Parents` Handbook - Rudolf Steiner School Kings Langley
Rudolf Steiner School Kings Langley - Parents’ Handbook Parents’ Handbook Our highest endeavour must be to develop free human beings, who are able of themselves to impart purpose and direction to their lives. - Marie Steiner Anubis weighing gold against the feather of truth Class 5 Rudolf Steiner School Kings Langley, Langley Hill, Kings Langley, Herts. WD4 9HG Website: www.rsskl.org Registered Charity No. 311027 Company No 395056 Issue 5 – September 14 Rudolf Steiner School Kings Langley - Parents’ Handbook Contents Section A B C D Appendix Page No Current Year Contact Numbers Staff and their main subjects Members of the PTFA Executive Committee Trustees Responsibilities and contact information Committees and Groups at the school 1 2 3 4 6 9 Organisation The Aim of the School, About the Education and its Ethos Teaching Staff The Association and Council of Trustees Parents’, Teachers’, and Friends’ Association (PTFA) Financial Organisation Communication History and General Information School Hours First Aid, School Doctor, Learning Support Student Support Service, Transport, Lost Property 1 2 3 4 5 7 9 15 16 17 Policies and Rules List of Policies and Rules 1 Parental Involvement/Participation Parent/Teacher Relationship Supporting your child’s learning at home Participating with the teachers and parents in your child’s class Participating in the school as a whole Festivals Facilities for parents, classes currently offered for parents Teacher Training Course Anthroposophical Questions Suggested Reading List Guidelines for Class Contacts Issue 5 – September 14 1 2 7 10 12 15 16 17 17 Rudolf Steiner School Kings Langley - Parents’ Handbook INTRODUCTION Welcome to Rudolf Steiner School Kings Langley. This Handbook has been prepared by the Parents, Teachers and Friends Association of the school, working closely with the teaching staff and Trustees. Our aim has been to create a document that will give you as parents vital information about our school and the philosophy on which it is based. It includes everything from a basic introduction to Steiner/Waldorf education to starting and finishing times of the school day. You can find out about the history, organisation, administration and everyday running of the school, the channels of communication and facilities for pupils and parents. There is also advice on how to learn more about Steiner/Waldorf education, school policies, rules, what events take place and why – and much more. We hope that this Handbook will be a much-used reference document and that handouts from teachers will be added to the ‘Current Year’ section… and each year parents will insert the new pages sent out to replace those that are out of date. We would ask that parents notify the PTFA when they see that information has been omitted or feel that the handbook could be improved in some way. For details on how to contact the PTFA, read on… Black and white drawing, Class 9 Issue 5 – September 14 SECTION A: CURRENT YEAR CONTACT NUMBERS School Offices: Main Telephone 01923 262505 Mute Brownlee, Admissions 01923 271922 Barbara Doyle, Reception 01923 262505 Pat Rosen, Finance Office 01923 271921 Fax 01923 270958 Bursar, Carol Langley 01923 271920 Co-Chair of College, Anthony Arulanandam Fiona Murray Through the school office TBC, Chair of Trustees Through the school office Library/ Anthroposophical Library 01923 271923 Kindergarten Regina and Irena 01923 271926 Kindergarten Suzy and Inga 01923 271927 Student Support Services Through the school office School Shop and Anthroposophical Book Ordering Service - Margaret Campman 01923 264308 Proprietor Rudolf Steiner School Kings Langley Limited Postal Address: Rudolf Steiner School Kings Langley Langley Hill, Kings Langley Herts WD4 9HG Website: http://www.rsskl.org Email: [email protected] Issue 5 – September 14 Section A Page 1 STAFF AND THEIR MAIN SUBJECTS Sally Abbott Biology Geert Alkema Gym/ Games/ Upper School Sponsor Sabine Alkema German & Handwork Anna Araujo Handwork Anthony Arulanandam Upper School Maths Irena Baruch Kindergarten Teacher Jasmine Bidwell Kindergarten Assistant Eva Binamu Eurythmy Teacher Sarah Boot Education/Ofsted Administrator Peter Brewin English Teacher Mute Brownlee Admissions Suzy Brownson-Fowler Kindergarten Teacher Daniel Bryan Librarian / Careers Susan Brogan Kindergarten Assistant/ Cl.2 Afternoon Club leader Smadar Bunzl Eurythmy Jacqueline Burwell Learning Support Teacher/Complaints Officer Janet Cameron KG Assistant Margaret Campman Handwork / School Shop Andrea Chishti German teacher Steffi Cook Boarding / Cookery & German Teacher/foreign students Bobbie Amamou Finance Barbara Doyle Reception Victoria Donoghue Class Teacher Lina Dyer Kindergarten Assistant Isabelle Fatoux French Teacher Ann Marie Finch Afternoon Club Leader Class 1/ After school club leader Mike Hadjipateras Upper School History/Drama Phillip Harding Pottery/ICT Beth Harris Library Assistant Cathy Herrington French Edward Hirst Class teacher / Upper School History/Drama Tina Hobday Chemistry Upper School Teresa Iskra Art / Upper School Sponsor Donat Katona ICT Systems Manager Carol Langley Bursar Silvia Lauzzana Learning Support Assistant Kindergarten/Kindergarten Assistant/Parent and Baby Group leader Moni Lebon Parent & Child Group Leader Inga Lewicka Kindergarten Teacher Sue Lewis HR Manager Gail Maleham Laboratory Assistant Nese Martin Community Fundraiser Daniel Maslen Curative Eurythmy Denis McCarthy Class Teacher Patrick McMahon Cover Teacher/Teacher Training Robin Millicheap Estates Robert Monk Caretaker Issue 5 – September 14 Section A Page 2 Claire Morris Physics Marcia Morrissy Photography Fiona Murray Class Teacher Paul Murray Class Teacher Sophia Nicholson Class Teacher Becky Ogilvie Learning Support Assistant Class 6 Julian Paine English / History of Art Andree Piperides Class Teacher Gary Powell Estates/Duke of Edinburgh Co-ordinator Rosemary Prentice Pianist Karen Pullin Learning Support Assistant Nicholas Rayment Estate Manager Pat Rosen Finance Rachel Salterpicco KG teacher (maternity Cover) Felix Schiermann Woodwork / Gardening / Practical Skills Ralf Sealey Metal Work Teacher Alyson Smith KG Assistant Jane Steele Pianist Nicky Teensma Class Teacher Lynn Tinworth Learning Support Assistant Chris Triplett Communications Manager Tessa Tynan Maths Lucie Wagner Boarding and English for Foreign Students Regina Walsh Kindergarten Teacher Rachel Watkins Learning Support Teacher Graeme Whyte Learning Support Teacher Rachel Wing Learning Support Teacher Yoko Yaghmaie Learning Support Assistant Information about staff qualifications is available on request from the Staffing Group. MEMBERS OF THE PTFA EXECUTIVE COMMITTEE Brian Isbell Chair 07891 095648 Daniel Roznick-Csendes Treasurer 07904 801720 01923 263404 Mau Harrison Secretary 07738 291260 Dora Csendes Fairs Co-ordinator 07767 74258 Clare Hitchcock Anton Dell 07958 389496 Larry Hesse 07702 621438 Graham Dalrymple 01923 262008 Becky Ogilvie 07798 933848 David Serlin 01923 264550 Sioban Schiller 01923 260439 Janey Etchell Jason Tisdell Rose Maher Steffi Cook College Rep 01923 267930 Chris Triplett College Rep 01923 271934 Issue 5 – September 14 Section A Page 3 TRUSTEES Sabine Alkema Staff Trustee Graham Dalrymple Graham Dalrymple has been a parent at the school since 2003 when his eldest son joined Kindergarten, his boys are now in classes 7 and 9. He has been active member of the PTFA for five years and chairs the school’s PTFA Sustainability Group which has been working to improve the school’s energy efficiency and environmental performance. More recent work has been on the development of the school travel plan and engaging with staff to help develop the teaching of sustainability issues. Graham is a Physics graduate of Nottingham University and has a doctorate in environmental physics from the same university. He runs his own environmental consultancy business and provides advice and support in the areas of corporate social responsibility, sustainability, environmental risk management, carbon management and accounting. Besides his interest in supporting the school to develop more environmental awareness in strategic planning Graham brings experience of auditing and governance with public sector clients. Janey Etchell Janey is a parent with 4 children in the school. Janey works as a presenter journalist and PR and media training. She has expertise in PR and media skills and a passion to try and get the well kept secret of Steiner education out to a wider audience and specifically hopes to assist in raising positive awareness of RSSKL in the local community and further afield. Tom Hart Shea I have worked in education all my life until retirement. I was Head teacher of a primary school in Bedfordshire for 13 years, working cooperatively and creatively with my governing body, with the Education Authority, and with the Parents Association, being mindful of all their needs and interests. Plus, of course, I had to manage my school on a daily basis, to secure the best education for all the children, ensuring their safety and well being, and to support my teaching staff whom I always saw as the key workers. I am an anthroposophist, - since discovering Rudolf Steiner's work I have been deeply interested in Steiner education. My children both attended the Kings Langley Rudolf Steiner School, and my grand children are now in Kindergarten. About 13 years ago I was a member of the Trustee body and Chaired it for a short period. Kim Goode The position of Trustee offers an opportunity to serve a school that holds an extremely important position in our community, and is also dear to my heart. My family moved to Kings Langley in order for my two children to attend the school. My son attended the school for seven years, my daughter for five. During these years I became as involved in the school as much as I could, whilst working full time in Higher Education. I was part of the PTFA and served as the Chair for about a year. The Trustee group appears to be going through a challenging time where the vision of the future of the school is about to be made real. As an educationalist, I feel that I can offer an experienced, external view, whilst really wanting the best for this wonderful place of truly holistic learning. Paul Murray Staff Trustee Issue 5 – September 14 Section A Page 4 Dr Sue Peat Dr. Sue Peat has a strong connection with Anthroposophy, runs regular groups and workshops in Rudolf Steiner House in London, and is a member of the Council of the Anthroposophical Society in Great Britain. Her interest in Waldorf education stems from her work with Anthroposophy, and she has served as a Trustee for the North London School for a number of years. She is an NHS consultant at Kings College Hospital, South London. Eva Binamu Nicholas Korth Staff Trustee External Trustee Issue 5 – September 14 Section A Page 5 Rudolf Steiner School, Kings Langley RESPONSIBILITIES & CONTACT INFORMATION -Autumn Term 2014 All persons listed here are contactable through Reception (01923 262505) or [email protected] unless otherwise stated. School Office: 01923 262505 Fax: 01923 270958 Website: www.rsskl.org AREA OF RESPONSIBILITY NAME CONTACT DETAILS ACCOUNTS/FEES Pat Rosen Carol Langley ADMISSIONS Mute Brownlee AFTERNOON CLUB Ann Marie Finch 01923 