CAT4 Level A (Year 4) Practice Test 2026: Free PDF, Sample Questions & Tips
Clear guide for Year 4 families with a free CAT4 Level A practice PDF, sample questions, and simple preparation tips.
- Free CAT4 Level A practice PDF with sample questions and clear guidance
- Understand the Level A format, timing, and all four CAT4 batteries
- Learn how to prepare calmly with age-appropriate strategies for Year 4 children
- No sign-up needed to access the free guide and downloadable PDF
What to Expect in the CAT4 Level A Test
What Is CAT4 Level A and How to Help Your Child Succeed
CAT4 Level A is the first official stage of the Cognitive Abilities Test (CAT4), designed for children in Year 4 (ages 8–9). This level gives schools and educators detailed insight into a child’s reasoning abilities across four key areas: Verbal, Non-Verbal, Quantitative, and Spatial Reasoning.
The CAT4 assessment helps schools build a detailed picture of each child’s reasoning profile across verbal, quantitative, non-verbal, and spatial domains — identifying both areas of strength and areas where targeted support can make the biggest difference.
CAT4 Level A Test Structure and Timing
- Part 120 min
- Part 226 min
- Part 326 min
Part 1
Non-Verbal battery
- 10:00
Figure Classification
- 10:00
Figure Matrices
Part 2
Verbal + Quantitative
- 8:00
Verbal Classification
- 8:00
Verbal Analogies
- 10:00
Number Analogies
Part 3
Quantitative + Spatial
- 8:00
Number Series
- 9:00
Figure Analysis
- 9:00
Figure Recognition
Free CAT4 Level A Sample Questions
Practice CAT4 Level A questions for Year 4 students and their international equivalents — covering Verbal, Quantitative, Non-Verbal, and Spatial Reasoning. Select your answer, then reveal the full step-by-step explanation.
Verbal Reasoning Sample Questions
Verbal Reasoning · Verbal Analogies
bright – dark : noisy – ?
Verbal Analogies · CAT4 Level A
Find the relationship in the first pair, then apply exactly that same relationship to the second pair.
What to notice first
Start with the first pair, not the answer choices. Bright and dark are opposites — that is your rule. Now apply the same rule to noisy. You need the word that means the opposite of noisy, and that word is quiet.
Check 1
Read the first pair
Bright and dark sit at opposite ends of the same idea.
Check 2
Keep the same relationship
The second pair must also use opposites — not just words linked to sound.
Check 3
Apply it to noisy
The opposite of noisy is quiet, so that must be the missing word.
Core rule
When the first pair shows opposites, the missing word must be the opposite of the second given word — not a synonym, not a related topic word.
Model the pattern
Step 1 — Name the relationship
Look at bright and dark first. They are opposites. That is the only relationship you are allowed to copy into the second pair.
Step 2 — Apply to the second word
Move to noisy. The rule is opposites, so you need the opposite of noisy — not just another sound-related word.
Step 3 — Test against the options
Quiet is the only option that directly opposes noisy in the same way that dark opposes bright. Every other option either matches or extends the idea of noise rather than reversing it.
Option check
Eliminate
Loud is a synonym of noisy, not its opposite. It reinforces the idea rather than reversing it.
Correct
Quiet is the opposite of noisy, exactly as dark is the opposite of bright. The relationship holds perfectly.
Eliminate
Music is related to sound but is not the opposite of noisy. Topic association is not the same as an opposite.
Eliminate
Shout describes an action that is itself noisy — it points in the same direction, not the opposite.
Eliminate
Busy belongs to a different dimension entirely. It does not form an opposite pair with noisy on any axis.
Use this checklist on every Verbal Analogy
- Read the first pair carefully and name the exact relationship.
- Apply exactly that same relationship to the second pair.
- Reject any word that is only related by topic but does not match the relationship.
Reflection
This question rewards discipline. Once you see that bright and dark are opposites, the second half becomes a single direct lookup — no guessing needed.
