CAT4 Test Results: How to Interpret Scores (2026 Guide)
A clear, parent-friendly guide to what CAT4 results typically include, how schools use them, and how to interpret scores responsibly. The goal is clarity and next steps without over-interpreting a single test sitting.
- What you’ll see: common terms, score types, and typical report sections.
- How to interpret: what conclusions are safe, and what to avoid.
- Next steps: practical actions based on strengths and weaker areas.
Important context
Read this before you interpret scores.
- CAT4 results are one part of a wider picture and should be considered alongside teacher observations and classroom attainment.
- Scores can be influenced by test conditions (fatigue, anxiety, unfamiliar format, time pressure).
- CAT4 is designed to be curriculum-neutral, so it does not measure what a child has been taught in school.
- Schools use CAT4 differently; there is no universal “pass mark” or single cut-off that applies everywhere.
- The most useful outcome is identifying strengths and next steps—not labels.
CAT4 OVERVIEW
Understanding the CAT4 Test
The CAT4 test measures how pupils reason with words, numbers, patterns, and shapes. Schools use it to understand how a student thinks and learns.
The four reasoning areas
- Verbal Reasoning Understanding words and relationships
- Non-verbal Reasoning Recognising patterns and solving visual puzzles
- Quantitative Reasoning Working with numbers and logical sequences
- Spatial Reasoning Visualising shapes and solving spatial problems
CAT4 Results overview
CAT4 Test Results Explained
CAT4 reports can look technical at first, but they follow a consistent structure. Most schools show a set of standardised scores for each reasoning battery (Verbal, Quantitative, Non-verbal, and Spatial) so you can understand strengths, support needs, and learning profile.
- Standard Age Score (SAS) is the main benchmark. It is age-adjusted, so 100 is average and most pupils fall within a typical band around it.
- National Percentile Rank (NPR) shows relative rank (1–99). For example, an NPR of 73 means the pupil performed as well as or better than 73% of the national sample.
- Stanines (ST) group results into 9 broad bands (1–9). They are useful for a quick, pupil-friendly view and help avoid over-interpreting tiny score differences.
Confidence bands (SAS)
- What it is: a sensible range around the SAS, not a single “exact” score.
- Why it can be wider: normal measurement noise, test-day factors (fatigue, anxiety, unfamiliar format).
- How to use it: focus on the pattern across batteries and the range when planning support and next steps.
Evaluating CAT4 Scores: SAS, Percentiles, and Stanines
Most CAT4 reports include three standardised score types. Each one answers a different question—so you get the best picture when you read them together.
1) Standard Age Score (SAS)
The main benchmark. SAS adjusts performance for a child’s exact age (years and months), making comparisons fair within the same age group.
- Average100
- Typical range85–115
- Best forComparing fairly by age
2) National Percentile Rank (NPR)
Shows how a child compares to the national sample. An NPR of 73 means the child performed as well as or better than 73% of pupils of the same age.
- Scale1–99
- Average50
- Best forUnderstanding relative rank
Common mistake: A percentile is not “% correct”.
3) Stanines (ST)
A simple 1–9 band that groups results into broad categories. Useful for a quick overview and to avoid over-interpreting tiny score differences.
- Scale1–9
- Average5
- Best forFast, high-level summary
Quick comparison
| Metric | Average | Range | Best for |
|---|---|---|---|
| SAS | 100 | Standardised scale | Fair age-based comparison |
| NPR | 50 | 1–99 | Relative national ranking |
| Stanines | 5 | 1–9 | Quick performance band |
Stanine bands at a glance
Stanines split a typical national sample into nine bands. The middle band (5) is the largest; the extremes (1 and 9) are the smallest.
| Stanine | % of pupils | Percentile range | Typical label | Approx. SAS band |
|---|---|---|---|---|
| 1 | 4% | 1–4 | Very low | ≤ 73 |
| 2 | 7% | 5–11 | Low | 74–81 |
| 3 | 12% | 12–23 | Below average | 82–88 |
| 4 | 17% | 24–40 | Slightly below average | 89–96 |
| 5 | 20% | 41–60 | Average | 97–103 |
| 6 | 17% | 61–77 | Slightly above average | 104–111 |
| 7 | 12% | 78–88 | Above average | 112–118 |
| 8 | 7% | 89–95 | High | 119–126 |
| 9 | 4% | 96–99 | Very high | ≥ 127 |
Bands are approximate and shown for clarity. Schools may present results slightly differently depending on the report format.
