...

where children love to learn

Early Years Handbook

School Year 2019–2020

Hinton Road, Fulbourn, Cambridgeshire, CB21 5DZ

www.cambridge-steiner-school.co.uk
Telephone: 01223 882727
[email protected]
CONTENTS

CONTENTS ......................................................................................................................................................... 2
Welcome ............................................................................................................................................................. 3
Early Years ......................................................................................................................................................... 4
Lower School ..................................................................................................................................................... 4
Admissions ......................................................................................................................................................... 4
The Steiner ideal in the early years .......................................................................................................... 5
Our Early Years Groups ................................................................................................................................. 7
Woodland provision ....................................................................................................................................... 7
The Kindergarten day .................................................................................................................................... 8
Attendance ......................................................................................................................................................... 9
Staff ....................................................................................................................................................................... 9
Children's education and progress ........................................................................................................... 9
Everyday practical matters....................................................................................................................... 11
Punctuality and the start of the school day ........................................................................................ 12
Medical matters - first aid, medication and illness .......................................................................... 13
General.............................................................................................................................................................. 14
The wider school community .................................................................................................................. 14
Communication ............................................................................................................................................. 16
Finance and administration ..................................................................................................................... 17
Moving on ........................................................................................................................................................ 18
Miscellaneous................................................................................................................................................. 18
Health and safety .......................................................................................................................................... 19
Equal opportunities ..................................................................................................................................... 20
Recommended Reading ............................................................................................................................. 20

2
 Background to Cambridge Steiner School
WELCOME
Since 1987, many people have worked together to
‘Our aim is to provide a truly bring Steiner Waldorf education to the Cambridge
inspirational education where our area. The first Cambridge Steiner Kindergarten
children develop a love of learning and opened its doors in 1994, followed by the opening of
our Lower School in 1999. We moved to our own
are prepared to go out into our ever
premises in Fulbourn in January 2007 so that Parent
changing world as creative, resourceful
and Child groups, Kindergartens and Lower School
and self-confident young people with
could all join together. We now have provision from
the life skills to succeed.’
Parent and Child Groups, including a Baby group and
We are delighted that you have chosen to become Kindergartens in the Early Years Department, and up
part of our school community and we offer you a very to Class 8 (age 14) in our Lower School.
warm welcome to our Early Years Department.
The Cambridge Steiner School is one of over 900
Whether you are a new family or already familiar with
Steiner Waldorf schools worldwide in over 60
our school we thank you for your commitment to our
countries. All schools share a curriculum and a
education.
teaching method which fosters the child’s healthy
In the Early Years Department we provide a secure development and stimulates the child’s enthusiasm
and beautiful, home-like environment for children to for learning.
grow at their own pace; to learn through imaginative
The Cambridge Steiner School endeavours to develop
and creative play and to strengthen their physical and
the unique human potential of each individual child.
social skills as a foundation for a healthy and happy
Thus, in our school, there is no discrimination against
life. We hope that you and your children will make
any person or group of people on the grounds of race,
new friends and enjoy being part of our community.
ethnicity, religion, gender, faith, disability, age,
This handbook contains some important information marital status or sexual orientation. This entails
about how the school as a whole and the Early Years equality of opportunity and an appreciation of the
Department in particular works. We hope that you diversity of the children, staff and parents/carers
will find it informative and inspirational and that it will (referred to here as 'parents') served by the
encourage you to become involved in the many areas Cambridge Steiner School.
of school life where parents/carers make such an
important contribution. At the end of this handbook
we have included various articles which you may find
help you to understand how we work; it is useful to
return to them throughout the years as questions
arise.

We welcome suggestions which may help us improve

this handbook.

Many thanks,

Teachers and Staff

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EARLY YEARS imitating the world around them. We aim to provide
an example worthy of imitation, and to nurture the
Our Early Years setting provides flexible educational child’s imagination through providing opportunities
provision for children from birth to six years of age. for creative play, singing, poetry, stories and puppet
This includes: plays. The seasonal festivals are an important part of
 Parent and Baby Groups for parents/carers and every school year and are celebrated by all the
children from birth to eighteen months of age. kindergartens and classes throughout the school, and
often are shared with family and friends.
 Parent and Child Groups for parents/carers and
Being in nature and experiencing the seasons is an
children from eighteen months to three years of
important aspect of our education, therefore all of
age.
our kindergartens spend a considerable amount of
 Buttercups Kindergarten for children from two to time outdoors.
four years.

 Elderflower and Rosebud Kindergartens for LOWER SCHOOL

children aged three to six.
The children enter Lower School after they turn six
years old. Their class teacher aims to accompany
them through the eight year journey, providing a
secure learning environment. The core of the
curriculum is the Main Lesson, typically taught in
three-week blocks of two hours each morning. These
lessons include topics such as farming, geography,
botany, mythology, etc. They are taught in an
imaginative, experiential and age-appropriate
manner, with the children producing their own
written and illustrated books. The class teacher leads
the main lessons, which include literacy and
numeracy as well as practical and artistic activities
such as painting, drawing, modelling, drama and
movement, music and gardening.

ADMISSIONS
Our Admissions Policy and Procedure, which is
available on our website, describes the full application
process and how we ensure that we are accessible,
fair and transparent in our handling of applications.

Our kindergartens provide a creative and nurturing

learning environment, which also includes weekly
visits to the nearby woodlands for the older children.

Kindergarten provision is from 8.30am to 3.00pm.

Parents can choose a combination of mornings or full
days to best suit their needs and those of their
children.

The teachers strive to build a bridge between home

and school and to form a connection to each child’s
family. The education is based on Rudolf Steiner’s
insights and a deep understanding of child
development. Children of this age learn through

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Progression from our Parent and Child groups to foster personal and social learning. During the early
Buttercups Kindergarten or one of the mixed-age years we teach by example, and learning is integrated
kindergarten groups requires submission of an rather than subject-based. Our curriculum aims to
admission application (progression is not automatic). adapt itself to the child. This takes time, and the
Please ensure that you apply in plenty of time if you children in our kindergartens are given time to unfold
want to be assured of a place in one of the at their own pace.
kindergarten groups.

Once a child is enrolled in Buttercups Kindergarten,

they can progress into one of the mixed-age
kindergartens and subsequently into the Lower
School without a separate application.

