Elmfield Rudolf Steiner School Limited

Elmfield Rudolf Steiner School Limited

Address: 14 Love Lane, Stourbridge, West Midlands, DY8 2EA Unique reference number (URN): 103876

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, pupils are made safer and feel safe.

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How we evaluate safeguarding

When we inspect schools for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The school has an open and positive culture of safeguarding. All legal requirements are met. Not met: The school has not created an open and positive culture of safeguarding. Not all legal requirements are met. Insufficient evidence: Inspectors were unable to gather sufficient evidence to judge whether safeguarding standards are met.

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Achievement Expected standard

Pupils of all ages are able to talk about their learning and draw on what they already know, often in impressive depth. The work they produce reflects that they are able to convey this in their written and creative responses too, especially as they move through middle and upper school. By the time they leave the school, pupils achieve a range of GCSEs that set them up well for their next steps in education, employment and training. Examination outcomes are broadly in line with national averages. Pupils who have special educational needs and/ or disabilities and those who may face other barriers to their learning progress well from their starting points because of the personalised support they receive.

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Achievement Expected standard

As pupils may spend up to three years with the same teacher, leaders have thought carefully about how to ensure that pupils are ready for their transition into lower, middle and upper school. This includes their personal and academic readiness.

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Achievement Expected standard

Pupils develop secure literacy and numeracy skills as they move through lower school and beyond. Verbal communication is a key focus from the moment pupils join Kindergarten. Leaders ensure that effective interventions are put in place for any pupil who needs more support or time to secure these skills.

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Attendance and behaviour Expected standard

Leaders and staff know their pupils very well. This informs their work on attendance and behaviour, with highly personalised strategies in place to help each pupil to feel that they belong to a caring community. As a result, poor behaviour is infrequent and pupils enjoy attending school.

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Attendance and behaviour Expected standard

Attendance is broadly in line with national averages, and is stronger across middle and upper school. A significant number of pupils have had low attendance prior to joining the school. Their attendance shows significant improvement as they settle into life and learning at Elmfield. Leaders are currently developing a more strategic approach to monitoring and improving attendance. They have introduced a new attendance management system and are in the early days of using this information to develop a more precise understanding of the attendance of specific groups of pupils.

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Attendance and behaviour Expected standard

The school's high expectations of pupils' behaviour are rooted in making the right choices for themselves, others and the school environment. Staff help pupils to reflect on what happened when they make the wrong choice. Pupils demonstrate a real awareness of the consequences of their actions. Consequently, there is rarely a need for leaders to apply serious consequences such as suspensions and exclusions.

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Curriculum and teaching Expected standard

Leaders have designed a well-sequenced curriculum that balances the distinctiveness of the Steiner-Waldorf curriculum with ensuring that pupils acquire the qualifications they need for future success. The curriculum enables vocabulary development, creativity and personal expression from Kindergarten onwards. The arts, including music, dance and sewing, are interwoven with academic subjects. This provides a balanced, 'breathing in, breathing out' structure to each pupil's learning day. The development of literacy, numeracy and communication skills are woven throughout the curriculum. The curriculum is adapted effectively to help pupils build from their starting points.

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Curriculum and teaching Expected standard

Staff are supported to develop their subject knowledge and expertise in the Steiner-Waldorf approaches to teaching and learning. They generally deliver the curriculum well. Their subject knowledge is particularly visible in upper school lessons, where learning is often focused on the requirements of GCSE preparation and success. Leaders are currently ensuring that the curriculum in all subjects and/or phases identifies the key knowledge that pupils need for subsequent learning. This is important as not all staff are clear about what knowledge they need to check that pupils have learned 'in the moment' or during some recall tasks. Additional adults in lessons often make positive contributions to pupils' learning, but this is not consistently the case.

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Early years Expected standard

Children in Kindergarten make a positive start to school. Staff create a welcoming and inclusive environment where children feel safe, valued and ready to learn. Safeguarding and welfare requirements are met. Strong relationships between adults and children help staff understand individual needs. As a result, children settle quickly and engage confidently in learning.

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Early years Expected standard

Leaders ensure the curriculum is carefully planned to ensure children build knowledge and skills across all areas of learning. There is a clear emphasis on developing communication and language. Staff model vocabulary effectively and engage children in meaningful conversations during both structured activities and play. This helps children to express their ideas and deepen their understanding. Occasionally, opportunities to extend children’s thinking during independent activities are missed or not as effective as they could be.

