when should you start 4+ prep
18 Feb 2026
If you’re applying to selective London schools for 4+ entry, it’s completely normal to feel the urge to “start early”. The process is competitive, the assessments feel opaque, and everyone seems to know someone doing something. But in my experience, starting too early is one of the most common mistakes parents make. Not because preparation is bad — but because the wrong timing can quietly damage the very thing schools are trying to spot at 4+: a child who is curious, confident, and enjoys learning. The trap: early prep can flatten a child’s spark
At age 3–4, children are still building their relationship with learning. If prep becomes routine too soon — worksheets, drills, constant correction — it can lead to:
• reduced enthusiasm (“not again…”)
• performance anxiety (“I don’t know” becomes a default)
• reluctance to speak up with unfamiliar adults
• perfectionism or fear of getting things wrong
• boredom by the time it matters
And at 4+, schools are not selecting children who can recite things. They are selecting children who seem ready for a Reception classroom — including curiosity, resilience, and social comfort. 4+ assessments always include “left field” tasks Even if you have a perfect curriculum, one reality remains: new tasks always show up. For example, some top schools will include collaborative or imaginative tasks that aren’t “academic” at all — things like building something together (imagine a “build a snowman” activity), role play, or group problem-solving. You cannot “teach” these in advance.
What matters is whether your child can:
• join in happily
• take turns
• enjoy the activity
• follow instructions
• contribute ideas
• stay regulated if something doesn’t go their way
A child who has been over-prepped too early can become rigid — and rigidity shows. The right goal: peak at the right time
For most London 4+ timelines, the most important thing to remember is: Your child needs to peak for second rounds in January. That’s when the bar is highest, the group dynamics are strongest, and confidence matters most. So you don’t want your child “peaking” in spring or early summer and then coasting (or burning out) by winter.
My recommended timeline (for most families)
1) Now until end of spring term: prepare the parents, not the child. This phase is about planning, not drilling. Use this time to decide:
• which schools you are targeting (and why)
• what “fit” looks like for your child
• whether you want to use tutors, nursery support, or a nanny
• what role you want to play as parents (structured vs light-touch)
• what your realistic schedule is between now and January
This is also the best time to build the environment for success:
• consistent bedtime
• routines
• independence (toileting, dressing, confidence with separations)
• more group exposure (library story time, small classes, playdates)
In other words: build a Reception-ready child, not an exam-trained child.
2) Summer term: light, targeted preparation
In the summer term, you can start lightly — the goal is not volume, it’s familiarity. Think:
• short, playful sessions (10–15 minutes)
• drawing, colouring, puzzles, simple games
• gentle exposure to “listen and do” tasks
• building confidence speaking to adults
This is where you start identifying weak spots without making it heavy.
3) Summer holidays: controlled ramp-up. The summer holidays are the right time to increase structure because:
• you have time
• children are less fatigued by nursery routines
• you can practise in small bursts without the pressure of school days
This is when consistency matters most:
• short daily practice
• varied skills (fine motor, cognition, language, social confidence)
• real assessment-style tasks without turning them into “tests”
4) Autumn term: practice + confidence. Autumn is about:
• making key skills reliable
• reducing shyness and hesitation
• practising group-style activities
• building stamina for longer sessions
5) December to January: peak. This is where you want:
• confidence
• fluency
• calmness
• readiness for unfamiliar adults and new settings
Not a child who is tired of “prep”.
The simple rule I use - If you start now and your child begins to:
• resist activities
• lose curiosity
• default to “I don’t know”
• fear getting things wrong
…you started too early or pushed too hard.
At 4+, schools want children who are fresh and ready, not rehearsed. So what should you do right now?
• Right now, the best work is parent strategy:
• shortlist schools intentionally (not emotionally)
• understand how each school assesses at 4+
• decide your prep approach (you vs tutor vs nanny)
• set boundaries (how much time per week, what “too much” looks like)
• put routines and independence in place
That is how you win at 4+ without burning your child out.