THE STEINER IDEAL IN THE EARLY

YEARS
By Janni Nicol, Steiner Waldorf Schools Fellowship

The Austrian philosopher and educator, Rudolf

Steiner, wished to create a form of education which
Young children are gifted players and imitators. These
would help pupils achieve clarity of thought,
creative faculties, which appear shortly after birth and
sensitivity of feeling and strength of will. After
recede at around seven, are the child's personal
listening to his lectures, the workers at the Waldorf-
pedagogues. The Steiner Waldorf teacher cooperates
Astoria cigarette factory in Stuttgart asked him to
and works with these powerful educational forces.
form a school for their children, and in 1919 the first
Respect for the wisdom of childhood and for the
Waldorf school was founded. Today, from the favelas
child's unique mode of experiencing and learning is
in Sao Paulo to the villages of Nepal, there are some
the first step towards affirming the inner child.
900 schools and 1900 Early Years centres in over 61
countries, serving children from birth to 18 years of Each day in our Kindergartens, time is dedicated to
age. free creative play. Studies demonstrate that good
players show more empathy towards others and have
The educational philosophy springs from recognition
less aggression, are able to see things from the
of three seven-year cycles of development; from birth
perspective of the other, and show less signs of fear,
to seven, from seven to fourteen and from fourteen
sadness and fatigue. Play also strengthens the
to twenty one. At each stage, the education is
imagination. Through play, children are able to
designed to work with the unfolding abilities and
exercise and consolidate their ability to understand
changing needs of the child. These stages connect
and think, and to develop and strengthen their
with the development of the all-round human
concentration. Creative play supports physical,
qualities of thinking, feeling, and willing. In the first
emotional and social development, and allows
phase, the active or will aspect predominates. In the
children to learn through investigation, exploration
second, the affective or feeling; and in the third, the
and discovery. It encourages children to become
cognitive or thinking.
inventive and adaptable.
Our approach to not forcing formal learning is borne
We are a community of 'doers' and our work is a
out of a desire to protect the faculties of feeling and
combination of practical and artistic activity. We
willing, which are so often marginalised in the rush to
garden, clean and cook. We bake our own bread
meet early, and unnecessary, intellectual attainment
together and share and eat it at meal-times. Children
targets. Children who have suffered from early
love to help and develop a wide range of motor skills.
pressure to learn often lack the will and enthusiasm
The presence of a working adult creates an
later to study for themselves. Any education that
atmosphere that helps the children to become
neglects children's feelings runs the risk of creating
independently active, and to find their own learning
emotionally bankrupt adults.
situations through play. To see an adult at work,
The carefully structured environment is designed to perhaps in the activity of carving a spoon, in which

5
care, skill, concentration and perseverance are all Seasonal activities celebrate the cycles of the year,
demanded, is a wonderful example to the ever- and the seasonal area reflects the changing natural
watchful child—a lesson in the sustained application world throughout the year - as do the themes of our
of will-power. Implicit in everything we do, but also in songs, stories and poems.
how we do it, is the value base of the teacher. How
Each week has its own regular rhythm of recurring
we handle our tools and materials, even our gestures
activities: baking day, painting day, craft day.
and body language, are all registered and internalised
by the child. Every day has its own smaller rhythms. These help the
child to feel secure and to know what to expect. A
The teacher who sets the example may then have
tidy-up song, for example, might signal the end of one
certain expectations of the children. A variety of
activity and the beginning of another. The day is
songs, stories and poems including verses in French,
structured so there is a varied pace, with periods of
German or other languages are learnt naturally by
contraction and expansion providing a balance
'heart' not 'head'. Our children develop good
between times of activity and times of rest. Each day
memories, which do not depend on the printed word.
has a special time—a quiet moment to experience
The forces of imitation naturally diminish and give
reverence. Celebrating a variety of festivals together
way to a new kind of knowing after six years old. Only
provides an opportunity for rich cultural and religious
then, when we feel the children have reached a stage
experiences and involves the wider community.
of maturity and are genuinely ‘school-ready', do we
begin formal instruction. There is a rhythmic alteration between the child-led
time (creative play, outside time) and the teacher-led
Children's learning experiences gain meaning by their
activity (ring-time, story)—the teacher's time being
relevance to life. We provide opportunities for
short at this age. Working with rhythm helps children
learning which are embedded within the business of
to live with change, to find their place in the world,
daily living. In integrated context, children have a
and to begin to understand the past, present and
unified experience of the world and are able to gather
future. Attention to rhythm promotes healthy
strength and security from it. Maths in the Waldorf
development and leads to a balanced life later.
kindergarten might take place at the cooking table
where food is being prepared. Thinly sliced carrots Repetition also plays a key role in establishing
make wonderful natural circles, each containing its continuity and aids the development of memory,
own tiny 'sun' which appears when held up to the which is strengthened by recurring experiences. Daily,
light. The carrot can also be cut, chopped, cubed and weekly and yearly events are remembered, and
counted and has the added value of being able to be eagerly anticipated a second time round. And stories
eaten later in soup! Maths is encountered not as an are told not just once, but many times. Repetition
abstraction but serving human needs. brings the opportunity for children to familiarise
themselves with the material and to deepen their
In a secure environment, children speak freely and
relationship to it.
learn to listen to others. We concentrate on the oral
tradition by telling many stories. A well-told story The kindergarten is designed to be a warm and
creates an appreciation for the human voice and the friendly place with a home-like environment. We are
beauty and rhythms of language. It also helps to conscious of the importance of a happy, smooth
extend vocabulary and aids the development of a transition from home to school, and close liaison
good memory and a rich imagination. Fairy tales and between parents and teacher is encouraged at all
nature stories address the feeling realm and awaken a times. Parental involvement is high—many parents
fine moral sense. Puppet shows by the teachers and already have a good rapport with our staff through
children develop dramatic skills through narrative and our parent and child groups before their child enters
dialogue. Children also sing together and take part in kindergarten.
eurythmy—a form of movement, which works with We believe that children whose needs are met, and
language and music. who are valued and not hurried through their
Steiner Waldorf kindergartens identify rhythm as an childhood, are more likely to become well-adjusted
important educational principle. Children need the adults who succeed in life and are able to contribute
reassurance of continuity, and regular events to society.
punctuate the kindergarten year, week and day.

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 Elderflower and Rosebud Kindergartens
(3-6 years)
Elderflower and Rosebud Kindergartens take children
from the age of three up to and including the age of
six years. Children can join these groups from
September after their third birthday. The mixed-age
groups have the advantage that children learn from
each other and take care for each other, just like in a
family.

These kindergartens are available Monday to Friday,

three, four or five days per week, from 8.30am–1pm
or 8.30–3.00pm. Families may choose a combination
of morning and afternoon sessions, picking children
OUR EARLY YEARS GROUPS up at 1pm or 3pm.

