Frequently asked questions

Steiner Waldorf education is based on the research into child development conducted by an Austrian educator and philosopher Rudolf Steiner (1861 – 1925).

Subjects are introduced and taught in ways that correspond to the age and developmental needs of the child and young person. The strong academic, practical and artistic curriculum is based on building and fostering the child’s natural abilities.

Pupils learn traditional academic subjects through the distinctive Waldorf teaching methods that serve their intellectual, physical, emotional and spiritual development. Engaging the hands and the heart as well as the mind cultivates a real inner enthusiasm for learning.

Pupils start formal learning, i.e. writing, reading and numeracy in Class One at the age of six. This is the norm in many European countries and an approach supported by a significant body of research. Cognitive skills can be introduced with relative ease if children have first had the opportunity to develop speech, co-ordination and their relationship to themselves, others and the world around them during the pre-school years and in Kindergarten.

The Steiner Curriculum is based on a detailed model of child development encompassing physical, emotional, intellectual and moral development. Each subject is brought to the children at an age when it will be beneficial to their overall development.

The first seven years of a child’s life sees huge physical growth and development from a tiny infant, not able to do anything without help, to a child who can stand upright, run, climb, make things, talk, express wishes and play imaginatively, understand stories and simple instructions. This is a time to nurture the growing body of the child in a warm and supportive atmosphere, in which learning is by imitation and by doing.

The second seven years sees the child ready to take on a new style of learning, having built the foundations of the physical body. Children are now ready to learn through love and respect and to engage through their feelings. We find that when children’s feelings of wonder and enthusiasm are awakened through imagination and beauty, they will relate both to the subject and to the teacher who teaches it, and this learning becomes strong and deeply rooted. The class teacher gets to know each child in depth and so can teach the curriculum in the best way for that child and that class.

The third period of seven years, though not completed at school, is marked by the exploration of concepts and ideals, and the journey towards clear thinking. Here the curriculum aims to encourage the young person to observe the world, to question how things work, to look at ethics and philosophy, to try and perceive truth and to learn about themselves and their personal gifts in a safe and supportive environment. The young person should face questions such as: “Who am I, what have I to offer the world?”

The table below equates Steiner Classes to the national curriculum school year equivalents.

Pupil age	Year Group	Steiner school equivalent
Pre-statutory 3 – 4 years	Nursery	Nursery
4 – 5 years	Reception	Kindergarten
5 – 6 years	Year 1	Kindergarten
6 – 7 years	Year 2	Class 1
7 – 8 years	Year 3	Class 2
8 – 9 years	Year 4	Class 3
9 – 10 years	Year 5	Class 4
10 – 11 years	Year 6	Class 5
11 – 12 years	Year 7	Class 6
12 – 13 years	Year 8	Class 7
13 – 14 years	Year 9	Class 8
14 – 15 years	Year 10	Class 9
15 – 16 years	Year 11	Class 10
16 – 17 years	Post 16	Class 11

The Main Lesson is a daily, one and a half to two hour teaching block taken by the Class Teacher, usually at the beginning of the school day. It covers core subject teaching in literacy, numeracy, science, history and geography in classes 1 to 11. The Main Lesson is taught in thematic blocks, usually of three weeks. This allows a sustained, multidisciplinary exploration of a topic using a variety of approaches and activities. The Main Lesson is a key element of the Steiner Waldorf curriculum allowing the pupils to study a broad range of subjects and discover how they are interconnected.

Pupils approach the subject using intellectual, creative, physical and social skills, and the material they explore touches upon a range of traditional subject areas. The fact that the Class Teacher teaches the majority of the main lesson subjects in the Lower School has the added advantage of allowing interconnections between subjects to be drawn, which give the pupils a feeling for the unity of knowledge. In the Upper School (classes 9 to 11) the Main Lesson is taught by specialist subject teachers.

Children normally enter the Lower School in the September following their 6th birthday, when they join Class 1. Looking after them will be their Class Teacher who will stay with them and teach them the majority of their Main Lessons for the next 8 years. Over these years a deep caring relationship and understanding is fostered between the child, the teacher and the class as a whole.

The teacher brings each part of the curriculum at the right stage in the children’s development to meet and satisfy their needs. During the main lesson the pupils develop numeracy, literacy, social skills, scientific knowledge, humanities, artistic skills and the confidence to stand up in front of the class or school and present their work. Subject teachers compliment the work of the class teacher by teaching the class German, French, Eurythmy, Games, Handwork, Crafts and music.

Even though we do not have formal testing and exams until the pupils take their GCSEs our students’ progress is continually being monitored by their Class Teachers. Because they spend so much time with the pupils they are able to do this in a way that does not add any unnecessary pressure. This approach is similar to that taken in some European countries. In Finland for instance, the children are not tested until the age of 14 and Finland does exceedingly well on international comparisons.

International research now shows that enjoying learning depends on keeping a pupil’s curiosity alive. This is a key principle in our approach and means that when our pupils come to learning that requires abstract or academic skills, they see this as just another challenge – not one in which they are going to fail, but one in which they are going to succeed.