271921 [email protected]; [email protected] 01923 271922 [email protected] via Reception BOARDING Steffi Cook BULLYING, DISCIPLINE etc. Class teacher or Upper School Sponsor BURSAR Carol Langley CAREERS Daniel Bryan CARETAKER Robert Monk CHILD PROTECTION Cathy Herrington/ Carol Langley Anthony Arulanandam / Fiona Murray 01923 271920 [email protected] [email protected] Via Reception COMMUNICATIONS MANAGER Chris Triplett 01923 271934 [email protected] COMPLAINTS & CONCERNS Teacher and/or Complaints Officers Jackie Burwell Rachel Wing 01923 271924 CHAIRS OF COLLEGE Issue 5 – September 14 01923 262505 [email protected] 01923 262505 01923 271920 [email protected] 01923 271923 [email protected] 07796 224021 OTHER INFORMATION Parents should contact the class teacher / sponsor in the first instance. If the matter is not resolved, then contact the Education Facilitator. Out of hours; emergencies only College is responsible for all aspects of pedagogy in the school plus teacher education and curriculum and policy development. Advertising, prospectus, website, Term Recorder etc. and mandate holder for the Communications Group Parents should first approach the teacher concerned. If this is inappropriate or complaint is unresolved, then contact the Complaints Officers. Section A Page 6 AREA OF RESPONSIBILITY DBS CHECKS NAME CONTACT DETAILS Barbara Doyle Carol Langley EDUCATION FACILITATOR TBC 01923 262505/01923 271920 [email protected] [email protected] 01923 271932 ESTATES & MAINTENANCE Nick Rayment 07902 272468/01923 271925 [email protected] EXAMINATIONS ADMINISTRATOR Pat Rosen 01923 271921 [email protected] FINANCIAL SUPPORT APPLICATIONS FIRST AID Carol Langley 01923 271920 [email protected] 01923 262505 HEALTH & SAFETY Nick Rayment 07902 272468 [email protected] INFORMATION TECHNOLOGY KINDERGARTEN A Donat Katona [email protected] 01923 262505 ext. 205 Regina and Irena 01923 271926 Suzy and Inga 01923 271927 PARENT & CHILD GROUP LEARNING SUPPORT Gary Powell Suzy Brownson Irena Baruch Inga Lewicka Regina Walsh Moni Lebon Jackie Burwell Rachel Wing Rachel Watkins Graeme Whyte Responsible for many aspects of teaching and staffing administration, inc. OFSTED readiness, mentoring, planning and co-ordination. Via Reception via Reception LETTINGS & PREMISES HIRE LIBRARY Carol Langley Nick Rayment Daniel Bryan 01923 271920 LOWER SCHOOL CHAIR Nicky Teensma via Reception NEWSLETTER Sarah Boot 01923 271936 [email protected] OLD SCHOLARS Steffi Cook 01923 262505 [email protected] OPEN DAYS, PARENTS’ HANDBOOK & PARENT ORIENTATION Mute Brownlee 01923 271922 [email protected] Issue 5 – September 14 OTHER INFORMATION 01923 271923 Newsletter is published on Mondays. Items and adverts to be submitted by previous Friday. Section A Page 7 AREA OF RESPONSIBILITY MORNINGS RECEPTION NAME CONTACT DETAILS Barbara Doyle SCHOOL DOCTOR & THERAPIES SCHOOL TOURS Dr Jenny Josephson Mute Brownlee 01923 262505 [email protected] Dan Maslen via reception STEINER WALDORF SCHOOLS’ FELLOWSHIP REPRESENTATIVE TEACHER TRAINING TERM RECORDER Denis McCarthy Denis McCarthy Chris Triplett via Reception 01923 271931 UPPER SCHOOL CHAIR ADVENT FAIR, FIREWORKS NIGHT, SPRING FAIR Jackie Burwell via Reception Dora Csendes (organiser) Anton Dell (fundraising) 07767 774258 [email protected] 07958 389496 [email protected] PTFA Brian Isbell and Clare Hitchcock 07891 095648 07904 801720 SCHOOL CAFE Caroline Howard 07799 648218 [email protected] SCHOOL SHOP Margaret Campman Chris Triplett 01923 264308 [email protected] 01923 271931 [email protected] Bursar, Chair of Trustees, Estate Manager, Teachers from Kindergarten, Lower and Upper Schools Carol Langley Geert Alkema Julian Paine Nicky Teensma Sue Lewis Carol Langley 01923 271920 [email protected] Responsibility for aspects of the day-today running of the school not connected with teaching, eg admin, finance, maintenance, health & safety etc 01923 271920 Responsibility for appointment of staff and personnel issues COMMUNICATIONS GROUP FLOW GROUP (Finance and Administration) STAFFING GROUP COUNCIL OF TRUSTEES External Members Issue 5 – September 14 Sue Peat Tom Hart Shea Kim Goode OTHER INFORMATION 01923 271922 [email protected] Responsibility for Communications issues within the school and out into the wider community Council of Trustees is responsible for the overall financial and legal welfare of the school. Section A Page 8 AREA OF RESPONSIBILITY NAME Parent Members Graham Dalrymple Janey Etchell Nicholas Korth Staff Members Sabine Alkema Paul Murray Eva Binamu College reps Anthony Arulanandam/ Fiona Murray Ex officio members (non-voting) CONTACT DETAILS OTHER INFORMATION Carol Langley (Bursar & Secretary) COMMITTEES AND GROUPS AT THE SCHOOL College Anthony Arulanandam (co-chair) Geert Alkema Eva Binamu Mute Brownlee Suzy Brownson Smadar Bunzl Steffi Cook Teresa Iskra Ralf Sealey Carol Langley Sophia Nicholson Dan Maslen Denis McCarthy Felix Schiermann Cathy Herrington Paul Murray Fiona Murray (co-chair) Chris Triplett School Co-ordinating Group (Flow Group) Carol Langley Inga Lewicka Sarah Boot Nick Rayment Chair of Trustees (TBC) Upper School Rep (TBC) There are several other groups that exist within the school that deal solely with internal matters. For further information about these groups, contact the school office. Issue 5 – September 14 Section A Page 9 SECTION B: ORGANISATION THE AIM OF THE SCHOOL The primary task of Rudolf Steiner School Kings Langley is to provide the best possible education for its pupils so they may become not only knowledgeable, but also inwardly free, secure and creative adults. Like any other living entity, the school community requires distinct organs to carry out all the diverse functions of its life and activity. These functions can only be carried out if they are supported by sound financial arrangements and careful planning of all material necessities. There is also a need for a strong social and cultural environment around the school provided by all the parents. Responsibility for various activities within the school is carried by the teachers, College, the Trustees, the PTFA, and the administrative and maintenance staff. ABOUT THE EDUCATION AND ITS ETHOS In 1919 the Austrian philosopher Rudolf Steiner gave a series of lectures on education to the workers at the Waldorf-Astoria cigarette factory in Stuttgart. So impressed were they by what he said that they asked if such a school could be set up for their children. In September of that year “The Free Waldorf School” was opened with 300 children in 8 classes. There are now over 1000 Steiner/Waldorf schools worldwide and our school, founded in 1949, is one of approximately 30 schools in this country. Steiner described his ideal of a comprehensive education that encompassed everyone, regardless of social background. The basis of this “art of education” is Knowledge of Mankind, and recognition of the physical, emotional, intellectual and spiritual needs of the developing human being. This is part of his larger spiritual philosophy, Anthroposophy, which regards the human being as composed of body, soul, and spirit. While anthroposophy underpins Waldorf schools' curriculum design, pedagogical approach, and organizational structure, it is explicitly not taught within the school curriculum The broad curriculum is designed to meet the needs of the child at each stage of his/her development. The teacher is free, within these guidelines, to present the subject material in an individual way that aims to awaken and enthuse the children, encouraging them to discover and learn for themselves. In this way the child is not educated solely in the “3 Rs” but also in the “3 Hs” – Hand, Heart, Head – the practical, feeling and thinking capacities. The school strives to provide an environment in which the child can find security, moral strength and confidence to face the challenges of life with initiative and responsibility. v Note: for a full list of schools in the UK and around the world ask the school secretary or librarian. Issue 5 – September 14 Section B Page 1 Main lesson book decoration, Class 5 TEACHING STAFF The first Waldorf School in Stuttgart was run by a group of "Colleagues", without a head teacher, and this principle has been adopted, so far as we know, by most Steiner schools with the exception of the new Steiner Academies in the UK College is made up of between 15 and 25 staff who are currently employed in the school and who wish to express their commitment to the education it provides in this way. The aims of the College are: 1. To follow the principles of Steiner education based on the anthroposophical view of human beings and their development. 2. To develop and deliver the curriculum and educational approach created by Rudolf Steiner. 3. To be responsible for every aspect of running of the school. The College meetings, which take place every Thursday evening, begin with eurythmy, which is followed by a meditative verse. The College works out of an imaginative picture of how it can work in harmony with the spiritual impulses that support and inspire the education. This is followed by a short period of study, which then leads into the agenda for the week. College aims to look at issues from as many points of view as possible and as a result some issues may need several weeks of discussion before a consensus is achieved and a decision reached. The College chairperson usually serves for one year and is responsible for managing the agenda and running the meetings. The post has no status. Sub-groups are appointed to work on particular aspects, and report their findings or recommendations back to College. For example the Finance sub-group meets bi-weekly, and other sub-groups deal with staff accommodation, staffing and personnel matters, and some administration. Other small committees are formed to deal with particular events. Issue 5 – September 14 Section B Page 2 Many teachers at the school are not members of College, including new or part-time teaching staff, and some full-time staff who do not wish to become College members. All teachers are expected to attend the Staff Meeting that takes place on Thursdays after school, in order to take part in and be aware of processes and changes in the school. There are also separate weekly meetings of the Upper School, Class Teachers and Kindergarten teachers, to discuss issues of particular importance in those different areas. Teacher Development The school encourages teachers to attend a range of courses and conferences that run throughout the year, within the Steiner/Waldorf movement. Some State and Independent school courses are also attended. Teachers mentor and observe one another and attend each other’s lessons to provide support and advice. The Fellowship Advisory Service is availed of by inviting regular visits from the Advisers. The Staffing Group, on behalf of the College, oversees the welfare and development of staff, endeavouring to promote and maintain the best in teaching practice and the constant striving for improvement. The Staffing Group also co-ordinates the employment of staff at College’s request and under its supervision. THE ASSOCIATION AND COUNCIL OF TRUSTEES The school is a Registered Charity and operates as a Limited Company, also known as the Association. Membership of the Association is currently limited to 50 and membership is divided into the