Structured, inclusive performing arts education — for children who love the stage and for children who have never stood on one.
Performing arts education is often treated as a supplement to core learning — something added when there is time and budget, and cut when there is not. We take a different view. Drama, movement, and musical theatre develop skills that sit at the centre of a child's ability to engage with the world: communication, collaboration, self-regulation, empathy, and the courage to try something in front of other people.
These are not soft skills. They are foundational. And for many children — particularly those who find traditional academic routes difficult — the performing arts are not peripheral. They are the way in.
Annarie Boor has worked as a performing arts educator for over a decade, with a teaching specialism that spans drama, dance, and musical theatre. Her practice is rooted in the conviction that every child can participate — and that participation, over time, is transformative.
"The child who cannot speak up in class will often find their voice on a stage. Not because the stage is easier — because it is different. And different is sometimes all it takes."
Sessions are available in several formats, shaped around age, ability, group size, and what a school or family is trying to achieve.
Weekly or termly group sessions for children from early years through secondary. Activities build progressively — physical warm-ups, character work, scene construction, devised pieces — with an emphasis on ensemble over performance.
For children who need more focused support — those with specific performance goals, children who find group settings difficult, or young people working towards an audition, examination, or transition. Fully tailored to the individual.
School holiday intensives that give children the chance to explore a dramatic theme, develop a short piece, or simply experience several days of sustained, focused creative work. Designed for mixed-ability groups with an inclusive approach throughout.
We work alongside school drama departments and class teachers — delivering sessions, co-facilitating projects, and supporting the integration of performing arts into broader curriculum work. Particularly suited to primary schools without specialist arts staff.
All group sessions are designed to be genuinely inclusive — not inclusive in name only. Annarie's SEN background means that adaptations are not afterthoughts; they are built into the planning from the start. Children with additional needs are welcomed in all settings.
Musical theatre sessions combining drama, song, and movement — for children who want to perform and for those who are not sure yet. No prior experience required. A gentle, structured introduction to the combined form, with space to discover what each child enjoys.
School partnerships are built around what a school actually needs — not a fixed programme imposed from outside. We begin with a conversation about the children you are working with, the gaps you are seeing, and what you want the arts to achieve within your curriculum or enrichment offer.
From there, we can work flexibly: a one-off workshop, a half-term residency, or an ongoing partnership across the year. We bring planning, materials, and facilitation — you bring knowledge of your children. The best partnerships work because both sides are genuinely invested in the outcome.
We are particularly interested in working with schools serving children with additional needs, children from disadvantaged backgrounds, and children who have historically been under-served by arts provision — because those are the children for whom this work matters most.
Whether you are a parent looking for sessions for your child or a school exploring a partnership, we would be happy to talk through what might work.
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