Bridge forward
Always anchor on the first pair. Students who skip this step and jump straight to the options often choose a topic word like music or loud and lose an easy mark.
Conclusion
The answer is B — quiet. Bright and dark are opposites; noisy and quiet are opposites. The relationship is identical across both pairs.
Verbal Reasoning · Verbal Classification
hammer, saw, spanner
Verbal Classification · CAT4 Level A
Find the shared group exactly — do not choose a word that is merely connected to DIY or building in a general way.
What to notice first
Hammer, saw, and spanner all belong to the same precise group: hand tools. They are objects you hold and use for practical work — building, cutting, fixing, or tightening. The correct answer must be another hand tool. It is not enough for an option to be related to work or repair. It must itself be a tool.
Check 1
Name the shared category
All three stem words are tools that can be held and used by hand.
Check 2
Be strict about the category
Do not choose something used with tools or made by tools. Choose something that is itself a hand tool.
Check 3
Test each option directly
Ask: is this actually a tool, or is it an object, place, or material connected to working?
Core rule
Choose the word that belongs inside the same group as hammer, saw, and spanner — not one that is merely related to what tools do or where they are used.
Model the pattern
Step 1 — Name the shared category
Read the three stem words together and ask what kind of things they are. Hammer, saw, and spanner are all tools used for practical work by hand.
Step 2 — Fix a short label
Turn that observation into a label you can hold in your head: hand tools. Every correct answer must fit inside that label exactly.
Step 3 — Check each option against the label
The right answer must fit inside hand tools — not just be related to building, repair, or the workshop environment.
Option check
Eliminate
Screw is something a tool is used on — a fastener, not a hand tool itself.
Correct
Screwdriver is a hand tool, just like hammer, saw, and spanner. It fits the shared category exactly.
Eliminate
Shelf is an object you might build or fix — a result of using tools, not a tool itself.
Eliminate
Garage is a place where tools are stored or used — a location, not a hand tool.
Eliminate
Paint is a material applied during work — a substance, not a hand tool.
Use this checklist on every Verbal Classification question
- Name the shared category of the stem words in one short phrase.
- Choose an option that belongs inside that category — not one that is merely related.
- Reject places, materials, and objects that tools are used on.
Reflection
This question tests category control. Several options are connected to working — screw, shelf, garage, paint — but only one is actually another hand tool.
Bridge forward
On every Verbal Classification question, name what kind of thing each stem word is before you look at the options. That one step usually makes the correct answer obvious.
Conclusion
The answer is B — screwdriver. Hammer, saw, spanner, and screwdriver are all hand tools used for practical work. Every other option belongs to a different category: fastener, object, place, or material.
Quantitative Reasoning Sample Questions
Quantitative Reasoning · Number Analogies
[36 → 29] [25 → 18] [47 → ?]
Number Analogies · CAT4 Level A
Find the number change in the first two pairs, confirm it is consistent, then apply exactly the same change to the last pair.
What to notice first
Do not jump to the last pair straight away. First check how the first number changes into the second number in the pairs you already know. From 36 to 29 the change is minus 7. From 25 to 18 the change is also minus 7. That confirms the rule is consistent. So the last pair must follow the same pattern: 47 − 7 = 40.
Check 1
Read the first pair
36 becomes 29 — the change is minus 7.
Check 2
Confirm the pattern
25 becomes 18 — also minus 7. The rule is now confirmed across two pairs.
Check 3
Apply the same change
47 − 7 = 40, so the missing number must be 40.
Core rule
Always verify the pattern across both known pairs before applying it. One pair alone could be a coincidence; two pairs in a row confirm the rule.
Model the pattern
Step 1 — Work out the first change
Start with 36 → 29. Calculate the difference carefully: 36 − 29 = 7. The change is subtract 7.
Step 2 — Confirm with the second pair
Check 25 → 18: 25 − 18 = 7. The same rule applies. Two matching pairs means the pattern is reliable.