Illustrative sample (mock)
What a CAT4 Results Page Can Look Like
This is a simplified, brand-owned example to help parents recognise the key score types and confidence bands. Schools may present reports in a different layout.
| Battery | SAS | Percentile (NPR) | Stanine | SAS confidence band (illustrative) |
|---|---|---|---|---|
| Verbal | 95 | 37 | 4 | |
| Quantitative | 101 | 52 | 5 | |
| Non-verbal | 115 | 84 | 7 | |
| Spatial | 116 | 86 | 7 |
Confidence bands: why one SAS number isn’t “exact”
Some reports show a 90% confidence band around the SAS. Think of it as a likely range, not a single fixed truth.
- What it means: your child’s “true” performance is likely to sit within a range (for example, 96–108), rather than exactly 101.
- Why it can be wider: normal day-to-day variation (fatigue, anxiety, unfamiliar format) and measurement noise can widen the band.
- How to use it: focus on patterns across batteries and the range over time—avoid over-reading small changes (e.g., 100 vs 103).
Example: If SAS is 101 with a 90% band of 96–108, it’s safest to say “around average-to-slightly above average,” not “exactly 101.”
CAT4 Learning Profiles (Verbal vs Spatial): What “Bias” Means
Some CAT4 reports include a “profile summary”. It compares Verbal Reasoning and Spatial Ability to suggest
which learning approaches may feel easier / useful for planning support, not for labelling a child.
Even profile (No bias)
Most common
Verbal and spatial results are broadly similar. These learners often do well with a balanced mix of explanations,
examples, and visual supports.
- Use both words and visuals
- Focus support on the weakest attainment area
- Avoid over-interpreting small score differences
Verbal bias
Words-first
Language-based reasoning is relatively stronger than spatial reasoning. This can help with reading-heavy subjects,
discussions, and written explanations.
- Explain new ideas with clear language first
- Add diagrams/models for 3D or practical tasks
- Check understanding using short summaries
Spatial bias
Visual-first
Visual-spatial reasoning is relatively stronger than verbal reasoning. These learners often benefit from diagrams,
examples, and structured writing support.
- Start with visuals (diagrams, models, mind maps)
- Use sentence starters and clear writing structures
- Turn visuals into short, step-by-step explanations
Important limitations
Profiles are broad categories and can change over time. Use them alongside teacher observations and attainment data,
not as a fixed description of ability.
When to ask for context
If verbal results are notably lower, ask the school how they interpret the profile alongside classroom evidence
(for example, language factors such as EAL).
CAT4 and school admissions (independent & selective entry)
Some schools use CAT4 as one part of their admissions process. This section explains what is usually considered and how to read scores responsibly without treating one test sitting as a pass/fail decision.
Where CAT4 fits
- It may be used to understand reasoning potential and learning profile.
- Some schools combine it with interviews, school reports, and other assessments.
- Different schools use results differently, always check the school’s policy.
What admissions teams often look at
- Overall pattern: strengths across verbal, quantitative, non-verbal, and spatial.
- Profile, not one number: a clear strength in one battery can matter for certain schools.
- Context: language background, test day factors, and consistency with school performance.
- Whole-student view: reports, interview, and attainment data alongside CAT4.
Questions to ask the school
- How do you use CAT4 results in admissions: selection, banding, or support planning?
- Do you look more at the overall profile or specific batteries?
- How do you consider EAL or a weaker verbal score alongside strong non-verbal/spatial reasoning?
- What other evidence matters most (reports, interview, attainment tests)?
- If results are mixed, what would you recommend as the next step?
This is general guidance. Admissions requirements vary by school and year group use this section to ask better
questions, not to self-reject or self-qualify based on one score.
For parents
Questions to Ask the School About CAT4 Results
CAT4 is most useful when it’s read alongside classroom evidence. Use these questions to leave the meeting with clear,
practical next steps (not just numbers).
