Interviews are taken as very important by schools, and many students are tutored for them. But the schools are wise to this, and many of them try and devise strategies for identifying the students who have been tutored for interviews. This means the interviewer may be trying to actively unsettle students, even if they are only 6, 7 or 10. But they want to find the children who can think for themselves, and who have the confidence to say if they’re not sure what the interviewer is asking, or simply that they don’t know the answer – this is much more valuable than simply mumbling or guessing.

Schools are looking more at self-knowledge, self-awareness, confidence and ability to think on your feet, and these are the qualities that you want to inspire as a tutor. In school, a lot of children are afraid to say they don’t understand, as they’re in front of their peers, and so won’t have enough confidence. But one on one time with a tutor can help address this. They want to see pupils who can take ownership of the interview process, express personality, and show that they are more than what they know. In short, in a few minutes, they want to find out who this little person is and what they’re all about.

The is a current quirk is that the top co-ed schools are more popular and competitive than the top single-sex schools. Whereas the latter may be attracting 5-7 applicants per place, top co-ed schools are attracting closer to 10. These schools tend to be looking even more for punchy, sparky and confident children with a strong personality, who will join in and make the most of it. They are not good places to be a shrinking violet, or for those who may struggle to express themselves around the opposite sex.

The entrance process varies from school to school. Some schools have a standardised process (the consortium of North London girls’ schools, for example), where one exam applies to all of them, then they may also choose to interview. Some schools may want students to do one exam, or two, and they may combine results, or accept someone who does brilliantly in one but is weaker in another. Some may consult the head of the junior school or ask for a report if a student is borderline, or has a weakness in one subject, but is excellent in another.

Often, the best thing a parent can do is to engage their children in conversation, read to them or with them and implement a screen detox. These simple strategies – in particular reading, the importance of which I cannot over-emphasise – are not just great for a child’s overall intellect and well-being, but will also be beneficial when it comes to the academic side of their lives: exams, interviews, lessons and homework.

Some parents may try and inspire their children through negative responses: ‘You’re not good enough at this subject’, ‘you won’t get into this school’, ‘you need a higher mark in this subject.’ This may feel like a natural response for parents who believe their child isn’t living up to their potential, or meeting their expectations, but it’s seldom beneficial. Negativity tends to discourage children, not motivate them, and again this is something that tutors can help to combat. Instead, it is better to encourage children and nudge them towards what they’re good at and what they enjoy. The confidence from excelling at something will likely make them more willing to tackle material about which they are less confident.

Some schools are more academic and results-driven while others are less so, but more focused on pastoral care and turning out happier and more well-rounded individuals. They may not have the same stellar grades, but students will feel more prepared for life outside school. These schools are not ‘better’ or ‘worse’ as such, simply suited to different individuals. Equally, some students may flourish at boarding schools, where they may have more space, be under less pressure and will likely have a slightly easier way in with a lower entrance grade threshold at 11+ or Common Entrance.

However, at most of the top schools, something always has to give. It might be results, or student mental health and wellbeing, or being under constant pressure, but the sharp academic focus at some top schools – that get fantastic results – is better suited to some girls than others. These hothousing places may have a therapist or counsellor on site, such is the commonplace nature of mental health difficulties among students, in exchange for top grades.

Interestingly, North London schools seem to be generally more intense than those South of the river. Competition is particularly fierce in North London, where there are fewer Girls’ Day School Trust (GDST) schools than in South and West London, where there are several excellent options.