Step 3 — Apply to the missing pair
Use the confirmed rule on 47 → ?: 47 − 7 = 40. That is Option B.
Option check
Eliminate
33 is too low. Reaching 33 from 47 would require subtracting 14 — double the correct value.
Correct
40 is correct. 47 − 7 = 40, which matches the rule confirmed across both known pairs.
Eliminate
39 is one off. It would require subtracting 8, not 7 — a likely arithmetic slip.
Eliminate
30 is far too small. It would require subtracting 17, which has no basis in the pattern.
Eliminate
28 is much too small. Reaching 28 from 47 would mean subtracting 19 — nearly three times the correct value.
Use this checklist on every Number Analogies question
- Work out the exact number change in the first pair.
- Check the second pair to confirm the same pattern applies.
- Only then apply that confirmed change to the missing pair.
Reflection
This question is straightforward once you focus on the repeated difference. The real risk is skipping the confirmation step and applying a guess from the first pair alone.
Bridge forward
In other Number Analogies, the operation may be addition, subtraction, multiplication, or division — always confirm it repeats before committing to an answer.
Conclusion
The answer is B — 40. Each pair follows the same rule: subtract 7 from the first number to reach the second. 47 − 7 = 40.
Quantitative Reasoning · Number Series
2, 4, 8, 16, ?
Number Series · CAT4 Level A
Check how each number changes to the next, confirm the rule repeats across the whole series, then extend it one step further.
What to notice first
Do not jump straight to the answer choices. First look at how the series grows. From 2 to 4 the number doubles. From 4 to 8 it doubles again. From 8 to 16 it doubles again. The rule is consistent across every step — each term is multiplied by 2. That means the missing term must be 16 × 2 = 32.
Check 1
Look at the first change
2 becomes 4 — multiply by 2.
Check 2
Confirm the rule repeats
4 becomes 8 and 8 becomes 16 — the same doubling rule holds across every term.
Check 3
Extend one step further
16 × 2 = 32, so the missing term is 32.
Core rule
Each term is double the one before it. A rule confirmed across three consecutive steps is reliable — apply it with confidence to find the missing term.
Model the pattern
Step 1 — Identify the operation
Look at 2 → 4. The number has doubled, so the candidate rule is multiply by 2.
Step 2 — Verify across the full series
Test the rule on every step: 4 × 2 = 8 ✓ and 8 × 2 = 16 ✓. The same operation works throughout — the rule is confirmed.
Step 3 — Extend to find the missing term
Apply the confirmed rule one more time: 16 × 2 = 32. The missing number is 32, which is Option D.
Option check
Eliminate
24 is too small. It is 16 + 8 — an addition pattern that does not match the doubling rule.
Eliminate
28 is also too small. No consistent operation on 16 produces 28 within this series.
Eliminate
30 is close but not correct. In a number series, close is never enough — the rule must hold exactly.
Correct
32 is correct. 16 × 2 = 32, continuing the doubling pattern that runs through every term in the series.
Eliminate
34 is too large. It overshoots 32 and does not fit the multiply-by-2 rule at any step.
Use this checklist on every Number Series question
- Check how the first number changes into the second and name the operation.
- Test that same operation on every subsequent step to confirm it repeats.
- Only then extend the confirmed rule to find the missing term.
Reflection
This series is straightforward once you name the operation — doubling. The important habit is verifying the rule across every step before committing to an answer.
Bridge forward
Other Number Series questions may use addition, subtraction, division, or alternating steps. Always confirm the operation repeats before applying it — never assume from the first step alone.
Conclusion
The answer is D — 32. The series doubles at every step: 2, 4, 8, 16, 32. The rule holds consistently from the first term to the last.
Non-Verbal Reasoning Sample Questions
Non-Verbal Reasoning · Figure Classification
Figure Classification · CAT4 Level A
Focus on the line styles across all three stem figures — not the shape names — and carry that exact pattern into the answer options.