Children who attend for the extended day stay in their

Seedlings Parent and Baby Group room and group, with their own teacher and
(birth to 18 months) assistant, where they have the opportunity to play
Seedlings Parent and Baby Group runs on Fridays, and socialise and take part in seasonal activities suited
9.30–11.00am. It provides a gentle introduction to the to their age. Most children attend morning and
principles of supporting naturally unfolding physical afternoon sessions and many children attend all 5
development, respectful care and self-initiated free days. This creates a strong rhythm for the child,
play in a small, contained and peaceful environment. includes a calm and replenishing rest time and offers
the child meaningful activities on each day.

Snowdrops Parent and Child Groups Children in all the kindergarten groups spend time
(18 months to 3 years) outside every day in our lovely gardens and get to
experience outdoor learning and play. Children need
Snowdrops Parent and Child Groups run Mondays-
clothing and footwear for outdoor activities; rain or
Thursdays 9.30-11.30am. The groups provide an
shine. In addition, children in the mixed-age
opportunity for gaining a deeper understanding of the
kindergartens have the opportunity to spend one
principles introduced in the Parent and Baby Group
morning each week in the Nature Reserve at Fulbourn
and brings outdoor play, snack time, crafts for the
Fen, hosted by the Wildlife Trust, developing their
adults, and song time supported with the use of song,
relationship to the natural world through play,
rhythm and repetition.
outdoor activities and stories.
This is an ideal place to meet other new parents and
learn more about Steiner education. All families are
WOODLAND PROVISION
warmly welcomed. You may like to book a taster
session before joining. Please contact the school for Our school has operated a very popular and highly-
more information. regarded kindergarten Woodland Programme since
September 2009. Children from Elderflower and
Buttercups Kindergarten (2–4 years) Rosebud Kindergartens spend one morning per week
in the nearby nature reserve throughout all seasons.
Buttercups Kindergarten is available from Monday to
Thursday, 8.30am–1.00pm or 8.30–3.00pm. Children Through the Woodland Programme, children learn
can attend for three or four sessions, mornings or full responsibility and respect for the natural world. The
days. Buttercups Kindergarten currently provides a nature reserve provides a wonderful environment-the
gentle start for the younger child in a small group perfect place for discovery, creativity and imagination
situation, with a high child/adult ratio. Children make to flourish.
their first independent steps in socialising with other
children in a beautiful home-like and caring
environment.

7
 forecast. The teachers decide if in these cases the
group spends the morning or part of it in the
kindergarten garden or in a nearby area depending on
the severity of the conditions. In this case, we notify
you as soon as possible via email.

Please also see our Woodland Inclement Weather

Policy.

THE KINDERGARTEN DAY

The Woodland Programme starts after the children
Young children thrive on a simple, flexible rhythm that
have settled into their routines after the start of a
carries them through their day, each week and the
new school year, which is usually by the end of
slowly unfolding years of their lives. They benefit from
September. Elderflower Kindergarten has their
dependability and regularity throughout childhood.
woodland day on Mondays while Rosebud
Rhythm brings reassurance and continuity, as well as
Kindergarten goes to the woodland on Thursdays.
trust in the unfolding of life. For young children to be
Parents drop their children off in the car park at the engaged in self-initiated imaginative play, they need
Fulbourn village centre at 8.30am. A bus picks them to be held in a secure rhythm and warm aesthetic
up at 12:40pm, arriving back at school for either pick- environment without over-stimulation.
up by the parents at 1pm or they stay on for the
The kindergarten day follows a predictable pattern,
afternoon provision in the kindergarten.
alternating child-led time with a teacher-led activity.
The day emphasises periods of free play, which take
place both inside and out, alongside adults doing
meaningful activity with which the children are always
welcome to join in. Activities like cooking, baking,
crafts, gardening, bringing order and beauty, caring
for others, washing, drawing, painting and sculpting
are all part of kindergarten work. The imitation of
care, purpose, dedication and gratitude in these
processes is as important as the work that is done.

The day flows with regular and repetitive activity,

The woodland days show a strong rhythm of teacher such as the circle time, which includes songs and
and child led activities. The group may go for a long rhythmical verses, music and movement. The snack,
walk, stop at familiar places to play, share a hot lunch prepared by adults and children, is shared together.
with each other and listen to woodland stories or The mood is relaxed and social, and creates a valuable
create their own puppet shows. The simple props, opportunity each day for listening, speaking and
abundant in nature foster their imagination and foster sharing. The strong tradition of oral storytelling and
a deep connection and love for nature. puppetry are also an important part of the morning.

The teachers take great care to plan the walks and A daily rhythm would usually include:
activities so that they suit the ability and needs of the  Circle time: music, speech and movement
children, as well as the weather conditions. As we
move through the year, we visit new parts of the  Indoor self-directed creative play
woodland such as the orchard or oak trees.  Domestic and artistic activities: cooking, baking,
tidying, handwork, painting, drawing, and
Woodland weather policy seasonal crafts

There are some weather conditions when we would  Play and movement in nature
not go to the woodland. This is the case when heavy
 Lunch and snack times
rain is forecast all morning, when the temperature
falls below -4 degrees Celsius and/or high winds are  Story or puppet show

8
Each kindergarten follows a slightly different rhythm. All of our staff and volunteers are inducted, DBS
Please ask your teacher for details. checked and trained in Safeguarding. They are
encouraged and supported by the school to
undertake training, attend conferences and further
ATTENDANCE
their experience and qualifications.
Children in Buttercups Kindergarten are
recommended to attend for either three or four CHILDREN'S EDUCATION AND
mornings (8.30am–1pm or 8.30–3.00pm) each week. PROGRESS
This ensures that children have the best opportunity
to form social relationships and settle into the full
Initial Child Profile
rhythm of the kindergarten.
After your child has been accepted into our school,
Children in Elderflower and Rosebud Kindergartens
the teacher will meet with you to discuss your child in
can enrol for three, four or five mornings (8.30am–
more depth. This helps to build up a picture of your
1pm), full days (8.30am–3pm) or a combination of
child and ensures that we work together with you and
mornings and full days depending on the needs of
find the best ways to meet your child’s needs.
your family.

