The requirement

As winners of a RIBA architectural competition, Hoskins Architects were selected to design the new facilities at the single site campus covering an area of 6,200m² which included refurbishment of the existing inter-war school building. The project comprised of a new 250 seat performance and teaching space and 2,000m² of dance and music space including 12 dance studios, four acting studios, one academic room and nine singing rooms.

The solution

Harlequin supplied and installed 184m² of fully floating Harlequin Activity sprung floor with Harlequin Standfast top surface and a 125m² Harlequin Allegro cushioned vinyl floor.

There is a science behind their products that gives us the reassurance we all need

Luis De Abreu, artistic director at Bird College, said: “As an outstanding provider of professional dance and musical theatre training, Bird College has used the very best products in our new facility.

“Harlequin floors are world-class and ensure that our students train on safe and state-of-the-art dance floors. There is a science behind their products that gives us the reassurance we all need.”

If you would like further information, advice and samples please contact us on 01892 514 888 or enquiries@harlequinfloors.com

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Sophie’s fellow Game of Thrones actress Gemma Whelan (who plays wise, loveable Kate alongside David Mitchell’s Shakespeare in BBC1’s Upstart Crow) and Poldark’s Ellise Chappell also had performance foundations laid at King’s. Recent Old Girls are currently studying at RADA, LAMDA and the National Centre for Circus Skills, and King’s High pupils have enjoyed private tours of RADA and LAMDA, through the school’s King’s Links programme, where former pupils show current pupils around their place of study.  

Last year, 183 girls sat LAMDA exams, and all passed with Distinctions and Merits. Performance – in Music, Dance, Acting – starts young, from Year 7 producing Plays in a Day, and acting in junior productions, to joint productions with King’s High’s brother school in the Warwick Independent Schools Foundation, Warwick School. Recent productions include a dazzling Narnia, with some mesmerising puppetry, and a performance of Oliver!, where the off-stage live band, comprising Warwick and King’s musicians, were so good, the audience thought they were listening to a West End recording!   

This summer, the schools celebrated 10 years of joint productions with a run of Les Misérables, Schools Edition. Pupils enjoyed a masterclass from theatrical royalty, when they rehearsed with John Caird, Co-Director, with Trevor Nunn, of the original Les Misérables. John read from his original directing notes, and gave the cast invaluable insight into their characters. Pupils have access to professional theatre spaces, with Warwick town’s Bridge House Theatre, and Warwick Hall.

A new, state-of-the-art King’s High school building is rising fast, with the Warwick Independent Schools Foundation’s  Project ‘One Campus’, which sees  King’s High moving to a new site alongside Warwick School and Warwick Preparatory School in 2019. Shared Drama facilities will include two amazing new studios, with sprung floor, a ‘black box’ mini-theatre, mirrors and dance bar. 

King’s High’s performance students enjoy some wonderful opportunities beyond school. In recent weeks, girls have been out, treading the boards – singing for the Birmingham Royal Ballet’s The Nutcracker, dancing and acting with local theatre groups and pantomimes, and performing with the Royal Shakespeare Company in Stratford.  Harriet Kelleher, who started at King’s last September, was a memorable Ghost of Christmas Future, haunting Phil Davis’s conscience as Scrooge in the RSC’s A Christmas Carol. She said, “I have always loved acting, so to be able to perform on stage at the Royal Shakespeare Theatre was a dream! My teachers have been so supportive with my dream of becoming an actress and continuing with my studies.”

Headmaster, Richard Nicholson said, “I am delighted to misquote Noel Coward – ‘The Master’ himself – and say: ‘Do put your daughter on the stage’, because King’s High drama is flourishing at school and beyond, from Stratford, to RADA and Hollywood.” 

For further info visit kingshighwarwick.co.uk

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Rosemary is currently founder and joint CEO of theatre company Trafalgar Entertainment, and also a former pupil at the school, and the new centre has been named after her.

A special event was organised to mark the official opening of The Squire Performing Arts Centre, ’the space,’ when guests were able to see this fantastic facility for themselves, and enjoy a gala performance of the school’s first major production in ‘the space’: Grease.