What to notice first
All three stem figures follow the same two-part structure. A dashed cloud, a dashed concave quadrilateral, and a dashed circle — three completely different outer shapes, but every one of them is drawn with a dashed outline. Inside each, the smaller shape is drawn with a solid outline. Shape identity is not the rule. Line style is.
Check 1
Look at the outer shape
Cloud, concave quadrilateral, circle — all three outer shapes are dashed, even though the shapes themselves differ.
Check 2
Look at the inner shape
In every stem figure, the smaller shape inside is drawn with a solid outline — no dashes.
Check 3
Match the line-style pattern
The correct answer must copy both parts of that rule exactly — dashed outside, solid inside — regardless of which shapes are used.
Core rule
Choose the figure with a dashed outer shape and a solid inner shape. Both conditions must hold at the same time — one alone is not enough.
Model the pattern
Step 1 — Ignore shape identity
The three stem figures use a cloud, a concave quadrilateral, and a circle. Since the shapes are all different, shape type cannot be the shared rule.
Step 2 — Identify what stays the same
What is consistent across all three stems is the outline pattern: dashed outside, solid inside. That is the rule to carry forward.
Step 3 — Test each option against the rule
Check the outer line style first, then the inner. Only Option A — a dashed pentagon with a solid arrow inside — satisfies both conditions.
Option check
Correct
A dashed pentagon with a solid arrow inside — both conditions of the stem rule are met exactly.
Eliminate
A dashed hexagon with a dashed star inside — the inner shape must be solid, not dashed.
Eliminate
A solid circle with a dashed square inside — the line styles are the exact reverse of the stem rule.
Eliminate
Both the outer and inner shapes are dashed — the inner shape breaks the rule; it must be solid.
Eliminate
A solid square containing a solid square — the dashed outer outline seen in every stem figure is missing entirely.
Use this checklist on every Figure Classification question
- Check whether the shared rule is about outline style rather than shape type.
- Compare outer-shape style and inner-shape style as two separate checks.
- Choose the option where both conditions match the stem rule exactly.
Reflection
The three stem shapes — cloud, concave quadrilateral, circle — look very different from each other. That is the question's way of telling you shape identity is irrelevant. Focus only on what they share: dashed outside, solid inside.
Bridge forward
In other Figure Classification questions, check line style, shading, rotation, and size before looking at shape family. The shared rule is almost never just "they are the same shape."
Conclusion
The answer is A — a dashed pentagon with a solid arrow inside. It is the only option that satisfies both conditions of the stem rule: dashed outer shape, solid inner shape.
Non-Verbal Reasoning · Figure Matrices
Figure Matrices · CAT4 Level A
Track the arrow direction across each row — not the drawing details. Each row has its own axis, and the direction alternates along that axis.
What to notice first
Each row has its own direction axis, and within that row the arrow alternates between two opposite directions. The top row uses a diagonal axis: up-left, down-right, up-left. The middle row uses a horizontal axis: left, right, left. The bottom row uses a vertical axis: up, down — so the missing third box must point up to complete the alternation.
Check 1
Read the row pattern
In every row, the arrow direction flips to its opposite in the middle box, then returns to the original direction in the third box.
Check 2
Identify the bottom row's axis
The bottom row uses a vertical axis. The first arrow points up, the second points down — so the third must point up again.
Check 3
Choose the matching option
The answer must show a straight upward arrow with a square at its lower end — matching the style of the first box in the bottom row.
Core rule
Within each row the pattern is: original direction → opposite direction → original direction. Each row has its own axis — diagonal, horizontal, or vertical — but the alternation rule is the same in all three.
Model the pattern
Step 1 — Confirm the rule across the top two rows
Top row: up-left → down-right → up-left. Middle row: left → right → left. In both cases the direction alternates and then returns. The rule is consistent.
Step 2 — Apply to the bottom row
The bottom row uses a vertical axis. Box 1 points up, box 2 points down. Following the same alternation rule, box 3 must point up.
