Every student is assessed before placement, including those who have played chess for years elsewhere. We are not simply checking what has been covered—we are assessing what can actually be used under time pressure. That distinction often produces a very different picture.

Our coaches look beyond familiarity with openings, terminology, or isolated techniques. We focus on how students think, make decisions, calculate, and respond when a position becomes unfamiliar or the clock is running. This helps us identify which skills are genuinely established, which areas need reinforcement, and what level of challenge will support meaningful progress.

Placement and promotion are therefore based on evidence: assessment performance, recent games, and—most importantly—whether the student can consistently apply a skill in practice rather than simply demonstrate that they know about it.

As students develop, their placement evolves with them. Progress is recognised through demonstrated improvement and consistent application, rather than simply completing a fixed curriculum.