Over the last ten years (since 2007) an average of 82% of our Class 11 final year students left Elmfield with 5 or more A*-C grade GCSEs, including English and Maths.  After completing the Upper School all pupils go on to local colleges and then University if they so wish.

At Elmfield school pupils take GCSEs at the end of both class 10 and 11, thus spreading the pressure of exams over two summers instead of one. Over the last ten years (since 2007) an average of 82% of our Class 11 final year students left Elmfield with 5 or more A*-C grade GCSEs, including English and Maths. Pupils go on to do A levels, AVCEs, NVQs and other training at King Edward VI College, Haybridge Sixth Form, Halesowen College, Stourbridge College and other local colleges. A high proportion of our pupils continue their studies at University.

Elmfield and other Steiner Schools have found that Waldorf pupils are generally much appreciated for their warmth, interest, social skills and general abilities. They go on to work in a  diversity of professions and occupations including medicine, law, science, engineering, computer technology, the arts, social science, government, and teaching at all levels.

There are countless people for whom Steiner education has played a key role in enabling them to live successful and fulfilled lives. Websites, brochures and DVD’s can go some way towards explaining how the education works, but the most telling testimony is that of ex-pupils themselves, of their parents who made this choice and of the people who work with Steiner educated scholars once they have taken their place in the world. To read about a few ex-Waldorf pupils on the Steiner Waldorf School Fellowship website click here.

All Steiner schools are inspected according to national standards. Elmfield School is now inspected by OfSTED, and in previous years was inspected by the School Inspection Service (SIS), which wais controlled by OfSTED and the Department for Education and according to Section 162A of the Education Act 2002. Our inspection reports can be found here.

Science teaching in Steiner schools begins with the close observation and direct experience of physical phenomena, rather than with a description of prevailing theories and models.  An open mind as to causes and first principles is encouraged. Conclusions and concepts are then derived from the observations and finally the theories that explain the whole are introduced. This approach reflects the way that science has developed historically. Click, here to read the SWSF’s full press release regarding science teaching in Steiner Schools

Elmfield is non-doctrinal and non-sectarian but has a Christian orientation.  Our seasonal festivals are of an open nature and children from all religions freely participate.

Religion lessons at Elmfield explore the sacred and moral aspects of life through stories and biographies, as well as exploring aspects of religions of the world and of our Christian heritage. Lessons and assemblies are non-denominational.

We educate all children, regardless of their cultural or religious backgrounds and we aim to foster a recognition and understanding of all the world cultures and religions. Steiner schools are not part of any church. They espouse no particular religious doctrine but are based on a belief that there is a spiritual dimension to the human being and to all of life. Parents from a broad spectrum of religious, spiritual and philosophical backgrounds send their children to Steiner schools.

In the upper school, a core aim in teaching the main lesson is the attempt to connect students to the most important ideals of all: their own. Cultivating a sense of idealism can be approached in a variety of ways but the religion lesson has a key role to play in furthering this aim. Lessons will typically be based on the study of inspiring biographies of both historical and contemporary figures. Nelson Mandela and apartheid, Jaques Luuyseran and the Second World War, Charles Darwin and evolution, Henry Ford and the industrial age, Mohamed Bouazizi and the Arab Spring are all examples of where a biographical approach to issues of social, ethical and moral import can inspire class discussion and self reflection along with an appetite for context and meaning./su_spoiler]

Eurythmy is an artistic form of movement where different movements and gestures correspond to different sounds or notes. The rhythms and exercises develop concentration, physical co-ordination and social and spatial awareness. Eurythmy lessons are given throughout the school, from kindergarten to upper school.

The Waldorf curriculum continues in the Main Lesson in Upper School while the GCSE programmes are introduced. To enable the students to work on both programmes, GCSEs are split over two years and are taken at the end of Class 10 and at the end of Class 11. Pupils are a year older than their counterparts elsewhere when they take their final GCSE exams at Elmfield. Experience has shown that the added maturity gained as well as the broad curriculum approach, is an advantage for pupils going to Sixth form College or elsewhere.

As most of our pupils leave with more than 5 good GCSE’s, a broad education and an interest in the world, they are attractive students for the local Sixth Forms and Further Education Colleges. The following quotes from King Edward VI College, Stourbridge indicate that pupils starting college a year later than their mainstream peers are generally valued by the College.

I’ve always been impressed by the Elmfield students

• Their maturity – even though they are a year older they are still on average more mature than our year 13s
• Their genuine interest in the subject
• Their ability to work on their own initiative – they don’t mind being challenged by the work
• Their confidence
• Their concern for and interest in others
• Social skills” Doug Slessor, Head of Physics

Elmfield students display a maturity which is massively useful, especially as their emotional core is developed. I have noticed they have excellent initiative, are conscientious and artistically wide based. Elmfield students are always willing to contribute; indeed they have a strong sense of the team-work ethic. In academic terms, their performance in theatrical and practical work exceeds the general in-take, probably by a full grade.” Pam Stock, Director of Theatre Studies

In the main I’ve found that the young people that I’ve taught from Elmfield are more questioning about the nature of the society they live in and are much more capable of independent thought than most students who’ve been through the conventional system, which of course makes them excellent sociology students.” Emma Stevens, Sociology.

