This page explains how centre-based and/or online teaching, assessment, practice and progress reporting work at Champs Learning. Programme details may differ by year group and examination, so parents will also receive information specific to their child's course.
Before or near the beginning of a programme, we gather information about the student's current attainment and goals. Students can establish their starting point through assessments designed to understand their current skills and learning needs. Champs Learning also provides full-length tests that simulate real 11 Plus exam conditions, followed by performance analysis and teacher discussion.
The purpose is to identify what the student already understands, where misconceptions or missing knowledge may be limiting progress and which priorities will have the greatest impact. A starting-point assessment is a planning tool; it should not be treated as a permanent label.
Assessment evidence is translated into a set of learning priorities. These priorities may include closing a prerequisite gap, keeping pace with current school work, strengthening a core skill such as comprehension or algebra, or preparing for a defined examination.
Priorities should be specific enough to teach and review. For example, “improve Maths” is too broad; “solve two-step linear equations accurately and explain each operation” gives the teacher and student a clearer target.
Lessons combine clear explanation, worked examples, questions, guided practice and independent application. Teachers check understanding during the lesson and adjust the level or pace when the evidence shows that a concept is either insecure or already mastered. Most classes comprise of 5–8 students, while 11+ can have up to 10 students. Each subject is taught through one-hour lessons. For all programmes other than 11+, the teaching follows the CAP approach: Concept, Application and Practice, ensuring students first understand the concept, then learn how to apply it before reinforcing their knowledge through practice and homework.
The 11+ programme follows a more specialised structure focused on developing reading, comprehension, vocabulary, mental maths and exam technique. Students are encouraged to develop strong reading habits, with approximately one chapter covered per lesson, followed by reading comprehension homework based on that chapter. Vocabulary development is supported through digital vocabulary resources, with vocabulary and comprehension tests conducted at the end of each month to monitor progress. Students also work through a Speed Maths book containing 365 exercises, completing approximately one exercise per week to build mental maths speed and accuracy. Key concepts are reinforced through engaging, story-based concept videos, alongside regular practice tests to build familiarity with exam-style questions, improve accuracy and develop confidence.
Students should be encouraged to explain their reasoning, not only state an answer. This helps teachers distinguish a secure method from a lucky answer and makes it easier to identify the point at which an error occurred.
Homework is assigned weekly, and at the start of each lesson there will be opportunities for students to discuss the homework for the week with the teacher. Where practice is assigned, it should reinforce recently taught material and provide enough repetition to build fluency without replacing explanation and feedback. Completed work is most valuable when errors are reviewed and used to plan the next step.
Assessment can be informal or formal. Short questions, classwork and homework help teachers check understanding frequently. Students are assessed every 4 weeks through topic tests, homework, classwork or mock examinations, which can show whether knowledge remains secure across a wider set of topics and under timed conditions.
After a test, the score is only the beginning. We review patterns such as misunderstood concepts, incomplete working, weak time management and avoidable accuracy errors. These findings should produce clear actions for future lessons and home practice.
Progress is measured against an appropriate baseline and across more than one piece of evidence. Depending on the course, this can include:
A single high or low result can be affected by the topic, paper difficulty, health, attendance or other circumstances. Trends across comparable evidence provide a more reliable picture.
Parents receive feedback at the end of each lesson, students are tested, and feedback is given to both. Useful feedback explains the learning completed, the evidence of progress, the remaining priorities and what the student can do next. Where a concern persists, the team should arrange a focused review rather than waiting for the next routine report.
Slower progress does not have one automatic cause. The teacher may review prerequisite knowledge, lesson level, attendance, homework completion, examination timing and the student's confidence or approach. Through this they can provide guidance, feedback and additional support to both parents and students in order to help students improve their understanding and exam readiness.
Parents can help by sharing relevant school information, ensuring the student attends with the right materials, supporting a realistic practice routine and raising concerns early. The goal is a clear partnership in which the student understands what they are working towards and why.
Book an initial assessment to determine starting point or explore our curriculum courses.