We strongly recommend that children attend for at Settling into kindergarten

least four mornings by age four, and by age five the
children are expected to attend for five mornings. The It is essential that children have a positive
law requires that parents ensure that children of introduction to kindergarten and, as such, various
compulsory school age receive full-time education approaches are used for settling younger children
during term time, unless they are being home- depending on the child and family. As Steiner Waldorf
schooled for part of the week. Over the last few years Early Years educators, we respond with warmth and
we have experienced that when all children attend encouragement to the uniqueness of each family
the full day the rhythm of the day flows more situation and, in doing so, emphasise a happy, and
harmoniously without pressure and uncertainty for smooth transition for the child from home to school.
the children. From the onset, teachers work in partnership with
parents to achieve the best possible result for each
child. Close liaison between parent and teacher is
STAFF instrumental from the beginning, and continues
As parents, you can be assured that your children are throughout the child’s journey through school.
well looked after. All our kindergarten teachers are Parents may find themselves torn by ambivalent
qualified Steiner Waldorf Early Years teachers and feelings. Teachers take the situation and all parental
fulfil state requirements for early years. They keep up fears and doubts very seriously and work with parents
to date with statutory requirements in areas as to plan the transition. Gentle separation for young
safeguarding and child protection, first aid, food children relies on a sense of trust between the
hygiene, health and safety, equal opportunities, and teacher and the parents. If the teacher and parents
special needs. We are striving towards all our emanate an air of confidence in moments of
assistants gaining a professional early years transition, experience has taught us that children
qualification (Steiner Waldorf qualification or NVQ adjust very quickly to the new situation.
Level 2–4 Early Years).
For children who are new to the school, the teachers
Our Parent and Child Group Leader has been part of try to arrange home visits before or at the start of the
our community for many years and has completed the new term. In addition, the teacher will discuss and
Holistic Baby & Childcare level 3 training course, agree with the family the best way to introduce the
integrating Steiner and Pickler approaches and child into the kindergarten. This may include the child
mainstream statutory requirements. spending time with the teacher in the kindergarten
Our Special Educational Needs and Disabilities (without other children) and could move towards the
Coordinators (SENDCo) works closely with the child having short periods of time in the kindergarten
teachers and parents where necessary. group. All steps should strive towards ensuring the
child feels safe and secure within the kindergarten

9
environment. Early Years settings to develop their own assessment
guidelines within our educational philosophy and
The teachers will discuss with each parent how best
principles. These will be discussed with you during
to settle their child, depending on their individual
your parent consultations and/or during parent
needs.
evenings. For more information, please ask your
child’s teacher.
Appointments
We monitor your child's progress in order to be aware Parents’ evenings
of their needs, providing continuous support whilst at
Parents’ evenings are good fun, a great opportunity to
our kindergarten. We are always happy to have a
socialise, do a craft, learn a song, or perhaps
quick chat at the end of the Kindergarten day if there
experience ring time. They are held once a term and
are no other commitments by the teacher. For any
give the chance to discuss the kindergarten group as a
longer discussions or concerns, please arrange an
whole. Teachers will address matters relating to the
appointment. Before school and during the morning
curriculum, teaching methods and the children’s
conversations with parents are a distraction both for
stages of development. It is also an opportunity to
the child and for the teacher. For any urgent
talk over general matters relating to the class. Please
questions, please send an email to the teacher or
make sure that at least one member of your family is
leave a message in our message book next to the
present. Please let us know in advance if you know
kindergarten. We strive to respond as soon as
you cannot attend and ensure you get all the
possible.
important information from your class rep.

Communication
Please let us know if your child has been unwell or
had a bad night, or if they are going home with
another child.

Consultations
The teacher will arrange more formal consultations
during the first term and at the end of the school
year. In more complex situations, the teachers are
Reports
happy to meet you at individually arranged times.
At the end of each academic year, the teacher will
Home visits meet with you to discuss your child’s progress over
the year. Parents have found this in-depth
Class teachers like the opportunity to visit their pupils’ consultation more useful than any written
homes at a convenient point. This helps to give a standardised report. Reports for kindergarten children
more complete picture of each child and helps are solely for parents’ information.
strengthen the connection between home and school.
The teacher will meet with the parents of all five year
olds to share their EYFS profile.
Assessments
If your child leaves kindergarten to continue in a
It is a statutory duty for all practitioners to observe
different school, you can ask for a written report that
and assess all the children in line with the Early Years
you can pass on to their new teacher. The new school
Foundation Stage (EYFS). This is a requirement
can also request it.
regardless of state funding. Through the Steiner
Waldorf School Fellowship (SWSF) Steiner Waldorf
Early Years settings have successfully applied for
exemptions from some aspects of the EYFS which are
not in keeping with our educational ethos and
practice. The SWSF has worked with Steiner Waldorf

10
EVERYDAY PRACTICAL MATTERS the front.

 A bottle with water (about half a litre) or thermal

Food flask with warm tea in winter time.
Snacks: The children have a small snack in the  A set of spare clothes (very important for new,
morning, and we ask that the parents contribute one younger children).
piece of fruit and vegetable (organic and seasonal
 Strong, warm waterproof walking boots (not
where possible) per week for the children’s snack.
Wellingtons).
Lunch: The school offers organic vegetarian lunches
for a small charge per day.  Warm waterproof trousers and jacket (dungarees
are more difficult for toileting in the woods)
Special dietary needs or allergies: If your child has
any special dietary needs or allergies to any foods,  Scarf, hat and warm waterproof mittens for
please ensure that this is stated on the application colder days.
form and on the medical consent form when they join  Sun hats in the summer (sun cream must be
the school. If this changes during the year, you must applied by the parents).
inform their teacher and reception immediately so
Please do not put toys or food in your child’s rucksack.
that records can be updated.

Please note, we are a nut free school. Children or

adults must not bring any nuts in their bags for
private consumption.

What to bring for your child

It is essential that your child has the appropriate
clothing. Please label all their belongings. The school
cannot be held responsible for lost items.

For school days

Practical clothes that allow comfortable and free play
inside and outside:

 Wellington boots or walking boots for the garden

with warm socks.

 A warm, rainproof coat and trousers.

 Scarf, hat and warm mittens for colder days.

Dress code
 Sun hats in the summer (sun cream must be
applied by parents). Clothing should not have any printed motifs,
caricatures or cartoons, as it distracts children’s
 Indoor shoes (ideally soft woollen slippers with a
attention and can create a competitive aspect around
backing).
clothing and equipment. This also applies to slippers,
rucksacks, bags and lunch boxes that are used in the
For woodland days kindergarten. Please NO flashing shoes or ‘crocs’ in
Clothing in several layers is best, as layers can easily kindergarten. Crocs prevent children from running
be taken off or put on. Natural materials like wool or and climbing safely.
silk are best to keep children warm even if they get a Hair that is longer than shoulder length must be tidy
little damp. Long trousers and long sleeves in the and kept off the face (see also the medical section on
woods on all days, please! head lice). For health and safety reasons we do not
 A labelled, waterproof rucksack, with a buckle at allow jewellery at school as this can cause injury
during energetic activities.