following categories: College members 40%, Parent members 30%, and External members 30%. Any parent wishing to become a member of the Association should apply in the first instance through the Bursar. Oversight of the management of the school is undertaken by the Council of Trustees, members of which are also members of the Association. The Council consists of 9 individuals, 3 College members, 3 Parent members and 3 External members. The Trustees together with College share the governance of the school. In particular the Trustees have legal responsibility to ensure the Charity does what it was set up to do – namely to be a school run on the educational principles inspired by Rudolf Steiner. The Trustees also have responsibility to ensure that the income, capital and expenditure of the school all effectively serve this purpose. As a Limited Company, the school has a "Memorandum and Articles of Association" that lists the objectives of the school. This document can be viewed in the school library. The Trustees have established agreed aims and objectives for their work. They aim to enable the College to develop its vision and exercise its authority within the current legal framework in England. Their objective is to support the College in its daily work in whatever ways are appropriate. Issue 5 – September 14 Section B Page 3 ASSOCIATION MEMBERSHIP Parents of the school are welcome to join the Association. The Articles of Association are available from the Bursar if you are interested in becoming a member and these explain the purpose and objective of the Association within the school. Association membership is by means of application to the Trustees, and an application form is also available from the Bursar. The membership of the Association consists of 40 % College Members 30 % Parent Members 30 % External Members At the present time we have no vacancies for more parent or external members and would encourage parents to seriously consider making an application for our waiting list. MEMBERSHIP OF TRUSTEES The Council of Trustees consists of Three External Members Three Teachers Three Parents If any parents are interested in becoming a Trustee of the school then please contact the Bursar for more information on 01923 271920 or [email protected]. PARENTS, TEACHERS AND FRIENDS ASSOCIATION (PTFA) The Parents, Teachers and Friends Association (PTFA) represents the wider school community, and all parents, teachers and others involved in the daily life of school are members of the association by virtue of their relationship to the school. However, the actual work is done by a Committee, which always welcomes new members. The PTFA Committee meets once a month during term-time, and provides a forum for parents' and teachers’ joint interests and concerns. The committee is made up of: a) Volunteer members who serve on the committee for a two-year term of office. b) Class Contacts are members of the committee during their term of office. c) Two members of staff who are appointed to represent College at PTFA committee meetings. The appointment of volunteer members is confirmed at the Annual General Meeting of the Association, which normally takes place during the spring term. The PTFA raises funds for projects that the school would not otherwise be able to undertake. In recent years, PTFA funds have contributed towards the theatre seating, playground equipment, refurbishment of gym floor, refurbishment of science laboratories, and items requested by wish list from the College of Teachers. The main school fundraising event of the year, the Advent Fair is organised by the PTFA. Other fundraising activities organised by the PTFA have included Art Fair and the Wellbeing festival. The Issue 5 – September 14 Section B Page 4 PTFA share news in the weekly newsletter and Term Recorder; it is distributed to parents via the pupils and is also mailed or emailed to those on the newssheet mailing list. Besides the ongoing monthly meetings the PTFA also organises Open Meetings that take place between parents and teachers to discuss issues of current importance. Sub-committees that include staff representatives have dealt with issues such as property strategy, playground equipment, publicity and communications, etc. Communication between the PTFA and College takes place through two College members who sit on the PTFA Committee, and we depend on the College representatives to: a) bring to College the questions or issues raised in PTFA committee meetings. b) report back to the PTFA on the conclusions reached by College. All parents are welcome to attend PTFA meetings. Dates of meetings are normally the first Monday of every month and are advertised in the weekly newsletter. (See also Section D page 8) Main lesson book decoration, Class 5 FINANCIAL ORGANISATION Our school is an independent institution and receives no funds from any government agency. Therefore, our parent community is the mainstay for the financial well being of the school. College works with the ideal that children are not excluded from the school for financial reasons. However, it also works in the full knowledge that the school community, being parents, teachers and friends, must provide the economic support it needs for its work. Prospective parents must be realistic about the length and level of financial commitment. The PTFA plans various fund raising events, including the Advent Fair, and the ongoing running of the School Shop, which generate income to be used for larger, individual projects that cannot be financed by tuition fees. All parents are invited to join in the running of these events. Bursary Awards Parents who have difficulty in meeting the payment of fees in full may apply for a Bursary Award via the Bursar. Such assistance can only be made available where the applicant has demonstrated that all other means of funding the fees have been pursued e.g. bank loan, second mortgage etc. have proved fruitless. Applications can only be accepted for children who have been in the main school for more than one year exclusive of Kindergarten or Class 1. Issue 5 – September 14 Section B Page 5 Cuneiform, Class 5 Issue 5 – September 14 Section B Page 6 COMMUNICATION GENERAL Effective communication is essential for the harmonious life of the school. Parents are strongly encouraged to direct questions and concerns to the appropriate person as soon as they arise, as they can then be dealt with quickly and openly. Messages for teachers will be taken by the school office and teachers will return your call as soon as it is convenient. If you have questions or concerns regarding your child’s experience at school, the curriculum, discipline, homework etc. the following steps are suggested: v v v v If If If If If the child is in the Parent/Child Group or Kindergarten, speak to the teacher. the child is in the Lower School, contact the teacher in whose lesson there is a concern. a question remains, speak to the Class Teacher. the child is in the Upper School, contact the Class Sponsor or the subject teacher. the concern remains unresolved please follow the Complaints Procedure. For matters concerning the class, i.e. class trips, social events, class fund etc: v Your Class Teacher/Class Sponsor and Class Contact. For matters concerning school events, how to become involved in the school, study groups or other general questions: v Office, class contact or a member of the PTFA Committee. Communication to the trustees should be sent to the Chair of Trustees, c/o the Bursar. Questions about financial matters should be directed to the Bursar. Newsletter The newsletter is a major part of communication between the school and parents. The newssheet is emailed weekly by Parentmail (on Mondays). Please contact the school office if you do not receive this information and to update your contact details in Parentmail. Term Recorder The Term Recorder, which contains articles by staff, parents and students, is edited and produced by our Communications Manager. Term Calendar The Term Calendar is sent to all parents at the beginning of each term. It contains the dates for the term as well as dates for Parents’ Evenings, festivals, events. The Calendar also includes the names and telephone numbers of members of the PTFA Committee and the Chairperson of the College of Teachers for the year. Issue 5 – September 14 Section B Page 7 Coloured circles, Class 7 Issue 5 – September 14 Section B Page 8 HISTORY AND GENERAL INFORMATION THE ROYAL PALACE AND PRIORY AND THE FOUNDING OF THE SCHOOL For 200 years in the mediaeval period the Kings and Queens of England and their families and retainers visited Kings Langley regularly and some of them spent important parts of their lives here. Queen Eleanor of Castile, wife of Edward I, acquired the site on which the school now stands in 1276 and building work is believed to have continued between 1278 and 1361. Her son, Edward II, loved Kings Langley and established the Dominican friary alongside the palace in 1308. After the murder of Piers Gaveston by a group of barons opposed to his influence on the king, he was subsequently buried here by the grieving Edward II. The palace at Kings Langley was also a favourite residence of Edward III. His fourth son, Edmund of Langley, became the 1st Duke of York, and spent many of his years here. Edmund and his wife Isabel of Castile were buried here and their tomb was subsequently moved to All Saints Parish Church in the village, where it can still be seen. Richard II, son of the Black Prince, was greatly attached to Kings Langley as a boy. He held stately courts and issued proclamations from the Palace of Langley Regis. In 1392 and in 1396 he brought the court here to celebrate Christmas. One scene in Shakespeare's `Richard II' is set in the garden at Langley. When Richard II was deposed and died as a prisoner in Pontefract Castle, his body was brought to the Friary at Langley for burial. The body was later removed to Westminster Abbey by Henry V in 1414. In 1431 the Palace was damaged by fire, "through the negligence and drowsiness of a minstrel and insufficient care of a lighted candle". Later, three of Henry VIII's wives were granted the Palace but none lived in it and the buildings fell into decay. Remains of the Friary when used as a farmhouse. After an engraving in Robert Clutterbuck's History of Hertfordshire, 1815 The dissolution of the monasteries by Henry VIII in 1539 and the demolition of many of the buildings in the 17th century, led to the gradual disappearance of both the palace and the church. One 19th century antiquary, Sir Giles Scott, who had seen and measured the foundations of the church before they were removed by Farmer Betts, was led to believe that it must once have been nearly as magnificent as Westminster Abbey. Issue 5 – September 14 Section B Page 9 By the turn of the 20th century, all that remained was an outbuilding, believed to have been a granary, which we now call The Priory. This building was acquired in a ruinous state in 1909 by two pioneers of co-educational boarding schools, Hannah Clark and Margaret Cross. They engaged Barry Parker and Raymond Unwin, leading Arts & Crafts architects of the time, to repair and add two new wings to the building, and the new school opened in 1910. In 1921, Miss Cross became interested in the educational work of Rudolf Steiner and