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 may be affected by conditions on the day of the test (such as student fatigue, anxiety, lack of confidence with the question format, or time pressure) and, as such, the score for one student taking the same test on two different occasions may vary.
- 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 use standardised scores for four reasoning batteries: Verbal, Quantitative, Non-verbal and Spatial. Understanding the measures together provides a clearer picture of a pupil's reasoning profile.
Standard Age Score (SAS)
An age-standardised score. 100 is average; the score helps compare performance with the relevant age group.
National Percentile Rank (NPR)
Shows relative standing in the reference sample. An NPR of 73 means performance as good as or better than approximately 73% of the group.
Stanine (ST)
Groups results into nine broad bands. Stanine 5 is the middle band; small score differences should not be overinterpreted.
Confidence Bands (SAS)
What does it mean?
A 90% confidence band reflects measurement uncertainty around a pupil's SAS. The score is an estimate, not an exact measure of ability.
What affects its width?
The width depends on measurement precision and the standard error of measurement. Test-day factors can affect the observed score, but do not directly set the band's width.
How to interpret it?
Avoid overreading small SAS differences. Consider the four reasoning batteries alongside classroom performance and teacher observations.
Understanding CAT4 Scores: SAS, Percentiles and Stanines
CAT4 uses three main age-standardised score measures: Standard Age Scores (SAS), National Percentile Ranks (NPR) and stanines (ST). Each tells you something different about a pupil’s performance. Read them together, alongside their scores across the four reasoning batteries.
1) Standard Age Score (SAS)
The main CAT4 benchmark. SAS adjusts a pupil’s raw score for age and compares it with a UK standardisation sample of pupils of the same age. This UK-based comparison is also used by international schools.
- Average (mean)100
- GL average band89–111
- Best forAge-based comparison
About two-thirds of pupils fall between SAS 85 and 115. This statistical interval is wider than GL’s average stanine band (SAS 89–111).
2) National Percentile Rank (NPR)
Shows a pupil’s relative position among same-age pupils in the UK reference sample. An NPR of 73 means the pupil scored as well as or better than approximately 73% of that group.
- Scale1–99
- Midpoint50
- Best forUnderstanding relative rank
Remember: An NPR of 73 does not mean 73% of questions were answered correctly.
3) Stanines (ST)
A nine-band summary of performance. Stanines make results easier to discuss without treating small score differences as more meaningful than they are.
- Scale1–9
- Middle band5
- GL average bands4–6
Quick comparison
| Measure | Midpoint | Scale or reference band | What it tells you |
|---|---|---|---|
| SAS | 100 | Average band: 89–111 | Performance adjusted for age |
| NPR | 50 | Ranks 1–99 | Relative position among same-age pupils |
| Stanines | 5 | Bands 1–9 | Broad performance category |
Stanine bands at a glance
CAT4 stanines group scores into nine bands. Bands 4–6 are classed as average; 1–3 fall below average and 7–9 above average, with the outermost bands described as very low and very high.
| Stanine | % of pupils | Percentile range | GL classification | Corresponding SAS |
|---|---|---|---|---|
| 1 | 4% | ≤4 | Very low | ≤73 |
| 2 | 7% | 5–11 | Below average | 74–81 |
| 3 | 12% | 12–22 | Below average | 82–88 |
| 4 | 17% | 23–40 | Average | 89–96 |
| 5 | 20% | 41–58 | Average | 97–103 |
| 6 | 17% | 59–77 | Average | 104–111 |
| 7 | 12% | 78–89 | Above average | 112–118 |
| 8 | 7% | 90–96 | Above average | 119–126 |
| 9 | 4% | ≥97 | Very high | ≥127 |
Percentile and SAS boundaries follow GL Assessment’s published CAT4 stanine table; the percentages are approximate shares of the standardisation sample. Score reporting limits can vary by CAT4 level. Interpret scores using the school’s actual CAT4 report.
Educational illustration · Not an official report
What a CAT4 Results Page Can Look Like
This independently designed example shows how Standard Age Scores (SAS), National Percentile Ranks (NPR) and stanines can appear together. The score combinations are taken from GL Assessment’s example teacher report. Pupil details are fictional, and the confidence-band boundaries shown below are schematic, not official calculations. Actual school reports may look different.
| Battery | SAS | Percentile (NPR) | Stanine | Schematic score range (not a calculated confidence interval) |
|---|---|---|---|---|
| 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
CAT4 reports may show a 90% confidence band around a Standard Age Score (SAS). This reflects the uncertainty involved in measuring reasoning abilities and helps prevent overinterpretation of a single score.
- What it means: A confidence band provides a statistically estimated range around the observed SAS, accounting for measurement uncertainty. It is not a guarantee of a pupil’s exact underlying ability.
- What determines its width: The range depends on the assessment’s measurement precision and standard error of measurement. Fatigue, anxiety, or unfamiliarity with the test may influence observed performance, but do not directly determine the width of the confidence band.
- How to interpret differences: Small differences between SAS scores should not automatically be treated as meaningful. Consider the confidence bands, patterns across the four reasoning batteries, classroom attainment, and teacher observations.
Example: A SAS of 101 indicates performance close to the standardised average of 100. The confidence band in the pupil’s official CAT4 report provides additional context about measurement uncertainty. The ranges in our illustrated example above are schematic and should not be used as official confidence intervals.
