Greenwich Waldorf School

Independent School

DfES Registration Number 203/6299 Unique Reference Number 132066 Inspection number 301530 Inspection dates 15-16 May 2007 Reporting inspector Martin Bradley HMI

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Independent School

This inspection of the school was carried out under section 162A of the Education Act 2002 (as amended by schedule 8 of the Education Act 2005). Website: www.ofsted.gov.uk

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Independent School

This document may be reproduced in whole or in part for non-commercial educational purposes, provided that the information quoted is reproduced without adaptation and the source and date of publication are stated.

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Purpose and scope of the inspection

This inspection was carried out by Ofsted under section 162A of the Education Act 2002, as amended by schedule 8 of the Education Act 2005, in order to advise the Secretary of State for Education and Skills about the school’s suitability for continued registration as an independent school.

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Information about the school

Greenwich Steiner School was established in 1999 in the basement of St George’s Church in Blackheath, South East London. More recently it has also rented part of an Army Cadet Force base in Blackheath. At present the three Kindergarten classes work in the Church, whilst the Lower School classes are in the Army Cadet Force centre. The school is in the process of restoring a Grade II listed building close to the Kindergarten to provide a long term base for the Lower School.

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Information about the school

The school aims to provide a Steiner Waldorf education to enable pupils to develop their learning and respect for others and for the natural world. The curriculum seeks to link learning to the child’s stages of physical, mental and emotional development without introducing intellectual and conceptual thinking prematurely. The teaching aims to use art, music and practical activities to balance and enhance academic work and so enable the pupils to fulfil their potential and to support their continuing creativity.

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Information about the school

In common with other Steiner schools, there is no headteacher, instead the Trustees are responsible for the legal, administrative and financial aspects of the school. The management group, which includes representatives of the teachers, has delegated functions for educational policies and for the development of the school ethos.

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Evaluation of the school

The quality of education and care provided at Greenwich Steiner School are good. The quality of the curriculum is also good, with several particularly strong features, although at present it is not possible to provide the full Steiner curriculum. Social skills are particularly well developed. Teaching is good overall and the pupils make satisfactory progress. The school meets nearly all the regulations.

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Quality of education

The quality of education provided at Greenwich Steiner School is good. Due to the constraints of the present accommodation some aspects of the curriculum, mainly outdoor practical work in the Lower School, are limited; however, the overall curriculum is good with several particularly strong features. The three Kindergarten classes all focus upon developing the children’s social skills by consistently using patterns of activities for the day, the week and over the year. This approach is effective. It enables the children to develop particularly good consideration for one another, to learn to work and play together as well as to use their language skills to express ideas and emotions and to empathise with the feelings of others. In the Lower School, the use of specialist teachers for subjects such as modern foreign languages, handwork and music provides outstanding opportunities to extend the work covered by class teachers. The main lessons are based on themes which are

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Quality of education

developed over a period of several weeks. The themes include English and mathematics as well as a wide variety of other subjects. Class teachers show a good, and occasionally outstanding, knowledge of these themes and ways of developing them.

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Quality of education

The quality of teaching is good. In a minority of lessons observed it was satisfactory and in a similar number it was outstanding. No inadequate lessons were seen. In the best lessons, effective planning and teaching meets the needs of all pupils, whether they are in a single age class or in classes containing several age groups. Teachers are well aware of the capabilities of individual pupils, although at times in the Lower School, the more able work on similar tasks to the rest of the class rather than being given work which will challenge them and extend their learning with teacher support. Such lessons are satisfactory overall. In the Kindergarten classes teachers support the children’s activities well, providing a caring and well-organised environment in which the children are able to develop without formal learning. Throughout the school teaching makes good use of resources. These are adequate, although limited

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Quality of education

for some extension work for individual pupils. Specialist teaching frequently enthuses the pupils and the oral approach to teaching French and German, and practical lessons, such as knitting, involve all pupils successfully.

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Quality of education

Assessment is based upon a mixture of teacher devised tests, on-going assessments and profiles, as well as verbal feedback to pupils. This is satisfactory, although it tends to focus on personal and social development rather than identifying pupils’ individual progress in gaining skills and knowledge. The approach accords with the school’s Steiner Waldorf philosophy, but direct comparisons with national expectations for achievement are not possible. Some parents expressed concern that the transfer to other schools, currently at the end of Year 7, might pose difficulties if the transfer was not addressed sooner and more directly.