subsequently invited him to visit Kings Langley in 1922. She offered her school to him to be transformed into a Steiner Waldorf school, an offer that he gladly accepted. Miss Cross was also a pioneer of Steiner’s ideas on biodynamic agriculture. There has thus been a link with Steiner’s work at Kings Langley since the early 1920s. The Priory buildings, which are now listed, are currently shared between the Christian Community, which has a chapel there, and the school, which uses them mainly for teacher accommodation. In addition to extensive playing fields, the school has a well-equipped sports hall. There is also a good library, of which the Anthroposophical section is open to parents as well as pupils and staff. While it is the school's clear policy that the number of classes shall not be increased further, there is a development programme. The new pottery was opened in 1991, and there are plans for further new buildings designed to provide space for additional art, craft, science and student facilities. CURRICULUM On entering Class 1 the children meet their class teacher who will ideally stay with them for the next eight years. This continuity of teacher for the main part of each day fosters security and respect in the children and brings the teachers to a deeper understanding of the needs of the individual child. At this age and indeed for the next seven years, the children live very strongly in their feeling life. And although they can learn readily what appeals to their artistic sense, they are not yet ready to comprehend purely abstract concepts. Memory is, therefore, developed especially through the sense of rhythm and a strong foundation is given through material being presented, not intellectually, but in a living and pictorial way. All the core subjects such as English, Maths, History, Geography, Physics, Chemistry, etc., are studied in depth in block periods of 3-4 weeks in the Main Lesson that begins each day. However, as the curriculum is structured so that the children receive what they need at each stage of their development these names are not always used, particularly in the early years. For example, History can only be taught as the pupils develop a sense of their own past and Physics and Chemistry only receive these titles as the child learns to observe the environment as separate from itself. In addition to the Main Lessons regular practice lessons are given in English, Maths, German and French. Practical subjects such as farming, building and gardening are experienced and there are lessons in woodwork, modelling, handwork, painting, drawing and eurythmy. Music and Drama play an important part in school life and classes regularly perform plays in the school theatre. Singing and recorder playing form an integral part of the Main Lesson in the younger classes, progressing to class orchestras. Festivals are an important part of the school year. Seven main festivals are celebrated - for a full description of the festivals see Section D. Additional to these festivals are the festivals of children’s work which take place each Friday before half term, where classes share their work. Class Contacts and PTFA Committee members are invited to all festivals and assemblies. Due to restricted space not all parents can be invited. Issue 5 – September 14 Section B Page 10 Class outings take place in connection with the Main Lesson subjects being taught; for example, during the farming Main lesson, the children would visit a local farm. When the Children leave their Class Teacher they are entering a new phase in their development. At the approach of puberty the thinking intellect begins to predominate. Questions, discussion, criticism – all the activities of the enquiring mind – grow in strength. Now, education must foster imaginatively the faculty of clear independent thinking. Adolescents long for someone to respect and to ask for help, so in the Upper School while a sponsor takes on the overall responsibility for the class, pastoral care is shared amongst the teachers. The Main Lesson block period system continues but now the subjects are taught by specialist teachers in Maths, History, Physics, Literature and so on. Regular practice lessons such French, German, English and Maths also continue. Since an intellectual quality obviously permeates the Main Lessons more strongly as the children grow older, the arts and crafts, singing, eurythmy, games, gym, etc., are all developed to provide an important balance. In the Upper School curriculum the range of crafts includes woodwork, metalwork, textiles and pottery. Competitive exams play no part in the internal assessment in the school. However, each child is encouraged to attain his or her full potential and therefore the normal GCSEs and GCE ‘A’ levels are taken; GCSEs at the end of Class 11, and ‘A’ levels at the end of Class 13. Eurythmy Eurythmy is an art of movement developed by Rudolf Steiner, and is taught from Kindergarten to Class 12. The word "eurythmy" comes from the Greek, meaning "harmonious rhythmical movement". The gestures and forms of eurythmy make visible through movement the sounds of speech and music, thus including it as one of the fundamental creative human processes. Practising eurythmy can harmonise and balance the formative forces active in the developing human being. Although Eurythmy arose as a performing art initially, it was subsequently developed into the realms of education and therapy. Curative Eurythmy can be used to treat a number of developmental difficulties, not all of them physically obvious and specific exercises may be recommended by the school doctor. The eurythmists at the school have qualified at recognised institutions with a minimum of 4 years' training. An additional 2 years is required for a qualification as a Curative Eurythmist. For a more extended description of Eurythmy, please make a direct enquiry. Your interest will be welcomed. Physical Education As in all the other aspects of the school curriculum, the foundation for the physical education lessons is knowledge of the child's development. The lessons are structured and formed according to the needs of the developing child. In the lower school, physical games are of an imaginative character. This develops over the years towards more formal sports in the upper school. Hockey, handball, volleyball, badminton, and basketball form the core of the upper school games repertoire. Issue 5 – September 14 Section B Page 11 In the Gymnasium, the apparatus is first introduced in the lower school in a free-form way. This is followed in the course of time by the practising of more formal gym exercises. On the Athletics field, the emphasis follows the skills of the Greek pentathlon, to develop a range of complementary physical abilities. Religion In looking at the soul development of children, Rudolf Steiner stressed the importance of nurturing the qualities of Goodness, Beauty and Truth in the three stages of childhood. Through the mood and content of the weekly religion lessons, we also seek to nurture the universal qualities of Wonder, Compassion and Conscience, which relate to all human beings whatever their beliefs. Steiner schools are grounded in the Christian tradition and our celebration of the main Christian festivals is described fully elsewhere in this Handbook (see Section E). Music Music plays an integral part in the life of the school community, first and foremost through the activity of singing - from the early singing games, linked so strongly with movement, to the complexity of a mixed chorus in the Upper School. This experience is extended in: Class 1 by the introduction of lyre and recorder/Choroi flute. Class 2 with a main lesson block devoted to the introduction of violin playing. Classes 3 & 4 have a weekly lesson devoted to country dancing. Class 5 where the CLASS ENSEMBLES begin, involving all available instruments in the class. Class 8 where the RECORDER CONSORT is established. Class 11 with a History of Music main lesson. v Members of the SCHOOL ORCHESTRA are selected from Class 5/6 upwards and opportunities for CHAMBER MUSIC are provided wherever possible. v The Upper School meets for 15 minutes three times a week in addition to the weekly music/ singing lesson. v Individual INSTRUMENTAL LESSONS by visiting teachers may be provided after school, during breaks, and, if there is sufficient demand, on Saturday mornings. Many children also arrange to have lessons outside school. v Practising at home and school requires encouragement and patience; opportunities to share the outcome of these activities are always evident at parents’ afternoons/evenings, festivals and concerts. Recommended reading for more detailed information about the curriculum: Steiner Waldorf Education. Aims, methods and curriculum by M Rawson, Steiner Waldorf Schools Fellowship Issue 5 – September 14 Section B Page 12 Waldorf Education. A Family Guide edited by PJ Fenner and KL Rivers, Steiner Waldorf Schools Fellowship Towards Creative Teaching by M Rawson and B Masters, Steiner Waldorf Schools Fellowship These books are available from the school library and book ordering service. Issue 5 – September 14 Section B Page 13 Sketch Plan of School by Denis McCarthy Issue 5 – September 14 Section B Page 14 SCHOOL HOURS Kindergarten and Parent & Child Groups Parent & Child Groups (age 1 to 3) Parent & Baby Session (0 to 18 months) Mornings: Mon Tues, Wed, Thurs Afternoons: Tues & Wed. Thurs. Kindergarten Mon-Fri 10.45am – 1pm 9.45am – 12pm 1pm – 3pm 1.30-3pm 8.30am -12.30pm Lower School 8.30am – 3.30pm Morning break 10.30 – 11.15am Finishing time for Class 1 and 2 half days is 1pm. Lunch 1 – 1.45pm Upper School 8.30am – 3.30pm Morning break 10.10 – 10.30am Lunch 1 – 1.45pm Pupils should be in school by 08.30 am, but not before 08.15am and should have left or have been collected by 3.45pm. There is no official supervision or responsibility taken for the pupils before or after these times. Afternoon Club Ideally, all children in the Kindergarten, and Classes 1 & 2 would go home each day once their lessons have finished. However, as this is not always possible, the school provides an Afternoon Club. During Afternoon Club, children take part in supervised play and such activities as painting, drawing and handwork. Time is booked on a regular basis and is charged for on the termly school account. Main lesson book decoration, Class 5 Issue 5 – September 14 Section B Page 15 FIRST AID Children who are ill or injured receive first aid treatment in the Office from an appointed First Aider. Serious accidents are referred to the Casualty Department of either Watford or Hemel Hempstead General Hospitals and parents will be contacted. SCHOOL DOCTOR The school doctor visits on arranged days each term to see the pupils. These dates are listed in the term calendar and school newssheet. If there is a concern about a child – usually a developmental, behavioural or constitutional concern – by parents or teachers, the class teacher is consulted, and may make an appointment for that child. The parents, or at least one, are asked to be present to talk to the doctor, as their input is very important in building a picture of the child. The school doctor will have a comprehensive view of the child, based on their anthroposophical medical training – which is in addition to an orthodox