CAT4 Learning Profiles: What Verbal and Spatial Bias Mean
CAT4 learning profiles compare Verbal Reasoning and Spatial Reasoning results to identify relative strengths in how pupils process information. GL Assessment classifies pupils into seven profiles: no bias, or mild, moderate, or extreme verbal or spatial bias.
These classifications are based primarily on the relationship between verbal and spatial stanine scores, while also considering ability levels. They can help teachers explore suitable learning support, but they do not establish fixed learning styles or predict exactly how a child will learn.
Even Profile (No Bias)
Most commonVerbal and spatial reasoning results are broadly similar, with no clear bias towards either area. This is the most common CAT4 profile, representing approximately 66% of pupils in GL Assessment’s reference distribution. An even profile can occur at high, average, or low overall ability levels.
- Combine verbal explanations, worked examples, and visual resources.
- Consider scores across all four reasoning batteries and classroom attainment.
- Avoid assuming that balanced scores mean equally strong performance in every subject.
Verbal Bias
Verbal strongerVerbal reasoning is relatively stronger than spatial reasoning. The difference may be classified as mild, moderate, or extreme. Some pupils may find discussing ideas, understanding written explanations, or using language to organise information easier. However, a verbal bias does not necessarily mean that verbal ability is above average.
- Explore verbal explanations, discussion, and written instructions.
- Support spatial tasks with diagrams, demonstrations, and physical models.
- Check understanding using examples and practical activities, not words alone.
Spatial Bias
Spatial strongerSpatial reasoning is relatively stronger than verbal reasoning, with mild, moderate, or extreme levels of bias. Some pupils may demonstrate strengths in visualisation, three-dimensional thinking, and working with shapes or diagrams. This does not automatically mean that spatial ability is above average or that the pupil must learn visually.
- Explore diagrams, models, demonstrations, and practical activities.
- Support language-heavy tasks with clear instructions and structured writing prompts.
- Connect visual examples with verbal explanations to strengthen understanding.
Important Limitations
CAT4 profiles describe relative reasoning strengths, not intelligence categories, diagnoses, or fixed learning styles. A profile may change over time, and its significance depends on both the difference between batteries and the pupil’s overall scores. Use the results alongside attainment data, classroom observations, and other relevant evidence.
When to Ask for More Context
If verbal and spatial scores differ considerably, ask the school how it interprets the results. For pupils with English as an Additional Language (EAL), language proficiency and educational background may be particularly relevant. Teaching approaches should be reviewed against the pupil’s actual classroom progress.
Official source: GL Assessment: Understanding Your CAT4 Data
CAT4 and School Admissions (Independent & Selective Entry)
Some schools use CAT4 as part of their admissions process to assess pupils’ reasoning abilities and learning profiles. This section explains how admissions teams may interpret CAT4 results, what other factors they consider, and why scores should not be treated as a universal pass-or-fail decision.
Where CAT4 Fits
- CAT4 measures reasoning abilities across four batteries: Verbal, Quantitative, Non-Verbal, and Spatial Reasoning.
- Schools may use results to understand learning potential, identify strengths, and inform admissions or placement decisions.
- Some schools combine CAT4 scores with interviews, school reports, attainment tests, and other assessments.
- Admissions requirements vary by school and year group. Always confirm the school’s assessment policy.
What Admissions Teams May Consider
- Reasoning profile: Strengths and differences across the four CAT4 batteries, rather than relying on a single overall score.
- Standard Age Scores (SAS): Age-standardised results that help schools compare a pupil’s performance with the relevant reference group.
- Individual circumstances: Language background, English as an Additional Language (EAL), and factors that may have affected performance on test day.
- Wider academic evidence: School reports, attainment data, interviews, and other assessments considered alongside CAT4 results.
Questions to Ask the School
- Is CAT4 required for admission, or is it primarily used for placement and learning support?
- Does the school use minimum CAT4 score expectations, and do these vary by year group?
- Do admissions teams consider the overall CAT4 profile or place more weight on particular reasoning batteries?
- How are EAL backgrounds or differences between verbal and non-verbal reasoning scores taken into account?
- What other evidence matters most, such as school reports, interviews, or attainment assessments?
- Are CAT4 results also used to identify opportunities for additional challenge or learning support?
- If a pupil’s results are uneven, what additional information or assessment might the school request?
Important: CAT4 admissions policies differ between schools, curricula, and year groups. A particular score does not automatically guarantee or prevent admission. For more on how selective schools may use CAT4 scores, interpret the four-battery profile, and assess applicants, explore our CAT4 admissions test guide .Applying to a school in the UAE? Many British-curriculum and international schools in Dubai, Abu Dhabi, and Sharjah use CAT4 as part of their admissions or student assessment procedures. However, requirements and score expectations vary by school. Read our CAT4 UAE guide for information about school assessment practices, CAT4 scores, and admissions considerations.
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?
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 feel a little complex at first, but once you understand what the test measures and how the scores are reported, the results can become a useful tool for identifying a student’s strengths and areas for support.
It is important to focus on the Standard Age Scores (SAS), percentile ranks, and the scores for each cognitive battery, and to compare them with national age-based norms.
Most importantly, CAT4 results should be used as a starting point for further discussion and investigation, not as a basis for firm conclusions on their own.