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Early years Expected standard

Children behave well and cooperate with one another. Established routines support their independence and help them manage transitions confidently throughout the day. The learning environment, both indoors and outdoors, is well organised and encourages curiosity, exploration and physical development.

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Early years Expected standard

Staff work closely with parents and carers to support children’s development. Regular communication ensures families are well informed and able to support learning at home. Children make good progress from their starting points and are well prepared for the next stage of their education.

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Inclusion Expected standard

Leaders place a strong emphasis on inclusion and ensure that all pupils are known well as individuals. They identify pupils’ needs swiftly and accurately, including those with special educational needs and/or disabilities (SEND), those who are disadvantaged and those known to children’s social care. These pupils feel valued, participate fully in school life and are supported to achieve well. Bespoke provision, such as in the ‘lavender room’ resourced provision, enables pupils with more complex needs to develop key skills and build positive relationships. Effective information systems enable staff to know important information about pupils’ learning, attendance and wellbeing. This ensures that support matches pupils’ needs. Staff benefit from regular, high-quality training. This helps them to adapt their teaching so that learning is accessible and ambitious for all pupils. Teachers use a range of strategies, such as visual

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Inclusion Expected standard

prompts, practical resources and structured routines, to support pupils to engage fully with the curriculum. As a result, most pupils learn alongside their peers and progress well from their starting points.

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Inclusion Expected standard

Leaders work closely with families and external professionals to strengthen support for pupils. They monitor the impact of interventions carefully and make changes where needed. Leaders have ensured that any use of alternative provision is appropriate and suitably complements what is in place at the school.

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Leadership and governance Expected standard

The proprietor and leaders have a clear vision for the school and its pupils. Their decisions are made in the best interests of pupils. For example, they have made key changes which mean that the school now welcomes more pupils with special educational needs and/or disabilities. School leaders have an accurate understanding of what the school does well and what needs to improve. They prioritise their actions appropriately.

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Leadership and governance Expected standard

School leaders are trusted and respected by staff and parents and carers alike. Staff feel valued. They know that their own wellbeing is important to leaders. They benefit from a broad professional learning offer which also provides more personalised opportunities to become better Steiner-Waldorf teachers, for example learning to play a musical instrument. Parents appreciate being able to speak freely to staff and leaders when they have concerns or questions. They place a high value on the education and experiences their children benefit from at Elmfield. They actively engage with the school, including fundraising.

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Leadership and governance Expected standard

Leaders have ensured that the independent school standards are met. They are working to develop a more strategic understanding of how to ensure these standards will continue to be met over time. The proprietor has taken decisive action to strengthen school improvement by introducing a governing body which brings educational expertise and rigour to decisions around the strategic vision for the school. These governors ensure that leaders are both challenged and supported appropriately.

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Leadership and governance Expected standard

Leaders at all levels are committed to seeing the school and its pupils flourish.

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Personal development and wellbeing Expected standard

The school’s personal development programme is embedded across all aspects of school life. It is thoughtfully designed to support pupils to become confident, respectful and responsible individuals. Through a well-sequenced personal, social, health and economic education (PSHE) curriculum, pupils learn how to stay safe, maintain healthy lifestyles and build positive relationships. They understand how to seek help when needed and speak with confidence about online safety, including how to manage risks and protect their personal information. Pupils recognise that everyone should be treated with dignity and kindness, regardless of difference.

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Personal development and wellbeing Expected standard

The PSHE curriculum, including relationships and sex education meets statutory requirements and is age-appropriate. Pupils learn about different cultures, beliefs and backgrounds through lessons, assemblies and external visitors. However, the way that the curriculum is delivered can sometimes mean that pupils do not develop sufficient depth to their knowledge of some areas of the curriculum. Older pupils would like more time to explore key topics relevant to their age in more depth.

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Personal development and wellbeing Expected standard

Leaders provide a wide range of opportunities to enrich pupils’ experiences. Clubs such as eurythmy, coding, drama and basketball allow pupils to develop their interests and talents. Educational visits, for example to the theatre, bring learning to life. Leaders ensure that all pupils, including those who are disadvantaged or have special educational needs and/or disabilities, can take part fully. They track participation carefully and remove barriers where needed.

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Personal development and wellbeing Expected standard

Careers education is provided effectively. Pupils benefit from encounters with visitors and experiences of the workplace which help them to understand different pathways and raise their aspirations for the future. Older pupils talk with confidence about their personal ambitions and the steps they will take to realise these.