medical training – that takes into account the spiritual and soul development of the child as well as the physical aspects and symptoms. The child’s biography and family situation also may be taken into account. The doctor may prescribe medicines. She may also recommend the child to have one of the therapies that are available at the school. Head Lice Prevention If a teacher or parent suspects a case of head lice they should bring this to the notice of the Class Teacher. The parents of the child(ren) in question will be asked to treat their child(ren). A child should not return to school until the lice are gone. Infectious Diseases Should your child contract an infectious disease/illness, please inform you child’s teacher and the class contact so that other parents in the class can be notified. LEARNING SUPPORT The Learning Support Department offers extra help by trained learning support teachers – either for individuals or in small groups. Referrals come from the class teacher, class sponsor or subject teacher; parents should approach these teachers if they feel their child would benefit from learning support. Whilst we endeavour to provide support for those children in need, it is not always possible to meet the demands with the resources available. Diagnostic tests are given and an appropriate course of remedial steps is devised, suited to the individual pupil’s needs. The learning support team look on ‘learning difficulties’ as a positive learning opportunity. They help pupils to value themselves and to discover their own unique learning style. It should be noted that over time it may become clear that the school cannot reasonably meet a child's particular needs. Issue 5 – September 14 Section B Page 16 Support for Students for Whom English is an Additional Language Support for students for whom English is an additional language would be worked out on an individual basis, through discussion with parents and teachers. Artistic Therapies Eurythmy and art (which includes painting, clay or wax modelling, and form drawing) are available to pupils who are recommended by a school doctor or class teacher/sponsor. No extra charge is made for eurythmy; art therapy is paid for privately by parents to a visiting art therapist. The parents are also consulted when a pupil is recommended a therapy. These extra lessons are arranged on a termly basis and are usually one-to-one. The school’s therapists are experienced in their fields of work and each has completed an anthroposophical training. They work closely with teachers and a school doctor. STUDENT SUPPORT SERVICE Daniel Bryan provides a Student Support Service at the school, which aims to provide Upper School pupils with the help and advice they need to make informed decisions about their future both within and after school. He provides tutorial support for individuals and groups, including:v Preparation for lifelong learning. v Choices regarding examination subjects. v Applications for jobs/colleges/universities. v Gap year planning. v Strategies for studying. v Financial implications of further study. Daniel Bryan can be contacted in the School Library on 01923 271923. TRANSPORT Station A school minibus collects pupils from Kings Langley station in the mornings. A bus leaves the school promptly at the end of the school to enable the London pupils to catch the earliest train. LOST PROPERTY Clothing is stored in a basket in a cupboard near the music room next to the Curative Eurythmy Room. Jewellery, watches etc are kept in the school office. Clothing can only be stored for a limited period of time and will be given to charity at the end of each term. Issue 5 – September 14 Section B Page 17 SECTION C: POLICIES AND RULES School Policies and Rules are continually updated and can be found on the School web site under Information. Below is the current list of policies available. Printed copies of any of the policies can be obtained through the School office. LIST OF SCHOOL POLICIES SWSF Code of Practice (the School supports the SWSF Code of Practice) Admission Policy Anti-Bullying Policy Attendance Policy Boarding Policy Bringing and collecting children from Kindergarten Candle policy Child Protection Policy Concerns and Complains policy and procedure Curriculum Policy Autumn 2011 Cyber bullying policy Data Protection and Access to Information Dress Code for pupils Educational Visits Policy Equal opportunities policy Exclusion Policy External A Level Courses Fair Processing Notice First Aid Health and Safety Handbook Home School Agreement Illegal Substances Policy Inclusion Policy Policy On Internal Assessment For External Qualifications Kindergarten Walks Policy On and Off Site Late payments Fee Lost child from KG Policy Media Policy Pastoral Care Policy Photography Policy Playground Rules Punctuality Pupil Probation Policy Relationships and Sex Education Policy Safeguard Children Policy Safer Recruitment Policy SEN Policy Student Discipline and Behaviour Policy Therapists Policy of Care Standards Trustee Appointment Policy Tuition Agreement Volunteer recruitment Winter Weather Issue 5 – September 14 Section C page 1 HEALTH AND SAFETY Our comprehensive Health & Safety Handbook can also be viewed online at www.rssskl.org / Information/Policies Black and White Spiral, Class 9 Issue 5 – September 14 Section C page 2 SECTION D: PARENTAL INVOLVEMENT/PARTICIPATION Children are more likely to thrive when there is a close relationship between home and school. Parents are invited and encouraged to become a part of the school community, thereby creating a strong social environment to support the educational work of the school. While the amounts of time or gifts any particular family can give will vary according to individual circumstances, all are asked to share what they can and make this school experience a priority for both the children and their families. Protocol for teacher/parent relationship The relationship between teachers and parents is based upon their common aim to actively support and guide the children in their development and education. This will best be achieved when the relationship that exists is one of mutual respect and understanding. Frank and open communication is of immense importance in establishing the trust that should grow between them. Every class in the school is composed of children who come together daily from a wide variety of families, homes and cultural and religious backgrounds. What they experience as a group is the Steiner/Waldorf curriculum as interpreted and presented to them by their teachers. While the standards of behaviour, conventions etc. may therefore in many cases differ from those required at home, children will readily adapt to such differences so long as they feel the mutual support of both teachers and parents. Disagreements and misunderstandings may sometimes occur between teachers and parents. While these must be settled as soon as possible, it is also important to find an appropriate moment to discuss these matters and the teachers should be telephoned in order to arrange this. At times a teacher may request some parental help in the classroom. This is very much appreciated by both teachers and children. Parents may not however be present during a lesson without the prior consent of the teachers in charge. If a message, an item of equipment, lunch box etc needs to be delivered to a pupil or a teacher during school hours, it should be brought to the school office rather than directly to the classroom so that lessons are disturbed as little as possible. As parents, you participate in the life of the school by: v Supporting your child's learning at home. v Communicating with the teachers and parents in your child's class on a regular basis. v Participating in the school as a whole by attending Parent Seminars which are regularly offered, helping with class fundraising events, and attending PTFA meetings, which take place every month. Issue 5 – September 14 Section D page 1 SUPPORTING YOUR CHILD'S LEARNING AT HOME We have only to look back to our own childhood to recall the important part that home life played in our own growth and development. The following recommendations have been compiled by parents and teachers, based on our experience of what has worked best for our children’s wellbeing. Daily rhythm From Kindergarten through to Upper School, Rudolf Steiner education provides a well-defined daily rhythm for the school day, week and year so that children have a secure framework in which to learn. A consistent daily cycle at home complements this aspect of school life, with welldefined times for getting up in the morning, meals and going to bed. Homework is given in the Middle and Upper School years, and your interest, encouragement, and support for a regular study routine at home will benefit your child enormously. Pupils need to be fresh and alert to work hard at our school, so a healthy diet, and sound and adequate sleep are very important to support your child's learning. Classes 1 and 2 Ideally, all children in Class 1 would go home each day once their lessons have finished. They take in all the core subjects intensively in the morning and will need time and opportunity in the afternoon to internalise the content of their lessons. The child would then recreate what arises from the education in the morning to enhance his or her experiences. This means that children would need at home supplies that appeal to their creative faculties. According to their wishes they can then take up different activities from the wide variety of subjects they have been taught, as an essential preparation for the next school day. Some activities would require availability of specialist materials at home. Drawing, preferably using high quality natural colour materials is best done with Stockmar wax crayons – “blocks” and “sticks” – writing, with sticks or Lyra “giant” coloured pencils. Painting needs a wooden board, quality cartridge paper, brush, sponge, mixed Stockmar watercolours in lidded pots, and a jam jar. Handwork could involve sewing (with large needles, tapestry wool, and coloured felt), knitting, “finger-knitting” or “French knitting”. These specialist materials are available through the school shop or you can consult the relevant subject teachers for advice on obtaining what you need. The children will know by heart many poems, verses and songs from Main Lesson, French and German. These should not be written down but flow orally from the children. They may even ask you to join in! An extra descant recorder could be also be made available at home. The suggested activities are not meant to initiate additional teaching at home. The school presents the subject material in a way that encourages the children to take up different activities at home, arising freely out of each child’s own initiative. Afternoon Club at School During these optional afternoon sessions, in lieu of children being at home, opportunities are provided to give the necessary support for the formal education that they receive in the mornings. Issue 5 – September 14 Section D page 2 Punctuality When teachers and parents both demonstrate the importance of punctuality, children learn valuable lessons about reliability and respect for others, as well as the self-discipline that comes from consistent effort. The school timetable depends upon parents