I thought that the new CEM test was meant to mean that there was to value in tutoring. To the extent previously for 11plus? Do people think this is the case or not?
It is more closely aligned to what they will be doing at school - focussing on vocabulary particularly, and maths skills, whereas the old style VR tests didn't bear much relationship to schoolwork, were much more formulaic and the methods for solving them could be taught and practised. So it is probably true to say that the new tests are more resistant to tutoring, particularly in the way they test vocabulary and comprehension, which are skills which will be enhanced more by plenty of reading.
A wide vocabulary - particularly the type of words CEM often use which are outside the lexicon of a typical 10/11 year old - isn't something you can tutor into someone. There are just too many potential words out there to reliably pick some and teach them.
CEMs "numerical reasoning", as opposed to conventional maths, tests the ability to derive information from a question (mathematical comprehension if you like) rather than just the ability to solve a sum presented in simple form. Again the ability to apply logic and understanding is thought to be a more accurate indicator of ability (i.e. less tutorable) than just being able to do the maths at Y5/Y6 level.
And the speed element of CEM exams, with tighter timescales, and no chance to use spare time on one section to make up for a shortage in another, is designed to both reward speed of thought (another trait which isn't easily tutored and is seen as a good reflection of raw ability) and to ensure that each section can be assessed independently.
So is it "tutor-proof"? No. Certain skills - the actual maths, how do work with worded maths questions, how to approach comprehension, how to cope in an exam situation, etc. can of course benefit from practice. But is it more resistant to tutoring? Possibly. A well read, fast thinking, logically minded student will have an advantage over one who doesn't have those attributes, and those aren't easily tutored for.
But that doesn't mean that people won't tutor, or that given two students who were otherwise equivalent the tutored one might not gain some marginal advantage (and in a competitive environment a marginal advantage may be all that is needed). Hence people do use tutoring because they don't won't to give away that advantage, and once some do then everyone else feels they have to. So the tutoring culture is probably here to stay, and all the assessment organisations like CEM can do is try to tailor their tests to minimise the effect that tutoring will have and keep the playing field as level as they can make it.