Step 3 — Match the exact style
The missing figure needs a straight upward arrow with a small square at its lower end — the same tail position as the first box in the bottom row. That is Option E.
Option check
Eliminate
Points down-left diagonally — wrong axis entirely. The bottom row uses a vertical axis, not a diagonal one.
Eliminate
Points up-right diagonally — again the wrong axis. A diagonal arrow belongs to the top row's pattern, not the bottom row's.
Eliminate
Points downward vertically — correct axis, wrong direction. This repeats the middle box rather than returning to the original upward direction.
Eliminate
Points left horizontally — wrong axis. A horizontal arrow belongs to the middle row's pattern, not the bottom row's.
Correct
Points upward vertically with a square at the lower end — correct axis, correct direction, correct tail position. It completes the bottom row's alternation exactly.
Use this checklist on every Figure Matrices direction question
- Identify the axis each row uses — diagonal, horizontal, or vertical.
- Confirm the direction alternates and returns across the first two complete rows.
- Apply the same alternation to the incomplete row and match every detail — direction and tail position.
Reflection
Options A, B, C, D each use the wrong axis or the wrong direction within the correct axis. Only E gets both right — vertical axis and upward direction. Checking axis first eliminates most options immediately.
Bridge forward
In other Figure Matrices questions, look for a repeated change across rows or columns first — direction, rotation, size, or shading. The rule is almost always simpler than it first appears.
Conclusion
The answer is E — an upward vertical arrow with a square at its lower end. Each row alternates direction along its own axis: diagonal in row one, horizontal in row two, vertical in row three. The missing box must point up to complete the vertical alternation.
Spatial Ability Sample Questions
Spatial Ability · Figure Analysis
Figure Analysis · CAT4 Level A
Follow the fold first, then place the holes — do not try to imagine the final result before you have tracked each step in order.
What to notice first
The paper is a blue square. It is folded upward along a horizontal centre line, so the top half folds over the bottom half, creating a rectangle with two layers. A single hole is then punched through the centre of the folded rectangle — which means it passes through both layers at once. When the paper is unfolded, that one punch reveals two holes: one in the bottom half where the punch landed, and one reflected directly above it in the top half.
Check 1
Find the fold line
The fold is horizontal along the centre — the top half folds over the bottom half, creating two layers.
Check 2
Track the hole through both layers
The punch goes through both layers at once. One punch through a single fold always produces exactly two holes.
Check 3
Unfold symmetrically
When unfolded, the two holes must be vertically aligned — one in each half — at the same left-right position as the punch.
Core rule
One fold creates two layers. One punch through two layers creates two holes. The holes reflect across the fold line — same left-right position, opposite halves of the paper.
Model the pattern
Step 1 — Identify the fold
The blue square folds upward along its horizontal centre line. The result is a rectangle — half the original height — with the top and bottom halves stacked directly on top of each other.
Step 2 — Locate the punch
The hole is punched through the centre of the folded rectangle — centred both left-to-right and top-to-bottom within the folded shape. Both layers are pierced at the same central point.
Step 3 — Unfold and place the holes
Open the paper back to its full square. One hole appears in the centre of the bottom half; its reflection appears in the centre of the top half, directly above it. Two holes, vertically aligned, both centred. That is Option C.
Option check
Eliminate
Shows three holes. One punch through a single fold produces exactly two holes — never three.
Eliminate
Shows two holes side by side horizontally. A horizontal fold reflects holes vertically — one above the other — not across the page.
Correct
Shows two holes vertically aligned, one centred in the top half and one centred in the bottom half — exactly what a horizontal fold and a central punch produce.
Eliminate
Shows only one hole. The folded paper has two layers, so one punch must appear twice when unfolded.
Eliminate
Shows two holes that are not correctly reflected across the horizontal fold line. The holes are offset from centre — they do not match the central punch position.
Use this checklist on every Figure Analysis question
- Find the fold direction first — horizontal, vertical, or diagonal.
- Count the layers: one fold creates two layers, two folds create four.