helping their children to arrive at school punctually. It is beneficial for pupils to arrive at least ten minutes before school starts, in order to prepare for the lessons. Attendance Main Lesson subjects are taught in blocks that usually build one upon the other. The rhythm of daily, weekly and seasonal cycles also forms an important part of the life of the school. For these reasons, experiences missed through absence cannot easily be made up at a later time, especially at the beginnings and endings of terms Please telephone the school office if your child is unable to attend school because of illness. A note should then be brought on returning to school. If your child must be absent for other than medical reasons, please let the Class Teacher or Sponsor know at the earliest opportunity. In case of prolonged absence, you are required to seek written permission in advance from the College of Teachers In cases of unexcused absences of 10 days or more, the school is obliged to contact the Local Education Authority. The DfES currently recommends to all schools that they discourage parents from arranging long absences in term time. Please also refer to our Attendance Policy on p. 6 in Section C. Dress code The school has no uniform, and the requirements for school dress are based on a consideration of health, neatness, cleanliness and suitability for work at school. While it may be difficult to resist the pressures of advertising and fashion, nevertheless both parents and children are asked to co-operate with the school in steering a sensible course between strict formality and ultracasualness, for the following reasons: 1. We strive to create a beautiful environment in the classrooms and in the building. We would like the children’s manner of dress to be in keeping with this, avoiding logos, harsh colours and day-glow which disturb this harmonious environment. 2. We aim to teach children that they are not ”walking advertisements”. We endeavour to create a space for the children that is free of commercialism and where there is not a constant barrage of media-imposed consumer images. 3. The child’s own imagination should stimulate and direct his/her play. Mass media characters, super-and sport heroes on clothing inhibit the development of a healthy imagination. For the above reasons the College strongly requests parents’ co-operation in ensuring that children are in accordance with the dress code. (See Section C page 19 for more detail.) Issue 5 – September 14 Section D page 3 Younger children especially are advised to wear strong shoes with a firm sole, so that their feet develop healthily and normally. In bad weather, all pupils should have waterproof footwear. Trainers with soft soles, which may be appropriate for games lessons, are not suitable for wearing throughout the day. Africa Main Lesson, Class 7 Issue 5 – September 14 Section D page 4 Diet School lunches are currently provided by the school café, which aims to provide a balanced diet for reasonable cost. Organic ingredients are used wherever possible. If your child takes a packed lunch to school, please do not include crisps, fizzy drinks, chocolate or sweets. Diet and Nutrition Main Lesson, Class 7 Television and computer games The experience of teachers is that exposure to television and computer games can significantly interfere with the educational work of the school. This is found to be true for all ages, but is especially so for younger children. Although television may have a justified place in the life of an adult, television viewing for children is now becoming acknowledged as impairing strength and creativity, as well as interfering with healthy social development and weakening academic performance. It is preferable for small children not to watch television at all; the younger the child the more pronounced will be the effect. Computers have become a part of everyday life, and the school's computing facilities are an integral part of the Upper School curriculum. However, when children become attracted to computer games, their hands, eyes and attention become increasingly focused upon a small area just a short distance in front of them. As more time is spent on computer games, less is spent on developing broader social and physical abilities that are essential for healthy growth. For all these reasons, both television and computer games are felt to impede the work of the school. Issue 5 – September 14 Section D page 5 School trips Most classes take part in one-day outings to places of interest, and in the Upper School, overseas trips of one to three weeks are organised. These trips form an important part of the curriculum, and the whole class is expected to take part. The Class Teacher or Sponsor will send out a form giving information and requesting your permission for each trip, and it is vital that you return this form, or else let the teacher know if your child cannot go with the class. Parents are expected to contribute towards the additional costs of these trips, both via extra payments and through fund raising activities that benefit the class fund. One of the purposes of the class fund is to assist with the costs of the trips, either in part for each class member or in full where the family cannot meet the cost. In Class 5 the curriculum deals with ancient Greece. The children take part in an organised Olympic Games camp at Michael Hall Rudolf Steiner School in Sussex, where many Class 5s come together. In the Upper School the costs are likely to involve budget travel and accommodation in a European country. The examples of class trips and approximate costs that follow here are a guideline; there will be individual differences depending on the teacher and class. Here is a guide to help parents budget for the class trips throughout the school. We have based the costs on previous trips that have taken place. However these costs will fluctuate depending on how much fundraising may have been done towards class funds in the respective classes and whether transport and other costs rise. We hope that this information will help. CLASS 5 6 7 8 9 10 11 12 13 TRIP INFORMATION Olympics at Michael Hall Optional Rua Fiola – or equivalent outward bound trip Duke of Edinburgh participation – no trip Embercombe – practical skills No trip Teacher’s choice Cultural trip to Italy End of School Trip (usually abroad) Issue 5 – September 14 APPROXIMATE COSTS £90 -£750 £100 £425 -£250 £800 £200+ Section D page 6 Egypt Main Lesson, Class 5 PARTICIPATING WITH THE TEACHERS AND PARENTS IN YOUR CHILD'S CLASS Parents’ Orientation Morning Early each autumn term a parents’ orientation morning is held, to which all new parents are invited. Talks are given by teachers and usually include a talk on the Kindergarten, the Lower School and the Upper School, the school doctor and Learning Support. Sample lessons will be offered from the whole range of the education. A PTFA member may speak about what it is like being a Steiner parent. There is an opportunity for new parents to ask questions of teachers and of the PTFA committee members. It is a good way for new parents to make an acquaintance with the larger school community and we would encourage you to attend. Parent/Teacher Communication Regular and candid communication between parents and their child’s teachers is an essential part of Steiner education. (See also ‘Communication’ in Section B: Organisation and Section E: Protocol for Parent/Teacher Relationship.) Your child's Class Teacher or Sponsor relies upon you to tell them about any requirements for physical attention or medication that your child may need during the day. Sometimes changes at home can affect your child's behaviour, such as a parent’s absence, a serious illness in the family or any other upset. It is important that you let your Class Teacher or Sponsor know about such changes, so that your child's emotional needs can also be acknowledged at school. Your Class Teacher's or Sponsor’s telephone numbers are usually published on the class Telephone Tree. Although teachers are grateful for important information you may need to give them at any time (within reason!), they may ask parents to call on a particular day of the week for longer discussions. You are encouraged to meet with the teacher at least once a year for an objective assessment of your child’s progress. Such meetings can be arranged at the initiative of either the teacher or Issue 5 – September 14 Section D page 7 yourself, and the teacher will appreciate at least one visit to your home, particularly for children in the Lower School. Home visits are mutually beneficial for all concerned, and help to foster the relationship between home and school. Class Contacts Every year, and in every class, two or three parents volunteer to act as Class Contacts. The Class Contacts form an important social link between the Class Teacher or Sponsor and all the families in the class. They are responsible for contacting and welcoming new parents, and assisting the class teacher with the organisation of class activities. These activities may include setting up a “Telephone Tree” to distribute information, helping to organise class outings, organising transport, baking for parents' evenings and redecoration of the classroom. Class Contacts' term of office is normally one year, which means that every parent has the opportunity to become Class Contact while their child is at the school. Your child's Class Teacher or Sponsor is the person to discuss this with. As a Class Contact, you also represent your class at the monthly Parents, Teachers, and Friends Association (PTFA) committee meetings. See Appendix for guidelines for Class Contacts. School reports You will be sent a written narrative report at the end of the school year. These reports are more for the benefit of parents in the case of younger children, but they are written for both parents and pupils further up the school. In the upper school, a report is sent at the end of the autumn and summer terms. The report seeks to give you a picture of your child’s development, his or her strengths and weaknesses, and potential for the future. Subject teachers usually attend also, so that parents may check on their child’s individual progress. Pupils' progress is assessed through a consideration of his or her whole development, which includes social and artistic capacities as well as academic performance. The written reports aim to be comprehensive, but they cannot take the place of more direct contact, and the Parents’ Evenings provide an important opportunity for you to keep in touch with your child's work. Parents' Evenings Parents' Evenings are usually arranged by your child's Class Teacher or Sponsors once a term, to enable parents and teachers to discuss the class as a whole. The teachers will speak about work they are doing with the children and describe the curriculum they have planned. A broad sketch of the children's learning process at their current stage of development and a picture of the class dynamics is usually given. Parents can also bring their insights and ask questions about changes their children may be undergoing. Parents’ Evenings are important events for you and your child’s teachers, as well as for your child. They provide a vital link in understanding your child's education and stage of development, and the chance to