York Steiner School

York Steiner School Danesmead, Fulford Cross, York, York, North Yorkshire YO10 4PB

p.1

inspection report:

Overall outcome The school does not meet all of the independent school standards that were checked during this inspection

p.1

inspection report:

At its most recent inspection, the school was judged to not meet all of the independent school standards and associated requirements.

p.1

inspection report:

The purpose of this inspection was to monitor the progress the school has made in meeting the independent school standards and other requirements that it was judged to not comply with at its previous inspection.

p.1

Part 8. Quality of leadership in and management of schools

When we carry out progress monitoring inspections of independent schools, we report on the school’s likely compliance with part 8 of the independent school standards first. Under part 8, the proprietor is required to ensure that the school meets all of the independent school standards consistently. The standard in part 8 is intended to ensure that the quality of leadership and management at the school is sufficient for that purpose.

p.1

Part 8. Quality of leadership in and management of schools

Leaders have begun work to address the unmet standards from the last inspection. The action plan that they submitted to the Department for Education following the last inspection was accepted. This sets out clear actions with realistic timescales. However, much of leaders’ work is in its infancy and is not yet embedded. Consequently, the unmet standards from the last inspection remain unmet. The chair of the proprietor body has an accurate and realistic view of the school’s current position. The proprietor body and leaders acknowledge the need for further work to ensure that the school consistently meets the independent school standards (the standards). The school has experienced a period of instability in staffing and leadership. Now that this has stabilised, staff require further training and support to help them to implement the curriculum consistently well, to use the information from assessments to identify and address gaps in pupils’ knowledge,

p.1

Part 8. Quality of leadership in and management of schools

and to adapt teaching to meet the needs of all pupils. The proprietor’s arrangements to meet schedule 10 of the Equality Act 2010 are appropriate and sufficient.

p.1

Part 8. Quality of leadership in and management of schools

The proprietor has not ensured that these standards are met.

p.2

Curriculum and teaching

Pupils study a broad curriculum that increases in complexity as they move through the school. Leaders consider how the sequence of the curriculum ensures that learning builds progressively over time. However, in some areas of the curriculum, sequences of learning lack coherence. Some concepts do not clearly build from the kindergarten through to the upper school. For example, younger pupils learn about forces, but this does not translate into more complex work in physics when they get older. On occasion, isolated lessons and learning activities do not fit into a sequence of learning. Where subjects are coherently sequenced, pupils can confidently talk about their learning. For example, pupils in the middle school can explain how previous work on money has helped them with their current learning about decimals.

p.2

Curriculum and teaching

Some staff do not fully understand how to develop pupils’ foundational knowledge and skills. For example, sometimes pupils trace over the teacher’s writing. They have insufficient opportunities to practise writing independently. This means that when they do write independently, they often form letters incorrectly and confuse upper- and lower-case letters.

p.2

Curriculum and teaching

Pupils with special educational needs and/or disabilities (SEND) learn alongside their peers in a mutually supportive, collegiate and respectful manner. They feel safe and happy in school, benefiting from the inclusive environment. However, staff do not consistently make effective adaptations to learning for pupils with SEND. In some instances, staff expect pupils with SEND to complete tasks that are not precisely matched to their needs and ability. Consequently, pupils find them too difficult. When this happens, a minority of pupils demonstrate challenging behaviour and find it hard to manage their emotions, which causes disruption in lessons and impedes pupils’ progress through the curriculum. The targets on pupils’ individual support plans lack precision. This means pupils’ progress towards their targets is difficult to measure.

p.2

Assessment

Leaders have implemented some systems through which staff can check what pupils know and remember. However, staff do not use the information from these checks consistently well to inform sequences of learning. Sometimes, pupils move on to more complex learning before they are ready. Staff do not routinely identify and address pupils’ misconceptions in lessons. This means that errors in pupils’ basic knowledge and skills persist over time. The proprietor has not ensured that these standards are met.

p.2

Safeguarding

Pupils feel safe and well cared for. They know who to report concerns to and feel confident that staff would take them seriously. Pupils learn about different ways to keep themselves safe, including online. They know about contextual risks, such as drug use in the local area. Staff receive regular safeguarding training. Safeguarding records show that staff record concerns promptly and accurately. They take appropriate action following a concern to ensure pupils are safe.

p.3

Safeguarding

Leaders have created a welcoming and inclusive school where, in line with the Steiner philosophy, wellbeing is a priority. The curriculum is rooted in nature, with lots of opportunities for pupils to experience practical and outdoor learning. There is an awareness of the need to prepare pupils for life beyond the school. Older pupils work towards qualifications in English language and mathematics, as well as a combined diploma.