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Quality of education

In the lessons seen most pupils made good progress. In some it was outstanding. However progress over time is less clearly developed and is uneven between pupils with different capabilities. Overall, pupils make satisfactory progress. Their social skills, their verbal skills and ability to apply these in mature discussions are often outstanding. In some cases the more able make particularly good progress in specific areas, such as where main lesson themes encourage them to extend their skills and knowledge by appealing to their own interests, or where specialist teaching challenges them in specific subjects.

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Spiritual, moral, social and cultural development of the pupils

Pupils’ spiritual, moral, social and cultural development is good. Their social development is often outstanding, largely as a result of the consistently high standards sought by all the adults in the school. From the Kindergarten classes, pupils show consideration for others and the capacity to understand how others might feel. Attendance is good, as is behaviour. Both boys and girls show good attitudes towards learning. They enjoy their education and helping one another. When given the opportunity, they have raised funds for another Steiner school and they are aware of ways in which they can contribute to the school community, such as the older pupils acting as good role models for younger ones. This is evident both in class and during outside play sessions; however, opportunities to take other responsibilities are limited at present. Taken as a whole, pupils’ moral and social development is a particular strength of the school.

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Welfare, health and safety of the pupils

The school promotes the welfare, health and safety of the pupils particularly effectively and this aspect of its work is good. The pupils commented that they felt particularly safe as a result of being in what they regard as a caring community where the adults provide outstanding support. The school has clear policies and practices on healthy eating and ways of staying healthy. Again the pupils are aware of these and follow them. Appropriate policies and practices are in place to minimise health and safety risks. During the inspection part of the Lower School premises had to be evacuated due to drainage problems. The school acted quickly to prepare for possible early closure, and although the problems were solved before this was required, procedures were applied efficiently.

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Suitability of the proprietor and staff

The school makes appropriate checks on all staff before they work with children. Where staff are foreign nationals, care is taken to ensure that evidence of their qualifications and background is obtained.

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School’s premises and accommodation

The school is in the process of acquiring new premises which will address many of the relatively minor shortcomings of its present accommodation. At present the Lower School provision for children who are unwell does not meet the regulations. The school has identified this and intends that the new premises will meet requirements. Both of the current premises enable pupils to learn effectively and safely, both indoors and out.

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Provision of information for parents, carers and others

The school is in the process of updating its information packs and prospectus. At present all the necessary information is provided, but it is in several documents rather than in a single pack. A minority of parents felt that the annual reports and the parents’ meetings tend to give general information on the themes and lessons covered, rather than focussing on individual pupils’ progress; however, this was not seen as a major issue by most parents.

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Procedures for handling complaints

The complaints procedure is clear and is available to parents and carers. It fully meets the regulatory requirements.

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Compliance with regulatory requirements

The school meets all of the Education (Independent School Standards) (England) Regulations 2003 as amended January 2005, with the exception of that listed below.

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Compliance with regulatory requirements

The school does not meet all requirements in respect of the premises and accommodation (standard 5) and must:

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Compliance with regulatory requirements

 provide appropriate facilities for pupils who are ill, in accordance with the Education (School Premises) Regulations 1999 (paragraph 5(l)).

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What the school could do to improve further

While not required by the regulations, the school might wish to consider the following points for development:

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What the school could do to improve further

 ensure that work is more specifically planned for different abilities especially in mixed age classes, and that teaching and assessment takes account of this; and  discuss with pupils and their parents and carers the transition from Greenwich Steiner School to the pupils’ next schools earlier in the final year.

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School details

Name of school Greenwich Steiner School DfES number 203/6299 Unique reference number 132066 Type of school Steiner Status Independent Date school opened 1999 Age range of pupils 3-12 Gender of pupils Mixed Number on roll (full-time pupils) Boys: 46 Girls: 35 Total: 81 Number on roll (part-time pupils) Boys: 22 Girls: 15 Total: 37 Number of pupils with a statement of special educational need Boys: 1 Girls: 0 Total: 1 Number of looked after children Boys: 0 Girls: 0 Total: 0 Annual fees (day pupils) Kindergarten £3450 Lower School £4490 Address of school Hollyhedge House Wat Tyler Road Blackheath London SE3 0QZ Telephone number 020 8691 9823 Fax number 020 8691 9823 Email address admin@greenwichsteinerschool.org.uk Administrator Ms T Chapman Proprietor Greenwich Steiner School Limited Reporting inspector Martin Bradley HMI Dates of inspection 15-16 May 2007

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