get to know parents of the other children in the class. For the child, his or her parents' participation is an encouraging sign of their involvement and support for the work done at school. Please make every effort to attend the Parents' Evenings for your child's class. Issue 5 – September 14 Section D page 8 Starfish, Class 9 Issue 5 – September 14 Section D page 9 PARTICIPATING IN THE SCHOOL AS A WHOLE Each parent is an important part of a Steiner/Waldorf school community. The foremost contribution the parent makes is in supporting the education at home (see above). There is also a very real need for each parent to participate in the overall life of the school, to whatever degree time and resources allow. There are many ways parents can help; here is a list of the most obvious ways: - becoming a class contact; joining the PTFA (or attending meetings); working in the school shop or café; offering help to the school office; participating in fundraising activities. Parents can also be involved in the school community by supporting activities in the school such as the class plays (the class 8, 10 and 12 plays are ‘landmarks’ and even if your child is many years away from those classes it is wonderful to see what is being done and what your child(ren) will one day be doing), outside concerts, plays and eurythmy performances (which will enhance your understanding of what the children are doing in their eurythmy lessons), and the Christmas plays, which are three medieval plays – the Paradise Play, the Nativity Play (performed before Christmas) and the Kings’ Play (performed after Christmas). There are also various classes offered for parents. See page Section D page 15 for the current offering. If you would like to become involved, to whatever extent you are able to, and you are unsure of how to go about it, please speak to your class contact or a member of the PTFA. Parents, Teachers and Friends Association (PTFA) The PTFA is a joint association of parents, teachers, and friends of the school. As parents, you automatically become members of the Association, which is run by a committee made up of both parents and non-parents. The PTFA Committee provides a forum for parents' and teachers’ joint interests and concerns, and is also responsible for allocating the money raised at the school's fund-raising events. You are warmly invited to participate in PTFA activities, and to bring problems or suggestions to the committee, or to individual committee members. A list of committee members is displayed on the PTFA Notice Board in the main reception area and can also be found in Section A of this handbook. The PTFA Committee is also involved with working groups concerned with a wide range of areas, It meets once per month during term time, and the minutes are published on the PTFA Noticeboard. Membership of the PTFA Committee is by proposal and election, which normally takes place at the Annual General Meeting. Fundraising Another way to participate in school life is to join one of the many working groups concerned with fundraising. The school's Advent Fair is the main fund-raising event of the year. These, together with the Midsummer Festival, are important social occasions in the school's calendar. Preparations for the Advent Fair go on throughout the year and contributions from all members of the school Issue 5 – September 14 Section D page 10 community are encouraged. Working groups may include woodwork, pottery, doll and soft toy making. By joining a working group you can help the school, learn new skills and meet other parents. Each class is allocated a specific task for the fair, and your class contact will be in touch early in the autumn term asking for help. Many parents run stalls at the Advent Fair, events at the Midsummer Festival, assist in indoor and outdoor catering, and so on. Volunteers are always warmly welcomed. Other events PTFA Committee members will be delighted to tell you more about how you can join in school events, and become a closer member of the school community. You will also be enthusiastically welcomed if you wish to take part in school plays and dramatic events, orchestral and musical events, choral and other related activities. Behind these events are of course stage management, scenery construction, and wardrobe tasks, all of which can provide the fun of participation and pleasure of execution. You will be invited to take part in class fund-raising to raise money towards your child’s class trips away from school, including summer camp and overseas visits. A few parents may be asked to join the class summer camp in order to increase the available supervision there. Issue 5 – September 14 Section D page 11 EVENTS FESTIVALS When looking at the path of the festivals through the year, they can be seen in a variety of ways. They can be looked at as special markers, or signposts in time or as turning points within seasonal patterns. They can also be viewed as a continuous thread that moves from outer to inner activity and back again or as a demonstration of the human connection with the cosmos, illuminating how we work, feel and think at different times of the year. Many people, particularly children, enjoy the security of celebrating traditional festivals which have matured, waxed, waned and changed in Britain over the past two millennia. However we view the festivals, they play an important part in the life of our school that is a characteristic common to all Steiner Schools. Festivals mark special times of the year in which some aspect of the spiritual entering into human life is a cause for celebration – this is not only for each individual, but also for the community. We celebrate seven main festivals throughout the cycle of the year and others are included in various ways, amongst different age groups of pupils. The main festivals, which are created out of an anthroposophical view of the human being and of the world, are Christian in essence and our intention is that on each occasion the festival is created anew and that it will be accessible to and strengthening for all members of the school whatever our cultural and religious backgrounds. Whenever possible the Lower and Upper schools are gathered together for these occasions which usually include some form of artistic activity, such as music, drama, eurythmy or speech and there is often a story or a talk. There may also be activities that arise out of the festival and can take place in smaller groups. Other festivals are introduced and/or acknowledged in the classroom situation and can arise from the members of a particular class or from the context of a particular main lesson. The Kindergartens celebrate festivals separately from the rest of the school and more information about those festivals can be obtained from the kindergarten teachers. Michaelmas We begin the year with Michaelmas – the festival of the Archangel Michael, the Spirit of our Time, who stands behind the work we do on behalf of the children. Michaelmas comes at a turning point in the year when the world of nature appears to be less active and is fading and apparently dying. We, however, need to draw on inner resources so that we do not “fade away” as does the natural world. The human qualities we need to draw on at this time are those of the will. We call on courage, on inner strength and on clarity of thought. Michaelmas is a good time for new initiatives, not only in our immediate surroundings but also in the wider world. As the weeks pass so the outer light dims and we bring to mind a picture of inner light and warmth to counteract the outer cold and darkness. The younger children celebrate Martinmas on November 11th with a Festival of Light, a lantern festival, and the younger classes may meet together and share the poems and songs they have been working on. Issue 5 – September 14 Section D page 12 Advent → Christmas Advent is a season of expectation, of contemplation and of preparation for the birth of the Christ Child at Christmas. The beginning of Advent is marked by the Advent Spiral (or Advent Garden) for the younger children and celebrations are held every following Monday for the lower and upper schools. We meet in the theatre for a festival that culminates in the lighting of candles from the Advent wreath – one candle for each class – and on the stage a beautiful tableau of childhood is put before us, with a representative from every class. For the adult the weeks of advent can be a time of trials and struggles, as everything we try to do to foster a mood of quiet contemplation and tranquillity is hindered by the forces of commercialism and materialism. Pre-Christmas celebrations include the annual carol concert and the presentation of two medieval plays to the school by teachers and older pupils. The Nativity Play is for the whole school but the children do not see the Paradise Play until they have experienced the first Old Testament main lesson in Class 3. The plays are also presented to the wider school community and public in the evening. Epiphany Epiphany usually falls during the Christmas holidays, on the 6th January, but it is often given recognition by a third play (seen by Class 6 and up) – the Kings’ Play, on our return to school. The first assembly of the new term is another opportunity for an Epiphany Festival. Epiphany is a double festival, in that it marks the kingly recognition of the child, Jesus, and is also the celebration where we remember the baptism of the adult Jesus by John the Baptist. Thus we recognise the birth of Christ and the birth of conscience within the world, which is particularly relevant for the older pupils. Easter Due to the Easter holiday we frequently do not have the opportunity to celebrate Easter in school, but in our assemblies at the end of the spring term and at the beginning of the summer term we try to reflect the dramatic changes of mood within the Easter period that takes place in the holidays. We can illustrate the polarities of life and death, of light and darkness, of contraction and expansion, of destruction and renewal. Ascension and Whitsun These two festivals lie close together and the quality of experience is more accessible to the older pupils. Ascension is a time when we can experience a reunion of the earth with the cosmos, a time when we can recognise signs of heavenly forces here on the earth and as the earth breathes out into summer, so our consciousness can begin to expand. It is a time when we can receive the revelation that the earth’s living forces have been renewed for the benefit of the whole of humanity. Whitsun is the celebration of the descent of the Holy Spirit into the soul of humanity. The challenge for us is an individual one: to try and understand the event of Easter and its meaning for us all. St John’s Festival At the height of midsummer we celebrate the festival of St John. The sun is at its highest, the days are at their longest and it is the time when inner work is most difficult. We celebrate the outer light and the birth of John the Baptist, the forerunner of Christ and the voice of conscience. In recent years there have been two celebrations. Our school festival that takes place on St John's Day (June 24th) is for pupils and staff. We have a small, contained fire and we consider Issue 5 – September 14 Section D page 13 our wishes and hopes for the