- Reflect the hole across the fold line without changing its position on the other axis.
Reflection
The most common mistakes here are choosing three holes (Option A) or two side-by-side holes (Option B). Both errors come from skipping the fold direction. One horizontal fold always produces a vertical pair of holes.
Bridge forward
In other paper-folding questions, always locate the fold line first. That single step tells you whether the final holes appear above-below, left-right, or as diagonal mirror pairs.
Conclusion
The answer is C. A horizontal fold creates two layers. One central punch through both layers produces two holes when unfolded — one centred in the top half, one centred in the bottom half, vertically aligned.
Spatial Ability · Figure Recognition
Figure Recognition · CAT4 Level A
Memorise the exact outline of the test shape first — then hunt for that precise outline hidden inside one of the larger figures.
What to notice first
The test shape is a downward-pointing arrow. It has a rectangular shaft at the top, short horizontal shoulders on each side, and two diagonal edges that slope inward and meet at a single point at the bottom. Every part of that outline must be present — in the same direction — in the correct answer. A flipped, rotated, or distorted version does not count.
Check 1
Fix the exact outline in your mind
Study the arrow's parts: rectangular shaft at the top, flat shoulder corners at the sides, then two diagonal edges meeting at a single bottom point.
Check 2
Keep the same direction
The arrow points down. The matching hidden shape must also point down — a flipped or rotated version is a different shape and must be rejected.
Check 3
Search inside the larger figure
Ignore all extra lines. The task is to trace the exact arrow outline cleanly inside the option — nothing added, nothing missing.
Core rule
Choose the option that contains the same downward-pointing arrow in the same orientation and structure. A near match is still wrong — every part of the outline must be exactly right.
Model the pattern
Step 1 — Study the test shape in detail
Do not think of it as just "an arrow." Notice its exact build: a straight rectangular shaft at the top, short horizontal shoulders at each side, then two inward diagonal edges meeting at one point at the bottom.
Step 2 — Ask one strict question per option
Can this exact downward-pointing arrow be traced inside the larger picture — shaft, shoulders, diagonal sides, and bottom point — without bending or altering any part of it?
Step 3 — Confirm the answer
Only Option E contains the same arrow shape. The extra lines surrounding it are distractors — the complete downward-pointing arrow can still be traced clearly within the design.
Option check
Eliminate
Several straight-edged shapes are present, but they do not combine to form the same downward arrow with the correct shaft and bottom point.
Eliminate
The lines create a large angular wedge, but the exact arrow outline — shaft, shoulders, single bottom point — cannot be traced within it.
Eliminate
Irregular angled lines are present, but the downward arrow with its rectangular top and pointed bottom cannot be found in the correct structure.
Eliminate
Overlapping shapes are present, but they do not produce the arrow outline in the correct downward orientation.
Correct
The same downward-pointing arrow can be traced inside this larger figure. The shape, direction, shaft, shoulders, and bottom point all match the test shape exactly.
Use this checklist on every Figure Recognition question
- Study the exact outline of the test shape — shaft, corners, edges, and direction — before looking at any option.
- Match direction carefully: a rotated or flipped version is a different shape and must be rejected.
- Ignore extra lines inside the options and ask only: can the exact outline be traced cleanly within this figure?
Reflection
This question becomes much easier once you stop comparing whole pictures and focus only on tracing one specific outline. The extra lines in the options are there to distract — ignore them and look for the arrow alone.
Bridge forward
In other Figure Recognition questions, name the exact parts of the test shape before scanning the options — corners, straight sections, curves, and direction. A near match with one part wrong is still a wrong answer.
Conclusion
The answer is E. It is the only option that contains the same downward-pointing arrow — rectangular shaft, horizontal shoulders, and single bottom point — hidden within a larger figure, in the same orientation as the test shape.
Get full access to 1,000+ CAT4 Level A practice questions with expert tips, mock exams, and step-by-step explanations.
