2013/14:
• Ad-hoc counselling available as required.

2014/15:
• Healthy Dancer programme launched: a pioneering, evidence-based approach to health and well-being to support elite vocational ballet training. The programme brings together 20 healthcare professionals, enhancing performance through on-site healthcare support and research and ongoing education of our students to safeguard their well-being.

2015/16:
• Additional healthcare resources employed across Pilates and sports scientist provision
• Smartabase system introduced (a research database used by healthcare teams at both The Royal Ballet and Birmingham Royal Ballet, meaning our three organisations can collaborate, sharing research data and insights)
• CRY (Cardiac Risk in the Young) screening for all students at Upper School (electrocardiogram screening, which diagnoses most cardiac abnormalities).

2016/17:
• Partnered with then English Institute of Sport (now UK Sports Institute): access to network of nutritionist support
• In-house mental health/counselling support.

2017/18:
• The new role of Clinical Psychologist introduced as therapist, Mental Health Lead and DSL (Designated Safeguarding Lead)
• Increase in resource across physiotherapy, Pilates and rehabilitation.

2014/15:
• School restructure – whole School approach
• New Artistic Director, Academic Principal and Assistant Principal – Pastoral and Welfare appointed
• The School embeds a well-trained pastoral team who are equipped to provide top-quality pastoral support appropriate to the age of the student
• School Council set up – improved focus on the importance of the student voice
• Regular communication with parents on safeguarding matters, including reminders on how to raise a concern and information on the latest safeguarding themes from the LSCP (Local Safeguarding Children’s Partnership).

2015/16:
• Enhanced programme of annual safeguarding training for staff, students, governors and volunteers
• Monthly safeguarding updates, ensures that staff are alert to the signs of abuse and know how to report a concern.

2016/17:
• Bespoke Upper School accommodation introduced in Central London
• New Academic Principal appointed.

2017/18:
• Implementation of the annual safeguarding audit, shared and agreed with the Richmond and Kingston LSCP and Governors
• Implementation of MyConcern (an app for reporting and handling pastoral and safeguarding concerns).

2018/19:
• New policies devised which provide more transparent communication on the assessment processes and further training offers
• Termly safeguarding meetings set up between the DSL and Deputy DSLs to ensure a consistent approach to handling safeguarding concerns raised at the School and review cases.

2019/20:
• Anonymous reporting system for students, Tootoot, ensuring students feel they can speak out about issues concerning them
• Full in-house catering provision for Year 1 and Year 2 Upper School students, ensuring healthy, balanced meals.

2021/22:
• Termly student reps meeting with the Principal and Assistant Principal to allow students to raise concerns and discuss their overall school and studio experience
• New structure for artistic programmes offering greater transparency of progression within the School. Move from eight-year programme with annual assessing out to four distinct programmes (Foundation, Development, Vocational Programme and Pre-professional programmes) with an audition to enter each programme.

2022/23:
• Whole student experience responsibility moves to Principal, overseeing Artistic, Academic, Pastoral and Healthcare).

2014/15:
• New approach to artistic teaching introduced, focusing on modern teaching pedagogy, ballet class structure, and a positive studio culture
• Inclusion of Royal Ballet Company professionals in assessment panels with feedback welcomed to improve training outcomes.

2015/16:
• Change in approach to End of Year performances to increase participation for all students – more performance opportunities and inclusion through careful programming.

2016/17:
• Change of approach for choreographic programme, removing the competition element and replacing with a mentoring programme and essential feedback from experts in the field. This improves the well-being and empowerment of all participating students
• New assessment approach established. Assessment criteria and process defined into policy and communicated to all parents and students
• Parent meetings established to explain how we assess ballet progress.

2017/18:
• Increased liaison with The Royal Ballet and Birmingham Royal Ballet, including delivering training to staff who will work with our students
• A learning agreement in place for artistic staff and students so that boundaries and expectations are clearly outlined.

2020/21:
• Continuing Professional Development Programme for full-time artistic teachers modelled on the National Teaching Standards
• Teacher/student studio expectations introduced for all teachers, including visiting and choreographers. Students involved in shaping this document
• New safeguarding protocols developed and agreed with The Royal Ballet and Birmingham Royal Ballet to safeguard Upper School students on work experience placements.

2021/22:
• Face-to-face meeting pre-arrival for all visiting teachers with members of the safeguarding team
• Principal, Assistant Principal and DSL involved in delivering artistic staff CPD.

2022/23:
• Evolved organisational values launched.