p.3

Risk assessment

Leaders are currently reviewing the risk assessment policy. However, the current policy contains the necessary information to demonstrate leaders’ ability to identify and manage risk. The school has multiple risk assessments in place for different activities and areas of the school site. These take sufficient account of the dangers that pupils may encounter and how staff will mitigate against these.

p.3

Risk assessment

The proprietor has ensured that these standards are met.

p.3

The recruitment checks made on staff, supply staff and the proprietor

The school has robust recruitment procedures in place to ensure that potential staff are suitable to work with children and young people. Some staff are trained in safer recruitment. This means they are well placed to recognise potential safeguarding risks. The school makes all checks prior to employment.

p.3

The single central record of these recruitment checks

The single central record is stored electronically. It is fully compliant, containing all the required information on staff, volunteers and contractors that is required to keep pupils safe.

p.3

The single central record of these recruitment checks

The proprietor has ensured that these standards are met.

p.3

Part 6. Provision of information

The child protection and safeguarding policy is available on the school’s website. The policy contains all the required information and references current legislation and guidance.

p.4

Part 6. Provision of information

The proprietor has ensured that these standards are met.

p.4

The school’s accessibility plan

The school’s accessibility plan sufficiently considers pupils with physical disabilities. It takes account of the Equality Act 2010 and sets out the roles and responsibilities of different stakeholders.

p.4

The school’s accessibility plan

The proprietor has ensured that these standards are met.

p.4

Statutory requirements of the early years foundation stage

The school has some exemptions from the early years foundation stage learning and development requirements.

p.4

About this inspection

Inspectors carried out this inspection under sections 109(1) and (2) of the Education and Skills Act 2008, at the request of the registration authority for independent schools. Inspectors checked the school’s compliance with the independent school standards. These are the requirements set out in the schedule to the Education (Independent School Standards) Regulations 2014.

p.4

About this inspection

Following our updated inspection framework, all inspections are now led by His Majesty’s Inspectors (HMIs) or by Ofsted Inspectors (OIs) who have previously served as HMIs.

p.4

About this inspection

The inspection was conducted without notice.

p.4

About this inspection

Inspectors spoke with the chair of the proprietor body, senior leaders and staff during the inspection.

p.4

About this inspection

At its last standard inspection in September 2025, the school was judged not to comply with the independent school standards. This was the first progress monitoring inspection since that inspection. The Department for Education (DFE) required the school to prepare an action plan. The school submitted an action plan in December 2025. The DFE accepted this action plan on 8 January 2026.

p.4

About this inspection

The school uses one alternative provision.

p.5

About this inspection

The school operates from Danesmead, Fulford Cross, York, North Yorkshire YO10 4PB.

p.5

Lead inspector

Philippa Kermotschuk His Majesty’s Inspector

p.5

About this school

Proprietor York Steiner School Ltd Chair of the proprietor body Dr Simone Doctors Headteacher Ms Tracey Lucas Type of school Other Independent School Capacity 275 Number of full-time pupils of compulsory school age on roll Number of part-time pupils of compulsory school age on roll Age range of pupils 3 to 16 Gender of pupils Mixed Annual fees for day pupils £5,089 to £10,444 Email address reception@yorksteinerschool.org

p.5

Part 1. Quality of education provided

 2(1) The standard in this paragraph is met if- – 2(1)(a) the proprietor ensures that a written policy on the curriculum, supported by appropriate plans and schemes of work, which provides for the matters specified in sub-paragraph (2) is drawn up and implemented effectively; and – 2(1)(b) the written policy, plans and schemes of work- – 2(1)(b)(i) take into account the ages, aptitudes and needs of all pupils, including those pupils with an EHC plan; and  3 The standard in this paragraph is met if the proprietor ensures that the teaching at the school- – 3(a) enables pupils to acquire new knowledge and make good progress according to their ability so that they increase their understanding and develop their skills in the subjects taught; – 3(d) shows a good understanding of the aptitudes, needs and prior attainments of the pupils, and ensures that these are taken into account in the planning of lessons;

p.5

Part 1. Quality of education provided

– 3(g) demonstrates that a framework is in place to assess pupils’ work regularly and thoroughly and use information from that assessment to plan teaching so that pupils can progress;

p.6

Part 8. Quality of leadership in and management of schools

 34(1) The standard about the quality of leadership and management is met if the proprietor ensures that persons with leadership and management responsibilities at the school- – 34(1)(a) demonstrate good skills and knowledge appropriate to their role so that the independent school standards are met consistently; – 34(1)(b) fulfil their responsibilities effectively so that the independent school standards are met consistently education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

p.6

Part 8. Quality of leadership in and management of schools

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk . You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open- government-licence , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

p.7

Part 8. Quality of leadership in and management of schools

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.7

Part 8. Quality of leadership in and management of schools

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.7