world and the future. Weather permitting we finish the event with a picnic. The second celebration – The Midsummer Festival - is for the wider community of parents, friends and ex-pupils and is more of a social event. Traditionally it includes a performance of a Shakespeare play and a large St John’s fire. The work of planning and co-ordinating the festivals is carried out by a group of teachers who study and prepare the festivals. The rhythm and content of the festivals is very important and they are prepared in such a way that not only is there a thread that runs through the year from one festival to the next, but threads also run from each particular festival to its forerunner of the year before and its successor in the year ahead. Further Reading about Festivals Festivals, Family and Food by D Carey and J Large, published by Hawthorn Press All Year Round by Druitt, Fynes and Rowling, published by Hawthorn Press Festivals with Children by Brigitte Barz, published by Floris Books Festivals and their Meaning by Rudolf Steiner, published by Rudolf Steiner Press The Cycle of the Year as a Path of Initiation by Sergei Prokofieff, publ. by Temple Lodge Press The Rhythm of the Christian Year by Emil Bock, published by Floris Books. Celebrating Festivals Around the World by Evelyn Capel, published by Temple Lodge Press The Christian Year by Evelyn Capel, published by Floris O.P. Celebrating Festivals with Children by Lenz, published by Anthroposophic Press Inc. Festival Images for Today by Carlo Pietzner, published by Camphill Books Festivals Together by Fitzjon, Weston and Large, published by Hawthorn Press Living a Spiritual Year by Adrian Anderson, published by Rudolf Steiner Press Stories for the Festivals of the Year by Irene Johanson, published by Robinswood Press. These books are available from the school library and the book ordering service. Black and White Drawing, Class 9 Issue 5 – September 14 Section D page 14 FACILITIES FOR PARENTS Parents are warmly invited to use the facilities offered to them, including the library, book ordering service, café, school shop and a choice of classes for parents. This is a wonderful opportunity to discover more about Steiner education and what your child is doing in the classroom. Please remember to sign in at reception before attending a class or using the library. Anthroposophical Library and Book Ordering Service The Anthroposophical Library is part of the main School Library. A book ordering service is available through the school shop. This offers parents access to literature relevant to Steiner education. The school shop also has a good selection of children's books and lovely cards. School Café The school café is found as you walk from the car park towards the school offices. When you get to the bottom of the steps and turn left its lovely yellow walls will catch your eye. The café is open in the mornings for coffee and croissants, for lunch and again for tea and cake in the afternoon. (The opening hours are displayed outside the café). The food is organic and locally produced wherever possible with vegetarian options always available. If you would like to talk to Caroline about the school lunches please contact her on 07799648218, or find her in the cafe or school kitchen Library Located in the Main Classroom Block. Opening time: 08.30-16.00 Monday to Friday in term time. School Shop Next to Art Block. The school shop is open from 8.40 – 9.15am and 3.15 – 3.45pm every weekday during term time. It stocks a wide range of goods from wooden toys, dolls, veils and gifts, to a whole host of Waldorf drawing, writing and craft materials. Cards, candles and Weleda products are also on sale. If you have difficulty visiting during the opening hours, it is possible to arrange a visit by contacting Margaret Campman on 01923 264308. CLASSES CURRENTLY OFFERED FOR PARENTS Eurythmy Please check notice board or contact school office for times Newcomers welcome! TEACHER TRAINING COURSE The school runs a teacher training course for those wishing to teach in Steiner Schools. The students take an active part in the school community and get hands-on experience in the various classes. Parents are invited to take part in certain classes on the Teacher Training Course during the day, and there are sometimes evening classes also in Eurythmy, Painting and Pottery. There is a per semester fee for the Teacher Training Course. Issue 5 – September 14 Section D page 15 ANTHROPOSOPHICAL QUESTIONS For a deeper understanding of the principles upon which the school is based, there are meetings, study groups, and other activities that are open to anyone interested in exploring the ideas and philosophy from which Steiner Waldorf education arises. Further information can be obtained from the School Office. SUGGESTED READING LIST All the following books can be obtained from the School library or through the book ordering service: The Way of a Child and The Recovery of Man in Childhood both by A C Harwood, Rudolf Steiner Press Teaching as a Lively Art by Marjorie Spock, Rudolf Steiner Press The Education of the Child and Other Early Lectures on Education published by Rudolf Steiner Press Lifeways and More Lifeways by Gudrun Davy and Bons Voors, Hawthorn Press Education towards Freedom edited by Frans Carlgren, Rudolf Steiner Education: A Survey of the Work of Waldorf Schools Throughout the World, published by Lanthorn Press Who's bringing them up? by Martin Large A book on television viewing published by Martin Large Childhood by Caroline von Heydebrand, published by Rudolf Steiner Press. Commonsense Schooling by R Wilkinson Waldorf Parenting Handbook by L Cusick Festivals, Family and Food by D Carey and J Large published by Hawthorn Press Steiner Education published twice yearly by the Steiner Waldorf Schools Fellowship. Topics of interest concerning Rudolf Steiner Education. Education and Beyond by G Childs published by Floris Books Steiner Education by G Childs published by Floris Books Waldorf Education by Clouder/Rawson published by Floris Books Parenting for a Healthy Future by Dotty Coplen published by Hawthorn Press Parenting a Path Through Childhood by Dotty Coplen published by Floris Books Issue 5 – September 14 Section D page 16 Issue 5 – September 14 Appendix APPENDIX GUIDELINES FOR CLASS CONTACTS Each class contact and class teacher/sponsor creates their own individual way of working together and of sharing out the tasks at hand. However, at the request of some class contacts, the following guidelines have been drawn up. They aim to offer some practical information and helpful tips based on the experience of other class contacts and teachers. These are not intended to be hard and fast rules. Please let the School Office know when the class contacts change. Welcoming new parents to the class For new families a phone call early on in the term from an existing parent can make a valuable link with the school and be a useful source of information. Details of new families can be obtained from the class teacher/sponsor and the office at the beginning of each term. The sorts of things that class contacts can check are whether parents have received a copy of the Parents Handbook and have the date of the New Parents’ Evening. They may like to be put in touch with families local to them, or need specific information e.g. details of the school bus services. Class contacts could tell them about future events at the school and how the telephone tree works. A phone call later on during the term to find out how they are settling in may be appreciated. Planning the term There are a number of events that occur during the term that are useful to plan ahead for. Some of these are on the term calendar. They include parents’ afternoons/evenings, festivals, fundraising activities and social get-togethers. The Advent Fair in particular needs planning well ahead. Some class teachers/sponsors and class contacts arrange to meet up early each term to plan the term ahead. Others prefer a more informal approach. Events will need to be publicised to parents by letter (posted or sent via pupils), telephone tree, poster or newsletter. It is important that the publicity reaches all the parents concerned and that adequate notice of events is given. Helping to organise the practical needs of the class The class contact can check whether the class teacher/sponsor needs any practical assistance. It may be useful to find out what skills other class parents have and who would be prepared to lend a hand e.g. with classroom maintenance and decorating. Class Funds Funds raised by the parents of individual classes are held centrally by the school. Any such monies raised should be handed over to the class teacher who will in turn liaise with the class contacts and the accounts department regarding the deposit and withdrawal of such funds. Issue 5 – September 14 Appendix Update and circulate telephone tree Up to date information is available from the office class lists and address box. Please give a copy of an updated telephone tree to the school secretary. Rather than having the whole class divided into 1 or 2 long telephone tree branches, some classes find it is more effective to divide the class up into many short branches of about 5 or 6 families each. The class contacts pass the message to the first family of each branch. The last family in each branch phones back to say that the message has reached them. This gets around the problem of the message getting lost en route. New parents sometimes find telephone trees bewildering, so careful explanation of the system is essential. Telephone trees are best used for class events and messages, rather than for school events. If overused, telephone trees can cause irritation amongst parents. Parents’ Evenings/Afternoons Some class teachers/sponsors prefer to organise Parents’ Evenings/Afternoons themselves. Others prefer their class contacts to organise them. If so this may involve contacting each family before hand to find out if there are matters they wish to raise or particular subject teachers they wish to talk to and generally exploring what type of meeting is wanted. For Class 1 upwards a trolley with biscuits and drinks is available in the kitchen. Usually teachers/sponsors will collect the kitchen keys from the school secretary beforehand. Please ensure that the kitchen is left clean, tidy, is locked up and the keys returned. Class contacts should have a ‘slot’ to use if they wish to bring relevant news or information to parents’ attention. Help with class outings/holidays It is useful to involve other parents where practical. In order for parents to assist on Class Trips, a DBS check is necessary. Break times for younger children Classes 1 and 2 may need parent help to organise food at break times. Liaising with the PTFA committee Class contacts are members of the PTFA committee and are sent minutes of the meetings. They are encouraged to come along to the meetings that are held once a month during term time. These take place in the staff room, upstairs in the main teaching block. Dates are posted on the PTFA notice board and via the class teacher/sponsor. There will be a separate meeting early on in the autumn term to organise the Advent Fair and share out the tasks ahead. Issue 5 – September 14 Appendix
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