11
Children should have their nails cut short and clean Collecting your child at the end of the day
for baking day, with no nail varnish. No watches,
It is very important to collect your child punctually at
please.
going home time. It is upsetting for children to be left
behind after their friends have gone, and teachers
PUNCTUALITY AND THE START OF often have other duties and meetings to attend.
THE SCHOOL DAY
Kindergarten parents are kindly requested to use the
Handing children over to the kindergarten teacher in corridor nearest to the kindergartens at pick up time
a quiet way helps to create a peaceful start to the in order to avoid disturbing other classes that may still
day. The teachers then lead the children into the be in session.
kindergarten or garden for play and activities as the
parents depart. Late pick-ups
Whilst we understand that family life can be very busy When kindergarten finishes and a child is not picked
and unexpected events do occur, we would like to up in time, the teacher takes responsibility for the
emphasise that arriving on time for the beginning of child for another fifteen minutes. After this, the
the kindergarten day is essential. This is really teacher will take the child to reception and then
important for ensuring the most positive school contact the parents. A record is kept and charges will
experience for your child and for maintaining the be incurred. Please let the receptionist or teachers
smooth daily running of the school. It makes a huge know if you might be late or if you have arranged a
difference to how your child settles in the morning - pick up by another adult.
children who arrive late miss out on important parts
of our programme and often find it more difficult to
Collection consent forms
settle into the kindergarten and enter into activities
that have already started. It can also be very We are not permitted to allow children to be
disruptive for the other children who are already collected from school by any person not authorised by
engrossed in their activities. It also shows respect for you in advance, either on the collection consent form
our work and the great care we take in planning the completed when your child joined the school or a
day. consent form submitted before the collection date. If
you want somebody other than the person on your
Children arriving later than 8.30am will be marked in
collection consent form to collect your child on a
our register as 'Late'.
particular day (for example for a birthday party), then
you must complete a ‘one off’ Collection Consent
Late morning drop off Form beforehand. In emergencies, please call the
Should you be delayed for some unavoidable reason, receptionist and fill in a form afterwards.
please telephone the school as early as possible so
that the message can be passed on to the Absence from kindergarten
kindergarten teacher in good time.
If your child cannot attend kindergarten, please
If you arrive late but before 9am, you must sign in at inform the school as early as possible on or before the
reception and be accompanied to the kindergarten by day by ringing reception.
the receptionist. Please hand over your child to the
Absences for reasons other than illness are strongly
teacher or assistant as quietly as possible without
discouraged as they interrupt individual children’s
engaging in any unnecessary conversation with the
education and disturb the rhythm of the class. Parents
staff or children so as not to disturb the session
who wish to take their children out of school for
already in progress.
exceptional reasons must ask permission from the
If for any reason you will arrive later than 9am, you teacher in advance using a Leave of Absence Request
must sign in and wait at reception. Your child’s Form. Unauthorised absences are recorded and
teacher will be consulted in order to ascertain at what attendance figures collated for individual children as
point it is suitable to join the group. we have a statutory duty to notify the Local Authority
of children over statutory school age with persistent
absence.

12
MEDICAL MATTERS - FIRST AID, Permission must be obtained in advance for any
MEDICATION AND ILLNESS medicines (prescription or non-prescription) to be
allowed on school grounds. Therefore it is essential
Accidents and incidents that parents complete the necessary forms to enable
their child to have medication during the school day,
Minor accidents are dealt with in the kindergarten. All whether this is short-term or long-term. We have
our kindergarten teachers and assistants are trained medication forms for long-term illness and short-term
in first aid. Accidents and incidents are recorded, and illness, which must be signed by the parent and
parents informed of the measures taken to ensure the completed with as much detail as possible.
well-being of the child. The form requires parent
signature. Parents have a responsibility to ensure that their
contact details are up to date and they can be
Trained medical professionals will be called in the contacted at all times should their child become ill
case of more serious accidents, which require and need to go home during the school day. Parents
treatment beyond simple first aid. Parents will be are also expected to keep their teacher informed of
contacted as soon as possible and informed of any any changes in their child’s care arrangements, either
action taken. temporary or permanent.
Injuries occurring outside of school must be reported
to the teacher at the beginning of the morning. Please Allergies and chronic health conditions
fill in the appropriate form in the morning.
If a child has a chronic health condition, such as
The school has appointed first aid officers. However, asthma, diabetes or epilepsy, or an allergy, such as to
we are not able to administer general medication, stings, or types of food or nuts, parents must notify
including analgesics. If children fall ill during the day, the school on admission of the child by completing
parents will be contacted and the child kept the school’s Medical Consent Forms. Completed
comfortable until they can be collected. forms are kept in your child’s file and a record of the
condition or allergy posted on the inside of the first
Illness aid cupboard for speedy identification and treatment.

When children are ill, please keep them at home until The condition should be fully discussed with the
the condition has passed. Please call to inform school teacher and/or Early Years Coordinator, who will
of any absence before 9am. Children should not usually request further details. Parents whose
usually return to school for a period of 48 hours if children have chronic medical conditions requiring
they have had a high temperature, diarrhoea, an prescription medicines will be required to complete a
infectious illness, or have been vomiting. When the ‘Parental Consent for the Administering of
child returns to school, a note must be given to the Medication’ form, and the school will consider
teacher. accepting responsibility for administration of the
medication. Where agreed, the necessary procedures
You are asked to notify the school of any infectious
will be put in place, including full consents and
illnesses, such as mumps, measles, German measles,
instructions for managing the condition. An ‘Individual
chicken pox etc. Please note that some infectious
Health Plan’ may also be required for some
diseases are notifiable and, where this is so, the
conditions. Where necessary, an emergency supply of
advice of the health authorities will be followed. The
any medication, with instructions for use, will be kept
school reserves the right to exclude pupils with
at school.
notifiable infectious diseases in consultation with the
health services. In an emergency, the school will First aid supplies are available in school and kits are
endeavour to contact parents at the earliest taken on all trips. No internal remedies will be
opportunity. administered, as these are regarded as medication,
without special arrangements being in place.

Medication Where specialised first aid training is required, the

school must be notified so that the necessary training
Please note: the school is unable to administer any
can be undertaken. It is the parents’ responsibility to
form of authorised medication (such as inhalers)
inform the school if your child’s condition worsens or
without written parental consent and instructions.

13
otherwise changes, and to keep contact details up to Birthday celebrations
date.
Individual children’s birthdays are celebrated in
kindergarten and are very special occasions. As
Head lice individual festivals, they help to create for the child a
Head lice (nits) are a perennial problem in all schools. picture of their own life and their place in the life of
Please check your child’s scalp and hair roots their family. They are also a beautiful way of sharing
regularly. Please notify the school if you discover your their story with their friends, and help to engender a
child does have lice, and treat promptly. The school deep respect for all our differences and individual
will notify parents if there is a case of lice/nits in the stories. The teacher tells a special birthday story as
class. part of the celebration, and may ask parents to be
part of the celebration. The teacher will speak to you
sometime before the event, and may ask you to bring
GENERAL a cake.

