FAQs
Frequently Asked Questions
Here are some of the questions commonly asked about Steiner-Waldorf education and life at York Steiner School. For further basic information about Steiner education in the UK we recommend the Steiner Waldorf Schools Fellowship website as a good starting point.
Please contact us if we can help in any way or come along to our next Open Day or Enquirers’ Morning where we can show you through our curriculum and facilities and answer any questions in person.
Is this a religious school?
While Rudolf Steiner was a Christian, he was clear that Steiner schools should not act to promulgate any religion. Steiner education draws upon the teachings of many religions during the educational process. While we enthusiastically celebrate the spiritual aspects of the major traditional festivals, these often have their roots far deeper in history than Christianity, for example.
Can I afford a Steiner education?
York Steiner School operates a unique parental payments system with the intention to make the school as inclusive as possible to people from every background. We are a non-profit making organisation but rely on parental contribution commitments for the majority of our income. We aim to make that commitment as affordable as possible. See also our Fees Page.
How do we know that pupils are making progress?
The teacher stays with one group of pupils for up to eight years in the lower school and his or her knowledge of the child is therefore very extensive. An emphasis on formative and on-going assessment reduces the dependence on, and the anxiety related to, testing. Teachers and parents work closely together in order to build a picture of the child that helps everyone to understand and support that child’s development. Parents receive a detailed written report at the end of each school year.
What do you recommend about television viewing and IT?
Familiarity with all the technologies that surround us and influence our lives is an essential part of a complete education. There is growing evidence, however, that too much ‘screen time’ is detrimental to children and Steiner schools do not shy away from engaging in critical debate about the appropriate use of computers, TV and DVD. Steiner teachers feel the appropriate age for computer use in the classroom and by students is 14. We feel it is more important for students to have the opportunity to interact with one another and with teachers in exploring the world of ideas, participating in the creative process, and developing their knowledge, skills, abilities, and inner qualities. Steiner students have a love of learning, an ongoing curiosity, and interest in life. As older students, they quickly master computer technology, and graduates have successful careers in the IT and Tech industries.
What provision is made for pupils with different learning needs?
A child’s weaknesses in one area – whether cognitive, emotional or physical – is viewed as usually balanced by strengths in another area. It is the teacher’s job to try to bring the child’s whole being into balance and to offer a differentiated approach in the classroom in order to meet a wide range of abilities. We have an SEN specialist to support the class and subject teachers.
How is the childrens' behaviour managed?
All Steiner schools have Behaviour Management Policies which state clearly their approach to discipline which is neither rigid in the traditional sense nor free in the progressive sense. Each school day is clearly structured. There are clear expectations and clear boundaries. Children learn best when they feel secure and when they know what to expect. A warm, well-structured environment gives them essential support in finding out about the world and themselves in an age-appropriate fashion. In addition, we have anti-bullying policies in place and take bullying very seriously. If parents feel that bullying is not being addressed or the school is failing in its statutory and moral requirements we would recommend that parents use the appropriate channels to complain and hold the school to account.
How do you embrace diversity at your School?
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. The education thrives on every continent, in every culture and within a wide range of ethnic contexts. York Steiner School is made up of many diverse cultures, which contributes to the richness of our community.
Transferring to secondary school (Age 11 or 14 at our school)
In Steiner schools students regularly have to transfer into secondary and further education because their schools only go up to age 14 or 16. Schools develop an ongoing relationship with the schools and colleges which the children move onto. Experience shows that they integrate very successfully, and quickly gain reputations for their independence of thought and range of interests. In fact, in many cases, transferring students of this age group find themselves better prepared for the greater level of independent study required at A-Levels. The student is likely to take along a distinguishing individual strength, personal confidence, and love of learning.
How do children integrate from Mainstream into Steiner Schools?
Children who transfer to Steiner school from mainstream education generally integrate very successfully. The standards in Steiner schools are high and the breadth of subjects covered by the curriculum is extensive and it can take time to adjust to this. However, usually, the child will quickly feel at ease and enjoy the absence of pressure. This in itself creates a positive relationship to the new learning environment that allows for rapid assimilation. Children aged 7 to 11 are usually are up to grade in reading, maths, and basic academic skills, but need to learn bodily coordination skills, posture, artistic and social activities, handwriting and listening skills. Listening well is particularly important as most of the curricular content is presented orally by the teacher. The human relationship between the child and the teacher is the basis for learning, for acquiring understanding and knowledge rather than just information. Children who are used to learning from computers and other electronic media have to adjust. Children who enter a Steiner school at the secondary level often bring much information about the world. This contribution is recognised and received with interest by the class. They often have to adjust their learning habits, such as the tendency to experience learning as a competitive activity. They have to learn to approach the arts in a more objective way, not simply as a means for personal expression. In contrast, in their study of science, history, and the world, they need to relate what they learn to their own life and being. Involvement in what is learned about the world makes the world truly meaningful to them.
How do Steiner Students do after leaving school?
Steiner students are accepted in and graduate from a broad spectrum of colleges and universities. Graduates reflect a wide diversity of professions and occupations including medicine, law, science, engineering, computer technology, the arts, social science, government, and teaching at all levels.
Is Steiner Education Similar to Montessori?
These two educational approaches began with a similar goal: to design a curriculum that was developmentally appropriate to the child and that addressed the child’s need to learn in a tactile as well as an intellectual way. The philosophies are otherwise very different.