The development has been made possible thanks to the Girls’ Day School Trust (GDST), the leading group of independent girls’ schools in the UK who contributed an initial £7.5m to the project. The remaining £1.5m was raised through a Raise the Curtain campaign chaired and supported by Rosemary Squire and other donations from various trusts and patrons, including Nottingham philanthropist Sir Harry Djanogly, school alumnae, parents, students and friends of the school.

Their generosity has been acknowledged by naming rooms in ‘the space’ after them, including the main auditorium named after Lady Carol Djanogly (wife of Sir Harry Djanogly) and a studio named after Jenny Farr MBE – an alumna and former governor of the school. Generous support from The Garfield Weston Foundation will be recognised with the naming of the 74 seat studio theatre. Individual and group donations have also been acknowledged through gold, silver and bronze leaves on an art installation, the Donor Tree, which takes pride of place at the entrance to the centre.

This modern, new addition to the existing facilities will be used across the whole school providing performance space for the youngest girls’ right through to the Sixth Form, enhancing the teaching, learning and performance of music and drama at the school.

The centre will also be available for use by community groups, arts organisations, other schools and businesses, beyond school hours. It has been purposefully designed to widen access to the arts and for developing community led projects. Nottingham’s schools and vibrant local dance, music and theatre groups will now have access to high-quality, affordable space for teaching, rehearsal and performance – a provision that has so far been limited.

The building has been designed by Nottingham architectural practice MarshGrochowski and was built by Balfour Beatty.  It comprises a flexible 334 seat performance space with a 260 seat multi-purpose auditorium which, through the use of floor lifts, is divisible into two separate teaching and performance areas creating a separate 74 seat studio with dressing rooms, a multi-purpose rehearsal studio and green room as well as a café bar and breakout spaces. The acoustics are designed to ideally suit both musical productions and dialogue based performances and conferences.

The theatre also has an orchestra pit and control rooms with professional technical equipment, and a tension wire grid above the auditorium allowing safe access to lighting rigs and industry standard equipment, and enabling students to learn the professional skills of the theatre technician.

The opening of ‘the space’ has also created career and employment opportunities. Steve Ridgway, formerly of Nottingham Playhouse, has been appointed as the centre’s technical manager and will be supported by additional technicians along with openings for café bar and front of house staff.

A management committee has been set up to oversee the centre’s non-school use by the local community and external bodies.  This committee comprises representatives from Nottingham City Council, local arts organisations and the school, as well as local residents. With their input, a programme of events including plays, seminars, musical events, dance, workshops and activities will be devised to help develop a thriving community space within the city.

We are delighted to be opening our new performing arts centre and I’m sure it’s going to be a great addition, not only to the school, but also to the local community, and that’s really important – Julie Keller, Head of Nottingham Girls’ High School

Julie Keller, Head of Nottingham Girls’ High School, said: “We are delighted to be opening our new performing arts centre and I’m sure it’s going to be a great addition, not only to the school, but also to the local community, and that’s really important. With the many different facilities available, our girls will be able to learn many different theatre skills. Whether they’re interested in acting, singing, lighting or sound, there will be something for everybody.”

Referring to the imminent opening and naming of ‘the space’, Julie added: “As a result of Rosemary’s association with the school, the role she played in spearheading and supporting the fundraising and her status in the world of theatre, it is only fitting that the centre be named after her.”

“I had a fantastic time at Nottingham Girls’ High School, which instilled a love of the arts in me that encouraged me to pursue my career in theatre,” said Rosemary Squire. “It is therefore a great honour to not just have been involved in the fundraising for this new performing arts centre, but also to have my family name connected to a place that was so important to me. I can’t wait to see both the school and the local community benefit from it and to be in the audience for its many future exciting productions.”

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The ballet pits evil, embodied by the sinister Carabossa, against good, and the acrobatic, frenetic dancing of mischievous fairies provided a clear dramatic and visual contrast to the graceful elegance of the courtiers, christening guests, pages and friends.

The named fairies – of love, joy, playfulness, song and beauty – all had individual character as well as charm and gave a wonderful example to the youngest dancers, quite enchanting as the good fairies. The costumes, make-up and effects were of the highest standard, not least in the representation of wild nature, conveyed through the abandoned dancing of the woodland fairies. 