Toys When planning the date of a birthday party for your

child at home, it may be helpful to remember that,
Toys should not be brought to kindergarten: they can when birthdays fall on kindergarten days, we
easily be left behind and/or lost or broken, or be celebrate them in kindergarten and your child will
squabbled over in the kindergarten, which may be probably feel very tired after an extra exciting
distressing for your child or for other children. In kindergarten morning.
exceptional circumstances, children may find it easier
to settle with their own toy, but this must be We strongly recommend keeping your child’s birthday
discussed with the teacher. party simple and small scale. A helpful guide is to only
invite as many children as the child’s age, for example
four children when the child turns four.

We would like to suggest that you do not arrange

parties after school festivals like Martinmas or the
Advent Spiral, because young children can easily be
overloaded with sense experiences and it can also
destroy the carefully created mood of the festival,
which often stays with children for some time and
takes a while for them to assimilate and fully
appreciate.

Please hand out individual invitations or thank you

cards to the parents rather than to the children.
Thank you.

THE WIDER SCHOOL COMMUNITY

Television Safety and security

Steiner teachers advise that young children do not The school door is pass coded and this code should
watch television or play on the computer, especially not be shared with children or visitors at any time.
on school days. There is strong research data to Neither should the door be left or propped open at
confirm the ill-effects on the physical, emotional and any time. There is normally a receptionist at the desk
social development of young children who watch TV. who will open the door in response to the doorbell or
The teachers strive to stimulate lively pictures in the seeing people at the door. If for any reason nobody is
child’s own imagination, and these are undermined by at the desk, please be patient for a few moments until
the passivity induced by TV or electronic media. they return. For safety reasons, kindergarten age
Please see recommended reading article in the children are not allowed to arrive, leave or walk
appendix. through the school by themselves. Parents and

14
children are asked to walk quietly through the school education and experience by working closely with us.
at all times. Please hold your child's hand walking Attending parents' evenings and consultations and
through the corridors. Running is not allowed at any keeping in touch with your teacher and the wider
time. In this way, the children learn to appreciate and school helps to provide an integrated experience for
respect the school and work of the school in general. your child, and helps us to find ways to support your
child’s unique set of developmental needs. Individual
Signing in parent consultations and parents’ evenings provide
you with the most insight into what your child has
For security and safety reasons, the school is required been doing each day at school and how you can best
to know who is on the site. We ask all adults entering support their education and progress. There is also a
the building outside pick-up and drop-off times to sign programme of workshops, talks and study groups for
in the visitors book on the front desk where a visitors parents to further deepen their knowledge and
badge will be issued, and to ensure they sign out (and understanding of the unique education we offer at
hand their badge back!) when leaving. Cambridge Steiner School.

We believe that being part of a warm, vibrant, active

Car park and supportive community is an important experience
Children must be supervised at all times in the car for our children, which parents can be involved with
park and on the road outside the school. as well as supporting their own child’s individual
progress. In order to maintain a beautiful and safe
Please do not park in the school car park or the
educational environment at school, and to help create
parking spaces reserved for the swimming pool
an efficient and vibrant community, we ask that
adjoining the school at any time. The car park is for
parents commit to certain responsibilities:
staff cars and pool users only. Parking can be found
on the street outside the school grounds, and children 1. To read the school newsletter.
should be walked safely into the school building. The newsletter is our main means of communication
Kindergarten children walking to the school should so it is essential that you read it to keep up to date
hold their parent’s hand. with what is going on.
The school wishes to be environmentally responsible 2. At least one member of each family to attend the
and to encourage all safe means of transport, annual Community Workdays.
particularly where it reduces the numbers of cars on
the roads. Many parents find sharing rides to school As the saying goes, ‘many hands make light work’.
invaluable. Please feel able to liaise with other There is nothing that builds a sense of community as
parents in your area or put a notice in the newsletter much as working together.
(via the receptionist) to organise carpooling. 3. At least one member of each family to volunteer
at the May Fair and at the Advent Fair to support
School bus these important school events. To prepare one dish
for the May Fair and the Advent Fair.
There is a dedicated parent initiative which runs a bus
from South West Cambridge into school in the These fairs are our big community events of the year.
morning and back at 3pm. They are magical occasions for our children where
they experience their wider community as we all
The bus is an economical, time saving and
come together to celebrate. We take part in shared
environmentally friendly option for the school run.
activities, such as maypole dancing or candle dipping,
We hope that many families will make use of the
and we also share food, play music and enjoy one
school bus service.
another’s company. Some fairs are open to the wider
Please ask at Reception for further details. community too, which is great for publicity and can be
a good opportunity to raise funds for the school. The
The role of parents fairs rely entirely on the voluntary work of the
teachers and parent community to organise them and
We aim to work in partnership with each family to run them on the day. If you are interested in getting
support their child's growth and development. You involved with the planning of these events for the
can help us to enhance and enrich your child’s coming year, please contact your child's teacher or

15
class representative. COMMUNICATION
Please note that the responsibilities listed here are
the minimal requirement. Parents also take on Notice boards
numerous other responsibilities that are crucial to the There are several notice boards around the school.
healthy running of our school such as: helping with The most important one is in the reception area, and
fundraising, running groups, being a class all the latest news will be displayed here, so please
representative and helping with school trips. We also make sure you check it frequently. Amongst other
encourage parents to come forward if they have skills interesting items on the notice boards, you will also
that they would like to share with the children. find the latest copy of our newsletter for those who
We appreciate that we all live under the pressure of prefer to read through it on paper.
time, but we believe that the level of involvement
that we are asking for, while significant, is reasonable Kindergarten cloakrooms
and manageable. If you experience it as otherwise,
please do let us know. We hope that you will also feel The teachers have noticeboards and blackboards in
supported and enriched by being part of our their cloakrooms with all sorts of important notices,
community. useful information and items of interest for parents to
look at whilst they are waiting for their children.
Again, please make sure you look when in school.
Class representatives
Each class in the school has a class representative School newsletter
(class rep). These are parents who help the teacher by
supporting communications with other parents, The school sends out a regular newsletter, and it is
helping to organise class events and various other essential that all parents read it as it contains a diary
activities. The work of the class rep is very much update, information on events, things happening in
valued in the school. Please speak to your child’s the school and other news of interest. The newsletter
teacher if you are interested in becoming a class rep. is also displayed on the school notice board in
reception. Important emails are sent out directly to
parents, but ‘in general’ news is sent out via the
newsletter.

