to students who
may not be interested in traditional sports. At the same
time, we can provide valuable opportunities for growth and
65 development for everyone. I urge you to consider my
proposal seriously and explore the possibilities of
introducing climbing as a school sport.

Thank you for taking the time to read my letter.

Yours sincerely,

70 Aarav Patel

What types of benefits from climbing are mentioned in the text?

25
Select TWO answers.

A social B environmental C mental D academic E physical

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 London Sutton Grammar Schools 11+ SET: English

What can we infer about Aarav's passion for climbing?

26
A He strongly believes in climbing’s benefits.
B He prefers climbing because he dislikes traditional sports.
C He feels strongly about climbing because his friends climb.
D He uses his passion to conquer his other fears.
E He loves climbing because he has mastered it.

Why will students be inspired by professional climbers?

27
A They will feel inspired to try all solo sports.
B They will notice that climbing is popular.
C They will decide to become a professional climber.
D They will believe they are ready to climb outdoors..
E They will see what is possible with determination.

How does climbing affect students’ confidence?

28
A Students will make new friends who also enjoy climbing.
B Students will feel inspired to research and learn more about climbing.
C Students will realise they are capable of more than they thought.
D Students will understand more about others who enjoy climbing.
E Students will be able to set new fitness goals.

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 London Sutton Grammar Schools 11+ SET: English

Look at the section titled 'Inspiration from Famous Climbers'.

29
Why does Aarav mention Alex Honnold's achievements?

A to show the headmaster climbing is a legitimate sport

B to compare football stars to climbing stars
C to convince students to choose climbing over football
D to inspire students to try out climbing
E to compare his own skills to Alex's skills

'When you're climbing, you experience a rollercoaster of emotions, from doubt at

30 the bottom to a crowning sense of achievement at the top.' (lines 27-30)
What literary device is used in the phrase ‘rollercoaster of emotions’?

A hyperbole B personification C alliteration D simile E metaphor

Look at lines 5-13. Which two words in this paragraph have the same meaning as ‘supporting’?
31
Select TWO answers.

A scaling B building C nurturing D showing E benefitting

‘These walls are safe and accessible for students of all skill levels...’ (lines 54-55)
32
What does the word ‘accessible’ mean?

A understandable B favourable C reachable D approachable E usable

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 London Sutton Grammar Schools 11+ SET: English

'In my opinion, schools owe it to students to promote a healthy lifestyle.' (lines 22-23)
33
Why does the author state that schools 'owe it to students'?

A to show that some students don’t have access to climbing outside of school
B to highlight the influence that schools do not realise they have on students
C to hint that schools could be more involved in student overall wellbeing
D to connect academic success at school with students' overall health
E to criticise schools for allowing unhealthy habits among students

Look at the section titled ‘Logistical Considerations’.

34
Which word could best replace ‘logistics’?

A schedules B materials C organisation D safety E finances

END OF TEST

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Answer Sheet - London Sutton Grammar Schools 11+ SET: English

Name Date
Yurui Ren 15/05/2025 Scan this QR code to
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London Sutton Grammar Schools 11+ SET: English

Draw a line clearly through the rectangle next to your answer, like .

1 2 3 4 5 6 7 8 9 10 11
A A A A A A A A A A A
B B B B B B B B B B B
C C C C C C C C C C C
D D D D D D D D D D D
E E E E E E E E E E E

12 13 14 15 16 17 18 19 20 21 22
A A A A A A A A A A A
B B B B B B B B B B B
C C C C C C C C C C C
D D D D D D D D D D D
E E E E E E E E E E E

23 24 25 26 27 28 29 30 31 32 33
A A A A A A A A A A A
B B B B B B B B B B B
C C C C C C C C C C C
D D D D D D D D D D D
E E E E E E E E E E E

34
A
B
C
D
E

END OF TEST

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