The Stagecoach Way captures the essence of our business, the philosophy, ethos and processes that define our work across the performing arts. It ensures that every Stagecoach student experiences the same fun and engaging environment wherever they are in the world and to empower our franchisees to run their schools with our shared Stagecoach culture and values.
Values and Culture means recognising and embracing the diverse backgrounds of the people who make up the Stagecoach community and how we all weave our ethos and guiding principles through our work and relationships.
Teaching & Learning
Teaching and Learning involves providing inspiring, inclusive and suitably challenging learning opportunities that promote engagement and progress in the performing arts through the integration of singing, dancing and acting.
Celebration involves celebrating the achievements of our students and people across the organisation.
Leadership is how we motivate others to achieve extraordinary things together and show genuine care for the wellbeing of our community.
Over 30 years’ experience in teaching the performing arts
Stagecoach Performing Arts was founded in 1988 and continues to grow as the UK's largest network of extra-curricular performing arts schools for children, with 55,000 students enrolled in our weekly classes worldwide.
One of the first extra-curricular children's performing arts schools in the UK, we aim to inspire our students, making a difference in their lives by teaching Creative Courage For Life®.
With over 300 franchisees and 3,000 schools and classes worldwide delivering 5,000 hours per week, Stagecoach has a global presence with schools in countries including Canada, Germany, Malta, Spain, Gibraltar and Australia.
Notable alumni include Emma Watson, Jamie Bell, Eleanor Tomlinson, Tuppence Middleton, Tom Fletcher, Dani Harmer, Josh Cuthbert, Danny Mac and Charlotte Jaconelli.
At Stagecoach Performing Arts, we love to bring out the best in every child through the wonderful world of singing, dancing and acting.
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