Concerns and complaints

We try to deal with concerns swiftly and openly and
before they become a serious issue or complaint.
Most concerns can be addressed informally initially. If
you have a concern, please bring it to our attention as
soon as possible by contacting the most appropriate
person. Should the concern be about your child/your
child’s education, then in the first instance please
Workshops, talks, study and craft groups speak to your child’s teacher. General concerns can
be brought to the attention of the Early Years
The school arranges workshops, talks and study Coordinator or the Head of School. If you have a
groups for parents, with a view to enriching the safeguarding concern about a child, please contact
cultural life of our community. Many parents gain a the Designated Safeguarding Lead.
great deal of insight into Steiner Waldorf education
and healthy parenting through participating in these If you have a serious concern, a formal complaint or
sessions. Suggestions are always welcome for new feel your questions/worries have not been properly
items. There is a friendly weekly craft group organised addressed, please make an appointment to speak
by and for parents, with a vibrant programme of craft with the Head of School who acts as the Complaints
activities, some of which will provide items for our Coordinator. Please also refer to our Complaints and
regular school fairs. Please check the notice boards Concerns Policy, which can be found on our website
and the newsletter for information. or a copy can be obtained from the School Office.

16
FINANCE AND ADMINISTRATION Bursaries—fee assistance

Cambridge Steiner School is an independent school You can download our Bursary Fund Policy from the
that relies on parental input and contributions website or ask for a copy at Reception. This gives full
(financial and otherwise) for its financial and information about the bursaries potentially available
environmental well-being. We aspire to offer the best to families who are unable to meet the full cost of
Steiner Waldorf education that we can within the fees. It is important that parents apply before the
resources available, and we see the provision of those bursary application deadline for each school year
resources as a community responsibility. If you have (usually during the spring term). Late bursary
any questions about financial matters, please make an applications will not be considered.
appointment to see the Finance Officer.
Handing in notice
Fees We require a full half term’s notice in writing to
Fees become payable in full at the start of each term. terminate a child's place (notice given on or before
You may pay by standing order, bank transfer, the first day of a half term and expiring at the end of
cheque, or through your employer’s salary sacrifice that half term), otherwise the fees will be charged for
scheme (until your child is of compulsory school age). the following half term. If notice is not given, fees will
The method of payment should also be agreed with be charged in lieu of the notice period. In addition,
the Finance Officer. please remember that deposits are only returnable
when all fees are paid in full.
During any agreed 'settling in' period, if your child
doesn't attend the whole day, only the morning rate
is charged.

All fees are reviewed and may be revised annually

and, as such, all financial agreements are renewed or
replaced on an annual basis. You will receive a new
invoice at the start of each term and it is your
responsibility to make arrangements to pay your fees
on time.

Early Years Funding (EYF)

Our school is registered as an Early Years Provider
and, as such, kindergarten children between the ages
of three and five years old are entitled to Early Years Reception and administration
Funding for up to 15 hours per week. Please note that
we do not offer the extended entitlement of 30 hours, Please ask at Reception for general queries or
nor do we offer two-year-old funding. information. Reception is open Mondays to Fridays
from 8.15am to 3.15pm. When reception is
Children become eligible from the term after they unattended, messages left on the answerphone are
turn three through to the term they turn five. If you checked regularly. The receptionist can be contacted
wish to know more about Early Years Funding, please by telephone on 01223 882727 or by email at:
speak to the Finance Officer. Further details can also [email protected].
be found by searching for ‘Free childcare for three
and four year olds’ on the Cambridgeshire County For administration and admissions queries, please
Council website: http://www.cambridgeshire.gov.uk. speak to the receptionist who will direct you to the
appropriate person. For non-urgent queries please
use email.
Sibling discounts
If you wish to speak to the Head of School or to the
Discounts are available for all siblings of children
Finance Officer, please try to make a prior
already enrolled in the school. Please see our website
appointment.
for more information.

17
MOVING ON or arrange an exchange/stay with a family in this
country. Details are published in the newsletter
Liaison between the kindergartens and your child's and/or placed on the notice boards.
new teacher is important and helps to create a
smooth transition for your child. Working together
Bad weather and snow
with a child’s new teacher enables them to assess
your child’s skills and abilities before they begin and In bad weather conditions (such as heavy snow),
start to plan for them. please:

 check the school website for updates and closure

Moving up to Class 1 in the Lower School information;
The majority of our children stay in our kindergartens  tune in to BBC Radio Cambridgeshire in the
until entry into Class 1 of our Lower School the morning (95.7 FM, 96 FM, or DAB) or HEART FM
September after their sixth birthday. They become for an announcement of school closures;
familiar with the school during their time in the
 where possible, there may also be a message on
kindergarten, so the transition to Class 1 is a joyful
the school answerphone.
and much-anticipated experience. The teachers
prepare the children for entry into Class 1 through a A message will be distributed through the emergency
specially designed programme of activities contact tree (involving staff and class reps), so please
throughout the final year in kindergarten, and a also check your emails and text messages.
specific transition programme in the summer term,
Complete closure means that no teachers will be in
working together with staff from the Lower School.
attendance. However, partial closure means some
We will provide a report for your child to share with
teachers will be in attendance offering supervision of
yourselves and the Class 1 teacher with full
children.
information about your child, their skills, abilities and
needs.
Dogs
Moving on to another school Dogs are not permitted on the school premises except
in the car park (except for guide dogs or hearing
Liaison between your child’s teacher and your child's
dogs).
new school is important and is likely to benefit your
child. We offer the opportunity for your child’s new
teacher to visit your child in our kindergarten. This Policies and procedures
establishes a valuable link and eases the child's The school’s policies and procedures, both mandatory
transition to their new school. We will provide a ones and those that the school wishes to use in
report for your child to share with yourselves and the addition, are available on our website
new school with full information about your child, www.cambridge-steiner-school.co.uk. Please ask at
their skills, abilities and needs. reception if you would like a copy of a particular
policy. All our policies and procedures are subject to
MISCELLANEOUS regular review to keep them in line with current
regulations and best practice.