Their fluent and professional dancing was faultlessly complemented by the poise of Abbie Mellor and Tara Williams as the Queen and the Lilac Fairy

Romance, of course, is the key to this ballet and the love story was portrayed with great sensitivity by Leah Constantine as Princess Aurora and Thalia Ballinger as the dashing prince. Their fluent and professional dancing was faultlessly complemented by the poise of Abbie Mellor and Tara Williams as the Queen and the Lilac Fairy.  

The versatility of this talented cast of 60 girls, with ages from 4–17, came across perfectly in the fantasy of the wedding scene peopled with nursery rhyme figures, and in which each dancer gave her role a colourful and imaginative personality. Pace and grace; interaction and reaction; discipline and joyous delight – this de Braam Academy production had them all.

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Guests were transported to the rolling hills of Austria as sixth former Lydia, starring as Maria, struck the familiar notes of titular song, The Sound of Music.

The entertainment continued as the cast, including Year 12 pupil James as Captain Von Trapp, got the audience singing and clapping along as they wowed with their renditions of Favourite Things, Edelweiss and Sixteen going on Seventeen.

The pupils embodied their characters beautifully and conveyed the poignant message of the story excellently – Helena Berkeley, Kingham Hill Latin Teacher and Sound of Music Director

Helena Berkeley, Kingham Hill Latin Teacher and Sound of Music Director, described the pupils’ effort as “incredible”. She also said: “I am so proud of all our pupils that took part in the production. From the outset, the pupils have been a joy to direct and their enthusiasm and excitement carried the show along. The pupils embodied their characters beautifully and conveyed the poignant message of the story excellently. The cast described themselves as a family and they really did work together so well, always supporting and encouraging each other. I hope that their experience of being a part of this show is something that will live with them forever.”

The pupils produced fantastic performances across the three evenings to rapturous applause from family, friends and the school community and concluded the run with a sold out final night.

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Our Head of Art, Becky Shepley, quotes Henri Matisse: ‘Creativity takes courage.’ 

We want girls to be innovative and creative thinkers, at ease with unexpected perspectives and fresh ideas. Our senior girls are avid speakers and debaters, keen to express their view of the world, but the arts offer them the opportunity to work collaboratively to express ideas and feelings. In particular, the arts allow older and younger girls to work together in the camaraderie and excitement of putting on a play or a concert and junior girls are inspired to emulate the older girls who are exceptional pianists, nerveless soloists or talented lead actors, knowing that their turn in the limelight will come as they progress through the school. Sixth formers act as role models to younger girls, choreographing the dance routines for their shows, mentoring girls in art club and leading small cello and flute ensembles. 

Public performance develops confidence and the ability to take a risk and stand in the spotlight as an individual or as part of a group. These are essential qualities and skills for the young woman who wishes to make a successful career in the modern workplace where articulacy and presentational skills are prized attributes and the capacity to work well in a team is always listed as a key requirement of any post.

At Bromley High, creative arts are not simply bolt-on extra-curricular activities, our whole approach to learning is inherently creative

At Bromley High, creative arts are not simply bolt-on extra-curricular activities, our whole approach to learning is inherently creative. In the junior school, the learning in the classroom is enriched through an immersion in language – through story-telling, creative writing and drama. As part of the co-curricular programme, girls work with a professional storyteller to learn the lost art of telling folk tales. Words and ideas are at the heart of all we do to stimulate the girls’ curiosity and imagination through diverse programme of visits, activities and festivities. Dressing up is a visual expression of girls’ vivid imaginations at work – as is richly evident in the saris and sunflower dresses on India day and ‘Swinging Sixties’ day or the costuming of the huge range of plays, concerts and productions each year. 

The government’s most recent educational initiatives – the lack of recognition of arts subjects in the E-Bacc, the, thankfully abortive, attempt to remove History of Art from the A-level curriculum, the constraints of the new funding formula for state schools – all point to a tendency to undervalue the arts in favour of traditional subjects or the much-promoted STEM subjects. Of course, we sympathise with the drive to open up the world of science and engineering to young women. We encourage girls to engage in a whole range of STEM activities – recently Y8 and Y9 had a flight engineering workshop with the RAF and our robotics team reached the National Finals of the VEX Robotics Championship. Yet, more accurately, our emphasis is on STEAM – science, technology, engineering, arts and mathematics. 

