Susi Earnshaw Theatre School Review 2026: Full time stage school with small cohorts

Current GCSE data gives a fuller but small-cohort picture. There are 11 KS4 pupils recorded, with an Attainment 8 score of 28.2, 63.6% achieving grade 4+ in English and maths, and 45.5% achieving grade 5+ in English and maths. These official measures should be read cautiously for such a small specialist cohort, but they give families more context than pass-threshold statements alone.

The practical implication is that results should be evaluated like you would evaluate a specialist provision, by asking questions about how academic progress is tracked and stretched for higher prior attainers as well as supported for those who need more scaffolding. The July 2025 ISI report raises concerns about how rigorous progress tracking and analysis is, which is relevant here because small cohorts can make individual progress look strong while still masking inconsistencies in assessment and curriculum coverage.

The school positions itself as running a broad academic offer alongside specialist vocational training. Its “typical day” description makes clear that academic school days occur on Tuesday, Wednesday and Thursday, with core topics in Maths, Science and English plus additional subjects referenced via the curriculum pages. The intent is clear, tight classes, direct support, and an academic core that does not get displaced by performance training.

On the vocational side, admissions are explicitly based on aptitude demonstrated through audition in drama, dance, singing, or instrumental performance. That tells you something important about classroom culture, many students will be used to critique, rehearsal loops, and performing in front of others. For the right child, this can be deeply motivating, feedback is normalised, confidence grows through repeated exposure, and resilience is practised rather than preached. For a child who finds performance anxiety debilitating, it may feel relentless.

Curriculum breadth is one of the key questions for any small specialist school. The July 2025 ISI report states that leaders had not reviewed how consistently subjects in humanities and technology are covered in the wider curriculum, and that teachers’ planning is not always supported by sufficiently rigorous tracking of pupil progress. For parents, the implication is to probe how timetabling works across the week, what humanities and technology look like in practice, and how the school ensures students have the knowledge base to keep options open at 16.

The published destinations content focuses on further study in performing arts and related pathways, with named institutions across dance, music, musical theatre, acting, and technical theatre. Examples listed include The Place, Laban, Bird College, Guildford Conservatoire, the Institute of Contemporary Music, and established drama training routes such as LAMDA, Rose Bruford, and Central School of Speech and Drama. This kind of list is helpful because it shows the school is thinking in concrete next steps rather than vague aspiration.

It is also worth reading those destinations in context. Most are post-16 or post-18 training routes, while this school’s upper age is 16. In other words, the immediate transition for many students will be to sixth form colleges, specialist sixth forms, or performing arts colleges. Families should ask which routes are most common for leavers at 16, how many continue into full time vocational training immediately, and what academic guidance is provided for students who want to keep more conventional academic sixth form options open.

Admission is audition-led. After completing the application process, families are contacted to arrange an audition date, and students perform for up to five minutes in one of the disciplines. Selection is described as being based on vocational aptitude alongside school reports and information made available to the school.

This is effectively a specialist-fit assessment. The implication is that preparation is less about rehearsing a single perfect piece and more about choosing material that reveals potential, confidence, and willingness to take direction. A child who is technically able but cannot respond to coaching may find the process harder than a child with raw potential and strong teachability.

The school does not present a single fixed deadline on the public-facing admissions page. The most realistic assumption is that auditions operate on a rolling basis, subject to cohort capacity. Families should contact the school early for the current audition timetable and availability in the relevant year group.

Pastoral support in a small specialist school often depends on relationships and day to day visibility, and the staff structure suggests a close-knit team, with named pastoral roles and a clearly identified safeguarding structure.

However, safeguarding and compliance strength is also about systems, record quality, and external liaison. Inspectors highlighted that safeguarding-related processes were not consistently robust, including liaison with external safeguarding partners, detail in safeguarding records, and aspects of visitor identity checks, and concluded that safeguarding standards were not met consistently at the time of inspection. This does not mean pupils are unsafe day to day, but it does mean families should ask direct questions about what has changed since July 2025, including training, record-keeping, and oversight arrangements.

