The Royal Ballet School has refined its approach to student evaluation through a distinctive assessment strategy that prioritises learning over performance alone. Across its full-time programmes, Associate sessions, and the Affiliate Training and Assessment Programme (ATAP), the School applies a process-focused model that encourages artistic growth, technical mastery, and personal development.
Unlike many ballet organisations that rely on final examinations as the sole indicator of progress, the Royal Ballet School emphasises continual assessment throughout the year. Students are observed regularly by faculty members, with feedback sessions used to track individual progress in areas such as coordination, musicality, and interpretative ability. These evaluations help educators tailor instruction to the needs of each dancer rather than applying a uniform set of benchmarks.
Within the ATAP framework, the philosophy behind assessment is equally nuanced. Teachers do not prepare students for externally graded exams. Instead, they guide them through six training levels that include both movement studies and contextual learning. Assessment material is created and taught by the affiliate instructors, who then film student performances and submit them to the Royal Ballet School for moderation. This decentralised model empowers teachers to adapt their approach to their students’ strengths and local training contexts.
Each assessment level focuses on multiple domains. Movement studies cover ballet vocabulary, qualitative movement skills, and physical conditioning. Contextual studies, meanwhile, explore areas such as choreography, repertoire interpretation, and appreciation of the art form. By incorporating these diverse components, the Royal Ballet School ensures students are not only physically competent but artistically literate.
This strategy is particularly valuable in the formative years of training. Younger students in programmes such as Junior and Mid Associates often struggle with performance anxiety tied to traditional examinations. The School’s process-based assessment model alleviates pressure by shifting the focus to exploration and curiosity. Dancers are encouraged to view each assessment as an opportunity to showcase what they’ve learned, rather than as a test to pass or fail.
The moderation process used in ATAP adds an additional layer of quality assurance. Submitted videos are reviewed by trained assessors affiliated with the Royal Ballet School, who evaluate based on pedagogical criteria rather than rigid outcomes. This helps uphold the School’s standards while also fostering consistency across its global network of affiliate teachers.
At the core of the School’s assessment philosophy is a belief in reflective practice. Students are routinely asked to evaluate their own work, whether through written journals, post-performance discussions, or one-on-one coaching. This develops self-awareness and accountability—traits essential for longevity in the demanding world of ballet.
Professional development sessions offered to teachers in the ATAP programme also reinforce assessment strategies. These workshops include guidance on designing training materials, delivering constructive feedback, and fostering a growth mindset. Teachers learn how to structure sessions that balance technique and creativity while helping students remain motivated through steady progression.
The Royal Ballet School’s approach to assessment redefines how success is measured in ballet training. By prioritising growth, context, and reflection, it equips dancers with the skills to adapt and thrive—not just on stage, but throughout their careers.