This is a complex, unstable, exciting world where our young people will need to blend technological understanding with creative energy and intuition if they are to become the leaders of the second half of the 21st century. 

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Wonder pulls at the heartstrings with the tale of little August Pullman, following his first year at secondary school. Along the way, the story explores the complexities of school life and growing up while also emphasising how easy it is to hurt people, exploring social diversity and demonstrating how everyone has the potential to ‘choose kind’.

We are lucky to have such talented, thoughtful young people and the means by which to stretch their creative arts experiences – Naomi Lord, Bolton School Boys’ Division Director of Drama

Bolton School Boys’ Division Director of Drama, Naomi Lord, said, “It’s difficult to find suitable superlatives to describe the quality of the cast’s performance when Wonder is the title of the show. The quality of writing, peer-direction and performance were particularly impressive. I’m expecting wonderful things from this talented collective as they progress to senior productions. We are lucky to have such talented, thoughtful young people and the means by which to stretch their creative arts experiences.”

The promenade production used different venues around the Boys’ Division to create a variety of settings. The Great Hall was used for assembly scenes and became the Pullman household. The rear of the hall stood in as a classroom for 100 people, with the cast playing children sitting among the audience to create an authentic ‘classroom’ feel. There was a move to the dining hall for scenes set at lunch, and even the corridors were put to use as the cast travelled the route to their summer camp: the studio theatre, which was transformed into the outdoors with tents, a campfire, and disco ball ‘starlight’.

The three performances of Wonder were a huge success, with appreciative audiences coming away with a real sense of ‘wonder’. Boys’ Division Headmaster Philip Britton and Girls’ Division Headmistress Sue Hincks both offered their congratulations to the cast and crew of the show, as did numerous parents and members of staff on the night and via social media following the production.

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The cast was made of up of pupils from years 7 to 13 and for some this was their stage debut.  Backstage, the school’s hi-tech sound and light system, worthy of a West End theatre, created a dramatic backdrop for this gritty show.  For the first time, the challenging lead role was shared between two young Billys through the six performances, as a precaution against injury, growth spurts or a voice breaking.

Rikki Jackson, Director of Drama, Dauntsey’s said: “This was an ambitious and physically demanding production for the School but the quality and energy from the cast was outstanding.   We have been working hard at rehearsals since September and all the effort certainly paid off in a show which was moving, exciting, thought-provoking and, most importantly of all, great fun.”

“Being involved either on stage or behind the scenes in a production of this standard really inspires and motivates our pupils and I am pleased to say that the Performing Arts at Dauntsey’s continue to thrive,” concluded Rikki.

 For further information about Dauntsey’s School and its Drama programme, please visit www.dauntseys.org.

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The English Baccalaureate (EBacc) was introduced in 2010 and the government expects pupils who started year seven in September 2015 to take EBacc subjects when they reach their GCSEs in 2020. Expressive arts have been excluded from the EBacc, on the grounds that the programme is for ‘academically rigorous’ subjects. This goes to show how, already, creative subjects are undervalued. In contrast, the International Baccalaureate (IB) Middle Years Programme (MYP), which is growing in popularity in the independent sector, covers eight subject areas including training in arts, physical education and design.

Creative skills are essential for tomorrow’s workforce. In his book The Arts Dividend: Why Investment in Culture Pays, chief executive of Arts Council England Darren Henley, says: “Studying cultural education subjects such as Art and Design, Dance, Drama and Music in the classroom should be a part of every child’s education throughout their schooling… The benefits of a sound cultural education are wide ranging, developing a child’s knowledge, understanding and skills.”

Arts subjects such as music, drama, art and design teach emotional strength, resilience, team work, communication (physical, verbal and written), resourcefulness, problem-solving and organisation. But it’s not just about transferable skills. In an increasingly academic, results-driven climate, arts and sports subjects offer a creative and physical outlet, to get away from the desk and outside, moving around, learning in stimulating ways. These subjects are assessed, but away from the traditional confines of the classroom.

