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This is a hands-on school and parents are expected to contribute during the term, as well as 'helping with redecorating etc during ‘work week’ at the end of the summer term, which may not fit with the planned family holiday in Sotto Grande or Benidorm. Has long been regarded as a ‘school offering alternative education to somewhat scruffy children in hippy clothes, who took no exams and pretty well ran riot’; however, since the Scottish government introduced their much reviled Curriculum for Excellence, Edinburgh Steiner has become an educational flagship, albeit an…

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What the school says...

Based upon the principles of the internationally recognised Steiner Waldorf curriculum, we endeavour to develop capable, well-rounded individuals who can contribute to society with initiative and purpose.

We believe each child is unique and deserves a unique educational experience. By offering a balance of academic, artistic, and practical activities which engages the heads, hearts and hands of all our pupils throughout their education, our curriculum supports their intellectual, social, emotional and spiritual development, and encourages their innate curiosity and love of learning. Our curriculum addresses all the multiple intelligences, develops analytical, logical and reasoning skills as education has always done, but also focuses on the development of imagination, creativity, memory and flexible thinking – ‘soft’ skills highly prized in today’s society. Our young people are well-equipped to undertake the challenges of life and work in the information age. They are adaptable, enquiring and confident, with a global and environmental awareness, who understand how to make connections, to interpret information and to innovate.
A mixture of GCSEs, National Courses, Highers and Advanced Highers are offered and pupils perform well above the national average academically.
The career paths followed are as individual as our curriculum and former pupils have gone on to excel as doctors, lawyers, academics, artists and entrepreneurs.
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Other features

All-through school (for example 3-18 years). - An all-through school covers junior and senior education. It may start at 3 or 4, or later, and continue through to 16 or 18. Some all-through schools set exams at 11 or 13 that pupils must pass to move on.

School associations

Steiner school

What The Good Schools Guide says

Chair of the college of teachers

No head as such – role of chair is rotated, elected from management group of the college (roughly 10 per cent of staff) who meet weekly on Thursdays (Wed afternoons involve the whole staff), but even if chosen to be chair, the position is voluntary and offer can be refused. Current chair, Nick Brett, is on his second term: a two or three year stint.

‘Major educational decisions are taken by the College of Teachers and executed by the school’s management team in conjunction with teachers’. Steiner is egalitarian. Bursar, board of trustees and college of teachers are responsible for finance, admin and building development. Forget trad hierarchy - teachers in the Steiner Waldorf world ‘share responsibility and authority for the daily running of the...

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Special Education Needs

Our school offers a curriculum which is carefully structured to support healthy child development. Subjects are introduced at developmentally appropriate ages. Our pupils have the same class teacher for several years during the formative years of 6 to 14, which ensures a continuity of approach and allows the class teacher to reach a more complete understanding of each child and their specific needs. However we recognise that, for many children, there are times when some extra support is needed, and our small learning support department endeavours to meet these needs by providing a range of appropriate supports. Support provided includes: eurhythmy (movement) therapy, form drawing, modelling, 'extra lesson', reflex remediation, painting therapy. We offer specific help with writing, reading and spelling or number and curricular support. We tend to provide support for our pupils mainly through the learning support teacher or therapist working with the pupil on an individual basis. After discussion at our weekly learning support meeting the teacher or therapist, in conjunction with the class teacher and parents, will design a programme of work specifically geared to the individual pupil's needs. We may sometimes provide group support, when the teacher will work with a small group of pupils on developing, for example, reading or number skills. A learning support teacher may also work co-operatively with a class or subject teacher in the classroom setting, to help pupils with their curricular work. In the upper school our pupils undertake SQA and AQA examinations from class 10 onwards. We apply for, and arrange, any special arrangements that our pupils require. These can include, for example, extra time, having a reader and transcription and or correction of the exam paper. 09-09

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