The report also notes a “life skills” programme with weekly lesson content promoting mental wellbeing, and a culture that prioritises mental health and personal development. For many students in performance-heavy settings, that kind of structured support matters because identity, confidence, and comparison pressure are live issues.

Extracurricular here blends into the main offer, because performance is not an add-on. The school describes after-school clubs running 3.45pm to 4.30pm, plus a Friday afternoon Performance club from 3.00pm to 4.30pm held in the 150 seat theatre, where pupils perform chosen acts and receive feedback. That is a clear example of the school’s approach, regular low-stakes stage time designed to build confidence and performance craft through repetition.

The public performance calendar is also unusually full. The school outlines annual showcases including a dance show, a Christmas show linked to Barnet Christmas Fayre, and an annual Christmas professional panto with past titles listed. These are practical training environments, students rehearse to deadlines, work with production constraints, and experience the discipline of performance weeks.

Beyond the building, the school cites participation in the London New Year’s Day Parade, including a claim of performing in front of around half a million people at the parade showcase and raising £24,000 for local charities across the relevant period. For the right student, experiences like this turn “confidence” from a generic virtue into something learned under pressure.

Fees & Financial Aid

For 2025 to 2026, fees are listed as £4,500 per term, stated as £13,500 per annum, plus VAT. A £1,000 deposit is payable on acceptance and is held to be offset against the final term’s fees. The school also states a 10% reduction per term for second and subsequent siblings.

Additional costs are signposted, with the school noting extra charges for individual private lessons, small group lessons and after-school clubs, and that pupils are responsible for examination fees and text books.

On financial assistance, the school’s public materials do not set out bursary arrangements in the same clear quantified way that many larger independent schools do, but the Independent Schools Council listing indicates that drama scholarships and music scholarships are offered. Families for whom affordability is a deciding factor should ask admissions what scholarship support typically looks like in practice, whether any means-tested help is available, and how awards interact with the published fee figure.

Transport access is unusually straightforward for a specialist school drawing from a wide area. The school describes being at the end of the Northern line, with High Barnet station a five minute uphill walk, and it lists extensive bus routes stopping close by, plus New Barnet mainline station as a nearby rail option.

For drivers, it highlights a council car park directly opposite the rear of the school and other local parking options, which can matter for early starts, late rehearsals, and show nights.

Term dates are published for Spring, Summer and Autumn 2026, and families should read these closely because performance seasons and rehearsal demands often cluster around end-of-term production periods.

Wraparound care is not described in the published material in the way a mainstream primary would present breakfast club or after-school care, so families needing formal childcare coverage should clarify what supervised provision exists outside the academic and rehearsal timetable.

• Inspection and compliance trajectory. The July 2025 ISI report found safeguarding standards not met because leaders do not always refer safeguarding concerns promptly to relevant agencies, safeguarding records do not include sufficiently detailed rationale for decisions taken, and visitors’ identities are not always checked on arrival. Three of five standard areas were not met overall. Families should ask what has changed since July 2025 in referral procedures, record quality, and external oversight.

• Curriculum balance in a specialist timetable. Academic days are stated as Tuesday to Thursday, which can work well for focused teaching in small groups, but it raises obvious questions about breadth and consistency across subjects, particularly humanities and technology, which the inspection report highlights as an area lacking review.

• Very small cohorts. A capacity of 60 can be a major positive for individual attention, but it also reduces social and subject option breadth compared with larger schools. It is worth thinking about what happens if your child’s friendship group shifts or if they want a less performance-centred identity at 14 to 16.

• Aptitude-led admissions. Entry is through audition and vocational assessment, so a child who likes performing casually may find the day to day focus more intensive than expected.

This is a sharply specialist choice, best understood as a small independent school where performance training is central and academic teaching is designed to support, rather than compete with, that vocational pathway. It suits students who genuinely want regular stage time, respond well to critique, and will thrive in small classes and a tight-knit community. The key diligence point for families is to look carefully at the post-July 2025 inspection themes, ask what has changed, and make sure the academic breadth and safeguarding systems match your expectations as well as the creative offer.