There’s a lot of talk in the education sector, quite rightly, about the importance of STEM (science, technology, engineering and maths) subjects, which are helping train the workers of tomorrow that UK industry needs. However, universities and employers frequently quote soft skills such as creativity, communication, group work and problem solving as the qualities they look for in graduates. So I propose that we add the arts into our favourite acronym buzzword and start talking more about ‘STEAM’.

A petition to add expressive arts subjects to the EBacc, which received over 102,000 signatures, was recently debated in parliament. You can read the transcript here and watch the meeting on Parliament Live here.

Stephanie Broad is editor of Independent Education Today, Independent School Sport, Building 4 Education and Academy Today.

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Nick Gibb proved the point beautifully on a radio show when he failed to give the correct answer to an absurd grammar question set for an 11 year-old.  

As the founder and principal of a performing arts company for children aged four to 18, it’s no surprise that I think performing arts enriches children’s lives – but I also believe it is extremely educational, and across a surprising number of disciplines.  

So I say scrap the SATs and let’s use that time to give primary school children performing arts training instead.  

Drama, music, dance – all wonderful things to learn in their own right, but performing arts can help with the three Rs as well, adding a healthy dollop of self-esteem into the pot too; something that SATs seem to be responsible for diminishing in our children. 

English and communication

There’s no doubt that drama helps with English. Learning lines helps reading skills and sharpens the memory, and delivering lines improves oral communication skills and diction, which is, after all, the way we communicate most of the time with each other in life.  

Let’s not forget that plays and musicals are stories – with beginnings, middles and endings!  Children get to look at characterisation, character motivation, storylines, the effects of language on the audience. They learn emotional intelligence too, and gain an understanding of empathy. A really important part of drama is seeing life from others’ viewpoints – even those whom you might have been quick to judge, until you actually had to be them. As Atticus says to Scout in To Kill A Mockingbird: ‘You never really understand a person until you consider things from his point of view … until you climb into his skin and walk around in it.’  

Children who take part in drama and performing arts always show a marked increase in confidence levels

History

Plays help with history. The historical context of a play needs to be understood before it can be performed. Actors spend as much time researching the social and political times of the piece they are performing as they do their character. Plays give a wonderfully detailed insight into a moment in history, spark much lively discussion about history and often tell the story of an important historical event. 

Geography

Read the paragraph above, and replace ‘history’ with ‘geography’. 

Confidence

All the world’s a stage – and performing arts does wonders for confidence. Children who take part in drama and performing arts always show a marked increase in confidence levels. Once a child has stood in front of an audience, or even just their fellow players, and acted a part, or sung a song, confidence levels will start to rise. Yes, it can be terrifying, but it is also thrilling, and is a huge achievement. The more that a young actor performs, the more skilled she becomes at speaking while all eyes are on her – and this is a very useful life skill to have, whether you are presenting in a boardroom, selling to an individual customer, teaching a classroom of students, or simply socialising and making friends.

Maths

Music helps with maths – OK, bear with me here! There are many studies that have suggested that children and adults with musical training have heightened skills in an area called executive functioning. This includes the mental processes that allow our brains to focus, remember multiple instructions, plan, and multitask. These skills are very handy generally, but particularly so in mathematics.

Commitment

If you’re not at school for a maths lesson, someone else doesn’t need to do your maths for you. But if you miss a rehearsal, someone else does need to step into your part. Teamwork is essential when putting on a show – everyone depends on someone else for the show to work. Performing arts teaches you what it’s like to have to show up, to have to commit to something. A bit like work. A bit like life.  

Exercise

Performing Arts is active. You need to get up and get stuck in. Dancing, singing, acting – these are all physically challenging, so fitness levels soar. And so do those endorphins that help to create… 

Joy

Performing arts is joyful. It also helps people to make and cement friendships, and maybe those friendships will be with someone that you may not have connected with any other way. Experiencing joy knocks stress levels for six and givens children a reason to get up in the morning and grab life by the scruff of its neck. And anything that is fun will mean that children will want to go to school, and will help with the learning process. Which is where we started really, with learning. 

Sophie Boyce is an ex-Channel 4 scriptwriter and founder of Spirit YPC

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