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Personal development and wellbeing Expected standard

Pastoral care is a strength. Staff know pupils well and provide thoughtful support for their emotional wellbeing. As a result, pupils feel safe, valued and ready for life beyond school.

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What it's like to be a pupil at this school

Children and pupils thrive at Elmfield, whether they join in Kindergarten, the 'lavender room' or at a later point in their education. The school is a harmonious, inclusive community. Pupils, staff, parents and carers talk about how the school is like a 'big family' where everyone is respected for who they are. Pupils spend a lot of time together in the same class and acknowledge, like all families, that there are occasional times when people fall out or say the wrong thing. They know that staff will support them in resolving these issues quickly. The infrequent incidents of bullying are dealt with equally effectively. Pupils feel safe and know how to keep themselves safe.

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What it's like to be a pupil at this school

Pupils value the education they receive and engage well with their learning activities. Their work and contributions in lessons reflect that they learn well. Pupils appreciate the choices they can make around their learning, for example which 'revolutionary figure' to research and present on, or which modern language they wish to pursue at GCSE level. Pupils are rightly proud of the way that they develop the skills needed to be confident, articulate young people.

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What it's like to be a pupil at this school

Pupils make the most of the varied opportunities available to them within and beyond the curriculum. They rise to the level of personal challenge and resilience built into their outdoor education residential trips and the numerous high-quality performances they participate in. Children in Kindergarten learn to be responsible through clearing up after learning activities and making lunch for each other. Older pupils talk with conviction about their responsibilities to the natural world. School councillors are keen to make a difference, for example through the introduction of a 'friendship bench'.

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What it's like to be a pupil at this school

Pupils leave Elmfield with more than a set of qualifications. They are equipped to lead socially active, successful lives and have the confidence to pursue their ambitions.

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Next steps

Leaders should ensure that staff check more effectively how much pupils have understood and learned 'in the moment' during lessons. Leaders should ensure that all staff are confident about how to best support pupils' learning at different stages of the lesson. Leaders should build on their emerging analysis of the attendance of different groups of pupils to identify which groups may need more precise strategies to improve their attendance. Leaders should ensure that the PSHE curriculum is delivered in a way that helps pupils to develop a deeper knowledge and understanding of key topics.

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About this inspection

Inspectors carried out this standard inspection under section 109(1) and (2) of the Education and Skills Act 2008, and 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.

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About this inspection

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

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About this inspection

Inspectors spoke with the principal, other school leaders, the chair of the proprietor body and the chair of the governing board. They also spoke to staff, pupils, parents and carers during the inspection. They took into account the comments

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About this inspection

Inspectors only inspected the education provision at this school. There are currently no boarders on roll.

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About this inspection

The inspectors confirmed the following information about the school:

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About this inspection

The school is a member of the Steiner Waldorf Schools Fellowship and follows the philosophy and principles of the movement. The school has DfE approved modifications and exemptions from aspects of the EYFS learning and development requirements relating to Communication and Language, Physical Development, Literacy, Mathematics and Understanding the World.

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About this inspection

The school has an exemption from the learning and development requirements of the early years foundation stage.

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Independent school standards

Independent school standards are either met or not met for each category. The school currently makes use of one unregistered alternative provider.

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Independent school standards

Since the last inspection, a new principal and chair of the proprietor body have been appointed.

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Independent school standards

The proprietor is Elmfield Rudolf Steiner School Limited. The chair of the proprietor body is Roger Pauli.

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Independent school standards

The fees that the school charges for day pupils range from £8599 to £12593.

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Independent school standards

The school's email address is info@elmfield.com

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Independent school standards

1. Quality of education provided Standards met

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Independent school standards

2. Spiritual, moral, social and cultural development of pupils Standards met

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Independent school standards

3. Welfare, health and safety of pupils Standards met

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Independent school standards

4. Suitability of staff, supply staff, and proprietors Standards met

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Independent school standards

5. Premises of and accommodation at schools Standards met

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Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

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300

6. Provision of information Standards met

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300

7. Manner in which complaints are handled Standards met

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300

8. Quality of leadership in and management of schools Standards met

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Exceptional

Practice is exceptional: of the highest standard nationally. Other schools can learn from it.

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Strong standard

The school reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The school is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The school needs to make urgent improvements to provide the expected standard of education and/or care.

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Insufficient evidence

Inspectors were unable to gather reliable enough evidence to grade an evaluation area. This is rare and normally only happens if there are no pupils on roll at the school.

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Insufficient evidence

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Insufficient evidence

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Insufficient evidence

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Insufficient evidence

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Insufficient evidence

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

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