Get Full PracticeEssential Tips for CAT4 Level A Preparation
Each CAT4 battery responds to a different type of preparation. These tips are organised by battery so Year 4 students and their families can focus on what matters most for each section.
Verbal Reasoning
Verbal questions test how clearly a child can identify relationships between words and group them by category. Reading regularly — fiction, non-fiction, and reference material — builds the broad vocabulary that makes these connections easier to spot. When practising, encourage children to name the relationship before choosing an answer, not after.
Quantitative Reasoning
Number Analogies and Number Series both reward one habit above all others: checking the pattern before committing to an answer. A child who verifies a rule across two known pairs — rather than applying it from one example — will avoid the most common errors. Mental arithmetic fluency with addition, subtraction, and multiplication supports this directly.
Non-Verbal Reasoning
Figure Classification and Figure Matrices ask children to identify visual rules — outline style, direction, position, or size — rather than recognise named shapes. The most effective preparation is practising the habit of describing what stays the same across all stem figures before looking at the options. This slows down guessing and surfaces the real rule.
Spatial Ability
Figure Analysis and Figure Recognition both require children to hold a mental image and manipulate or locate it. For paper-folding questions, always establish the fold direction first — that single step determines how many holes appear and where. For Figure Recognition, studying the exact outline of the test shape before scanning the options is faster and more reliable than comparing whole pictures.
On the Day
CAT4 Level A is timed. On the Testwise online version, students cannot return to a question once they have moved past it — making first-attempt accuracy more important than speed. Children who have seen the question formats beforehand are less likely to lose time to unfamiliarity, which is the main practical argument for structured preparation over last-minute cramming.
What Do CAT4 Level A Scores Mean for Year 4?
CAT4 Level A results are reported using three standardised score types, developed by GL Assessment to measure reasoning ability consistently across the national cohort. Each one gives schools and parents a different angle on how a Year 4 child's cognitive abilities compare with pupils of the same age nationally. CAT4 Level A is the earliest level at which children receive a full standardised reasoning profile, making these scores a uniquely valuable baseline for Year 4 learning support and early ability identification.
Standard Age Score (SAS)
The main score used to measure a child's performance against other children of exactly the same age. SAS scores run from 60 to 140, with 100 set as the national average. A score above 100 means the child performed better than the typical child of that age; below 100 means below average. On CAT4 Level A, the SAS is age-standardised specifically for Year 4 pupils, giving schools a reliable benchmark at the start of upper KS2.
National Percentile Rank (NPR)
Expresses a child's result as a position within the national population. An NPR of 75, for example, means the child scored higher than 75 out of every 100 same-age pupils nationally. NPR values range from 1 to 99. For Year 4 CAT4 Level A results, the NPR is one of the clearest ways for parents to understand where their child's reasoning profile sits across the full national Year 4 cohort.
Stanine
A nine-point performance band that maps directly from the NPR. Stanines run from 1 (Very Low) to 9 (Very High) and group pupils into broad, easy-to-read bands. They help parents and teachers get a clear at-a-glance picture of where a child sits without needing to interpret a precise number. In CAT4 Level A reports, stanines are particularly useful for communicating a Year 4 child's reasoning strengths across the four batteries in a format that is immediately actionable for classroom support.
Learn more about CAT4 scores and what they mean for Year 4 pupils →
What is a Good CAT4 Score in Year 4?
All CAT4 scores are centred on a national average of 100, standardised by GL Assessment across the full Year 4 cohort. Knowing which band your child's CAT4 Level A score falls into helps you understand their reasoning profile clearly and in context. On CAT4 Level A, most Year 4 pupils score between 85 and 115. Scores above 120 are genuinely uncommon at this age and typically indicate a child whose reasoning development is running significantly ahead of their peers — a strong foundation for stretch provision or longer-term selective school preparation.
Average (90–110)
Scores within this range are considered typical for a child's age. A score of exactly 100 is the national average; scores between 90 and 110 indicate reasoning ability that is broadly in line with same-age peers. For CAT4 Level A, this band represents the majority of the national Year 4 cohort and reflects solid, age-appropriate cognitive development at the start of upper KS2.
