The way our classes are divided and the levels we assign students to are quite unique in comparison to other schools so we have set out the following information to help explain how they work and how we arrived at them.
First and foremost our learning pathway has been carefully designed to provide an education which supports our nurturing ethos and child centred approach.
We know that there are aspiring performers in our midst for whom a career in the performing arts is all they dream of, whilst others will come simply because they love to dance, sing or act purely for it’s own merits alongside their other extra-curricular activities.
We support you whatever your reasons for choosing Flair and everyone is of equal importance to us.
We believe that everyone deserves their moment in the spot light and are careful to remember that shows and suchlike are as much about the experience as the execution – everyone gets their chance to be in the front, it is not a privilege it’s a joy and we want to share that with all of our students.
Our school is divided into two faculties, the Dance Academy and the Stage School.
Students may take classes in either or both of these faculties simultaneously.
Heading up Flair Performing Arts is Principal Lucy Merrett who established the school in 2002. A professional performer in her own right on both stage and screen.
When Flair was still fledgling, Lucy taught formally in schools as a teacher having gained a Batchelor of Science degree in Physical Education & Sports Science at Loughborough University.
Initially teaching at Primary level she moved into Secondary education after 5 years and delivered the GCSE & A-Level courses in Dance and Performing Arts for over 8 years before leaving to run Flair full time.
Alongside teaching at Flair Lucy still tutors students in Further Education and in 2016 co-wrote an nationally award winning syllabus for Nursery children which has since been distributed world wide.
She has built a commanding expertise from which she draws on to govern and guide the educational provision of the school.
Baby – Birth to crawling, crawling to walking, walking to 2 years
Preschool – 2 – 3 years, 3 years – School Start
Elementary – Year R & 1 (School Start – 6 years)
Primary – Year 2 & 3 (6 – 8 years)
Junior – Year 4, 5 & 6 (8 – 11 years)
Lower Senior – Year 7, 8 & 9 (11 – 14 years)
Upper Senior – Year 10 – 13 (14 – 18 years)
Adult – 18yrs +
Our own bespoke award system, devised by Principal Lucy Merrett, which runs alongside the IDTA grades & medals to provide ongoing monitoring of students learning in class and enables a termly presentation of awards & certificates to students.
The awards system features Elementary Level, Levels 1 – 12 & Graduate Level and is described in more detail on our Flair Performing Arts Awards page.
With the exception of preschool children (see below) our regular weekly classes are grouped on age and students typically move up to the next class at the start of the school year after they have progressed through an age boundary.
This is why on the timetable the ages overlap; School Start – 6 years, 6 years to 8 years for example.
Classes deemed suitable for “School start to 6 years” is aimed at students in Year R & Year 1 at school.
“6 years to 8 years” classes are aimed at students in Year 2 & 3 and so on.
In the same way that students stay in their class at school until the new school year so to do our students.
There are exceptions to this of course, we are realistic in appreciating that flexibility may be required for a number of reasons and it is the Principals discretion as to which class is offered to a student.
Preschool children move through the classes as soon as it is appropriate for them to do so, as such we provide baby classes which cater for different stages of development from birth – crawling, crawling – walking and walking – 2 years old. They may also overlap depending on interest in a particular class and if it is appropriate to do so.
The age boundaries of 2 and 3 years old have several transitions in them; walking – 2 years, 2 – 3 years and 3 years – school start. These are very much for guidance purposes only and a parent should aim to bring their child to the session in which they feel they will be most suited. Even within individual classes the development of the children will differ greatly and the class teacher will be able to suggest if they feel an alternative class would better suit.
Other times at which the age boundaries are blurred are when young siblings are brought to classes and the parent wants them to be in a session together. In this instance it is always our recommendation that parents put both children into the class that is most suited to the youngest student. This means that everyone is working at a level in which they can achieve success, the older student feels real prowess and the younger child is able to hold their own.