Elmfield School is committed to providing a happy and healthy environment. We take the issue of bullying very seriously and believe that by working to create an ethos of trust, honesty and openness where bullying is not accepted, we can support the social, emotional and academic well-being of all our students. Our Anti Bullying procedure aims to resolve incidents of bullying in a healthy non-judgemental way.

The full Anti Bullying Policy and Procedure, and how it works in different areas of the school, can be found by visiting our Policies Page.

Children with SEN are admitted to Elmfield school wherever possible with the aim being to fully integrate them into their class. Admissions will take into account the buildings we occupy, the needs of other pupils in the class as well as the child’s own needs and the availability of additional classroom support if needed. Due to financial constraints Elmfield school has limited provision for pupils with SEN either in-class or individual/group sessions. In exceptional cases support for students with statements has been funded by their Local Education Authority.

The approach to education aims to cater for children of all abilities. Whole class teaching is combined with individualised and differentiated learning in order to meet a wide range of abilities. The teaching in the Lower School is predominately verbal and includes teaching through stories and using descriptive language to encourage the children to form mental images of the lessons. Drawing, painting and craft work are incorporated into lessons to aid understanding and develop artistic abilities. If you would like to discuss the specific needs of your child please contact the school and the Class Teacher will be happy to discuss this with you.

Most children settle very quickly with care from the class teacher who ensures that they have the support from the class and also that they have the equipment they need. The standards at Elmfield are high and the breadth of subjects covered by the Steiner curriculum is extensive and it can take time to adjust to this. However, usually the child will quickly feel at ease and feel a sense of relief at the absence of pressure. This in itself creates a positive relationship to the new learning environment.

The prospect of teacher and child spending many years together brings with it an attitude that fosters resolution if problems arise. The teacher’s professional responsibility is heightened when children are in their charge for a number of years. Problems cannot be ‘passed down the line’ but have to be addressed. The teacher and children come to know and understand each other in a deep way, respecting both strengths and weaknesses. The children feel themselves to be known, the teacher feels more accountable and the working together between teacher and parents becomes more meaningful.

For additional support to resolve a problem, the School’s Designated Person can be contacted via the office. The School’s Designated Person (DP) will facilitate a meeting with the member of staff involved with the aim to listen to all parties and facilitate a mediation process to resolve the problem.

The role of television is central in modern life, but research indicates that too much screen time can have a negative effect on our children. Therefore Steiner Waldorf schools do not encourage watching television or use of electronic media, particularly in the Early Years and Lower School. While we would ultimately prefer that children did not watch television or use computers in the early stages of the child’s education, we recognise that this aspect lies in the domain of the home and the family, and it is for each parent to decide what role television and electronic media should play in their children’s lives.

Projects are set from class 4 and are undertaken by the pupils at home. Homework is usually begun on a regular basis in class 5 and is dependent on the Class Teacher’s assessment of the needs of their class. In class 6 students have up to half an hour’s homework per day and by class 10 this has usually gone up to 1 or 2 hours a day. 

Seasonal festivals are celebrated in the school, including Michaelmas, Martinmas, Advent, Easter, Whitsun and St John’s. These are Christian in origin, and resonate with the seasonal rhythms of the year. However, their context is that of a search for a meaningful spiritual perspective, and is not denominational or sectarian.

A decision to inoculate a child against a disease should be a matter of parental choice. Families provide the proper context for such decisions to be made on the basis of medical, social and ethical considerations, and upon the perceived balance of risks. A full statement from the ECSWE (European Council for Steiner Waldorf Education) on the question of Vaccination can be accessed here.

Steiner called his philosophy, ‘Anthroposophy’ – ‘spiritual science’ – and this stands as the foundation of what is distinctive about Steiner Waldorf schools. At the core of this lives a recognition of the unique spirit inherent within every human being and a concern that education should provide the essential capabilities and nurturing for each to achieve their fullest possible potential. This central principle informs the aim to create environments of holistic learning imbued with respectful relationships regardless of belief, ethnicity or similar facets of human difference. To learn more please visit our Rudolf Steiner and Anthroposophy Page.

Anthroposophy is not taught to the students.

Steiner Education is opposed to all forms of discrimination against any person or group of people on the grounds of race, gender, faith, disability, age and sexual orientation and is committed to promoting equality of opportunity and reflecting the diversity of the children, staff and parents served by Steiner schools.

Even though Steiner’s ideas are based on a profound respect for the equality, individuality and shared humanity of all people, regardless of race or ethnic origin, his works do contain a number of statements on race that are inappropriate in a modern context. Steiner education thrives on every continent, in every culture and within a wide range of ethnic contexts. For example, during the period of the apartheid regime in South Africa, the only school catering for mixed races was a Steiner Waldorf school & today there are schools following Steiner philosophy of education in diverse cultures & communities, including: Israel, Egypt, Kenya, Sierra Leone, Taiwan, Japan, Brazil or Hawaii, over 60 countries in all.

More information about anti-racism is available on our Policies Page.

Elmfield fully subscribes to the statement of the European Council on Waldorf Schools Against Discrimination.