Above Average (111–119)
Scores in this range indicate reasoning ability above the national average for the child's age. Children scoring here are performing meaningfully better than most same-age peers, though not yet in the high-ability band. On CAT4 Level A, an above-average score in Year 4 is an encouraging early signal that targeted challenge and enrichment activities are likely to be well received.
High Ability (120–129)
Scores in the 120–129 range point to strong reasoning skills and are often seen in children who pick up new concepts quickly or show early academic confidence. On the CAT4 Level A assessment, a score in this band places a Year 4 child in the top 10% nationally — an early indicator that structured ability development would be worthwhile from this stage.
Gifted and Talented (130+)
A score of 130 or above is typically classified as Gifted and Talented , reflecting exceptional reasoning ability compared with pupils of the same age across the country. On CAT4 Level A, a score of 130 or above places a Year 4 child in the top 2% of their national age group — an indicator that selective school preparation or gifted programmes may be worth exploring well ahead of Year 6.
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CAT4 Level A: What Year 4 Students Are Being Asked to Do
CAT4 Level A is not a knowledge test. It does not ask children what they have been taught — it asks them to reason. That distinction matters, because the preparation that helps most is not content revision but structured exposure to the question formats themselves.
Each of the eight question types on this page — Verbal Analogies, Verbal Classification, Number Analogies, Number Series, Figure Classification, Figure Matrices, Figure Analysis, and Figure Recognition — has its own internal logic. That logic is consistent and learnable. A child who understands what each question type is asking, and why a particular answer is correct, is better placed than one who has simply seen many questions without understanding them.
At Year 4, most children will be sitting a timed reasoning assessment for the first time. The unfamiliarity of the format — not the difficulty of the content — is usually what affects performance most. Calm, structured exposure to the question types in advance addresses that directly.
CAT4 results at Level A are used by schools to build a reasoning profile, not to make high-stakes decisions. Understanding the format, and approaching each battery with a clear method, is the most grounded preparation a Year 4 student can do.
Frequently Asked Questions
What is CAT4 Level A?
CAT4 Level A is the Cognitive Abilities Test level typically used for children in UK Year 4. It helps build a profile of a child's reasoning strengths across the main CAT4 batteries.
Who takes Level A?
CAT4 Level A is typically used for UK Year 4 students. In many international school systems, this broadly aligns with Grade 3, IB PYP 3, Australia Year 3, and India Grade 3. It is generally used for children aged 7–9, although schools may map levels slightly differently depending on their curriculum and local structure.
What does this level assess?
CAT4 Level A assesses four main areas of reasoning: verbal, non-verbal, quantitative and spatial. Together, these give schools a broader picture of how a child thinks and learns.
How is the test structured?
Level A is made up of short timed sections and is usually administered in three parts. For Levels A–G, CAT4 includes figure, verbal, number and spatial tasks spread across the four reasoning batteries.
Which question types appear in CAT4 Level A?
Typical CAT4 Level A question types include Figure Classification, Figure Matrices, Verbal Classification, Verbal Analogies, Number Analogies, Number Series, Figure Analysis and Figure Recognition.
Is it paper or online?
CAT4 Level A can be administered either on paper or digitally, depending on the school's setup. Your school will confirm the format and any instructions before test day.
How are scores reported?
CAT4 reports commonly include Standard Age Scores (SAS), percentiles and stanines. These help show how a child's performance compares with pupils of the same age.
What is a good score at this level?
An SAS of 100 is average for age. Higher scores suggest above-average reasoning performance, but schools usually look at the full profile across all batteries rather than one number on its own.
How can I help my child feel ready for Level A?
The best support is usually to keep things calm and positive, make sure your child is well rested, and help them feel comfortable with the idea of short timed reasoning tasks. Light familiarity with the format can help confidence, but the goal is to support readiness rather than heavy test preparation.