1) Report basics and context
- Which CAT4 level and test date does this report refer to?
- Which report format are we looking at (teacher / student / parent), and what does it include?
- Which scores are shown for each battery (e.g., SAS, percentile/NPR, stanines, confidence bands)?
- Which comparison group is used (national norms for age), and is it UK/IE or another dataset?
- Were there any factors on the day that could have affected performance (fatigue, anxiety, unfamiliar format)?
2) Interpreting scores safely
- Which number should we treat as the main benchmark in this report, and why?
- Are there confidence bands shown for SAS? What range would you consider “the most likely” score?
- Is the overall mean hiding an uneven profile (strong in one area, weaker in another)?
- Which differences are meaningful vs. small variations that we should not over-interpret?
- Do the results match what you see in class? If not, what might explain the gap?
3) Learning profile and classroom implications
- What learning profile (or preference) does the report suggest?
- What does that profile typically look like in lessons (instructions, pace, task type)?
- Which teaching approaches help most (e.g., more visuals, more verbal explanation, structured steps)?
- Which subjects may feel easier/harder for this profile, and what support works best?
- What should we do at home to reinforce strengths without neglecting weaker areas?
4) Support plan and next steps
- What is the school’s next step based on these results (enrichment, intervention, monitoring)?
- What would “progress” look like in the next 8–12 weeks, and how will it be checked?
- Do you recommend any follow-up screening (reading/vocabulary, maths skills, EAL support, SEN check)?
- Who will own the plan (class teacher, SENCO, form tutor), and when do we review it?
- What is one high-impact change we can start this week at school and at home?
5) How the school uses CAT4
- How is CAT4 used here (setting/streaming, support planning, tracking, admissions, none of the above)?
- Is any decision made from CAT4 alone, or always alongside attainment and teacher evidence?
- How are uneven profiles handled (e.g., strong spatial with weaker verbal due to language factors)?
- Who can access the results, and how long are they stored?
- Can you summarise the results in three sentences: strengths, priorities, and next review date?
clarity and a shared “next steps” agreement. “Bring this list to the meeting, it turns numbers into an action plan.
Critical Notes
Finally, interpreting the results of the CAT4 test should always be done in conjunction with other information about the student, such as classroom performance, teacher observations, and any additional testing or assessments that have been done.
Using the test results as a starting point for further investigation is essential rather than making definitive conclusions based solely on the test scores.
Conclusion
Reading CAT4 test results can be a bit complicated, but a little understanding of what the test measures and how it is scored can be a valuable tool for assessing a student’s abilities and identifying areas for improvement.
It’s essential to focus on the scaled scores, percentile rank scores for each cognitive ability and to compare the student’s scores to national norms.
And remember to always use the test results as a starting point for further investigation and not make definitive conclusions based solely on the test scores.
CAT4 Results FAQ (Parents)
Is CAT4 a pass/fail exam?
No. CAT4 is designed to show a learning profile and reasoning strengths, not a single “pass mark”. Schools use it alongside attainment, classroom work, and teacher judgement.
What score should I look at first?
Start with the Standard Age Score (SAS). It’s age-standardised, which makes comparisons fairer within an age group. Then use percentiles (rank) and stanines (broad band) for quick context.
What do the “confidence bands” mean?
Some reports show a band around the SAS. This is a range that indicates where the child’s “true score” is likely to sit, rather than treating one number as perfectly exact.
Why are there separate scores for Verbal, Quantitative, Non-verbal, and Spatial?
Each battery measures a different type of reasoning. Differences across batteries are often more useful than one overall average because they highlight strengths and areas to support.
My child’s Verbal score is lower. Could language or reading affect this?
Yes. CAT4 guidance notes that Non-verbal and Spatial batteries do not rely on reading or English in the same way, and can be particularly useful for pupils with English as an Additional Language (EAL).
If Verbal is much lower than the other batteries, ask the school what they think is driving that gap (language exposure, reading fluency, test-day factors) and what support they recommend.
Can my child have a reader or extra time?
Official CAT4 support guidance states that a reader for the actual questions and additional time are not permitted, because they affect comparability and reliability.