Recycling
Behaviour and bullying
Children in the kindergarten learn through imitation
to care for the environment. The school is working The school is committed to ensuring a safe physical
towards an improved recycling and composting and emotional learning environment for all children.
programme. Bullying is not acceptable in any form, and staff work
actively according to our Positive Behaviour and
Discipline Policy and Prevention of Bullying Policy.
Overseas pupils
Teachers will follow up incidents promptly whenever
Periodically the school is contacted by overseas they are noticed or reported according to the policy.
Steiner school pupils and au pairs who wish to visit us All reported incidents are recorded, and anyone with

18
concerns about bullying should in the first instance Staff and volunteers all have regular training on
inform the child’s teacher. safeguarding and child protection, and all staff and
volunteers are subject to an Enhanced Disclosure and
Barring Service (DBS) check (formerly CRB), and other
HEALTH AND SAFETY
safer recruitment checks.
Cambridge Steiner School is committed to ensuring a Parents will normally be consulted in any
safe physical and emotional learning environment for safeguarding matter involving their child. However,
all pupils and ensuring the health, safety and well- the child’s interests are considered paramount, and
being of all who work in the school. This includes the the school will in all instances act on the advice of
principles of equality of access to educational Social Care and the statutory guidelines.
opportunities for all.
E Safety
The general medical care of children is held to be
primarily the responsibility of parents. Please ensure We work more specifically with our 5-and 6 year old
the school has up to date contact information in case children in regard of E- safety, addressing aspects of
we need to contact you in an emergency. E-safety in a developmentally appropriate way.

The school has an appointed Health and Safety Officer Parents are expected to participate in this work. The
and a Health and Safety Policy. This policy meets the biggest protection the children can have comes from
statutory requirements and sets out the areas that the relationship they have with their parents,
require guidelines and procedures to be followed. teachers and friends. We continue to develop a
healthy dialogue with parents about all aspects of
All staff and those on the school site are bound by the
their children's well-being. Our approach is built on a
provisions of the Health and Safety Policy including
mutual relationship of trust, honesty, commitment
contractors, parents, visitors and volunteers. Parents
and co-operation.
with questions and concerns about health and safety
should contact the School Manager and/or review our Curriculum
Health and Safety Policy on our website. From kindergarten onwards we teach children about
healthy and safe relationships through: stories;
imitation; looking after each other and our things;
sharing and seeing each other’s gifts and qualities;
building relationships with the child and their family;
promoting peer support; promoting a healthy
lifestyle; and developing an understanding of positive
risk through things like our outdoor curriculum.

Technology Curriculum

We start teaching the children about the concept of

'technology' from kindergarten with the introduction
of using tools (such as carding wool, knitting etc.). This
‘technology’ curriculum progresses through our
outdoor curriculum where children make their own
flint knives for example, and learn how tools can be
useful, but dangerous if used incorrectly. In Class 6
children are formally introduced to ICT. Our aim
Safeguarding children through this approach is to slowly build a broad
The school has an appointed Designated Safeguarding understanding about the nature of technology and
Lead (DSL) who ensures that our procedures and therefore critical thinking about how and when
practice for safeguarding children comply with information technology is useful or potentially unsafe.
statutory regulations and guidelines set by Social Use of mobile phones in school
Care. The procedures are set out in the school’s
Safeguarding and Child Protection Policy, available on We do not expect any children of kindergarten age to
our website. carry or use a mobile phone.

19
We ask you not to use your mobile phones within the RECOMMENDED READING
school premises. Please make it a habit to turn off
your mobile phone while on school premises. Television
Mobile Phones (or cameras) must not be used to take TV is embedded in our culture and taken for granted
any photographs during kindergarten events, e.g. to such a degree that it is often difficult for us to
birthday celebrations or festivals. question its value. Similarly, with the increasing
For further information, please see our Use of Mobile prominence of cinema, the personal computer,
Phones and Technological Devices Policy mobile phone technology and video games and their
adoption into everyday life, rarely is a dissenting voice
heard. However, it is widely held amongst those
EQUAL OPPORTUNITIES
involved in Steiner Waldorf education, as well as by
The kindergartens recognise and have regard for the researchers in the USA and other countries, that
child's religious persuasion, ethnic origins, cultural watching TV and videos and playing computer games
and linguistic background or disability, so that each is detrimental to the healthy development of the
child is valued as an individual without racial or child. Reasons for this are:
gender stereotyping. We aim to promote equality of 1. All children have an innate imaginative capacity and
opportunity for all. Our children will be helped to their natural state is to be active in this. This is one of
develop positive self-identity and to value and respect the great gifts of childhood and crucial for their
all cultural and ethnic groups through our resources healthy journey into adulthood, when children
and activities. The school is committed to ensuring acquire other faculties. As they do so, it is a capacity,
access as far as is reasonably possible to all facilities which is usually lost or transformed, never to be re-
for staff and pupils. If you have any questions or lived in the same way. TV, videos and/or computer
concerns about this, please contact the SENDCo, who games etc. make children unhealthily ‘still’ and stifle
is also the staff member responsible for Equal their own imaginations. By presenting the child with
Opportunities (ENCo). ‘finished’ images, the child is required to do no inner
work (or active play) at all and their imagination is
Special educational needs and disability ‘disabled’ while watching. Afterwards, this can result
(SEND) in listlessness, lack of initiative and boredom; children
may need to be constantly entertained. Alternatively,
Our Early Years provision considers all children to be
it may result in children being over-stimulated to such
special and that every child has individual needs. We
an extent that they can no longer listen properly to
aim to meet the needs of all the children, including
real people - they switch on or off as they please. It is
those with special educational needs or disabilities, in
felt that this kind of stimulation is, in fact, deprivation
a way appropriate to their age, stage of development
for the child’s own abundant creative abilities.
and personal circumstances. We also follow the SEND
Code of Practice guidelines to ensure a graduated 2. Through our education, we encourage children’s
response, and to work in partnership with the natural capacity to be highly sensitive to their
parents. The school aims to ensure that all pupils, environment and the people around them. They are,
including those with special educational needs, can therefore, deeply susceptible to being mesmerised;
access the curriculum. Our Special Educational Needs they cannot filter their absorption of the things they
and Disability (SEND) Policy is an integral part of our see and hear. We are careful in both the
Equal Opportunities and Inclusion Policy. If you have kindergartens and school to present material in a way
any concerns regarding your child, please speak to appropriate to their age and sensibilities. By contrast,
you child’s teacher or our Special Educational Needs frequently, the quality of children’s material on TV,
and Disability Coordinator (SENDCo), who works videos and computers is very poor. They force images
closely with the teachers. Our SEND Policy is available and noises of all kinds on the child, which are in our
on our website. view inappropriate—the children may become
desensitised as their threshold for violence, noise,
aesthetics, moral and social behaviours—you name
it—lowers. Young children do not have the
discrimination to regulate their own watching. They

20
are not yet able to know what is good for them and C. Clouder and M. Rawson, Waldorf Education: A basic
what is not, and they depend on the adults around introduction to the Steiner Waldorf School, Floris
them to decide the boundaries, which will protect Books
them (in all areas of life, not just this one) until they
J. Salter, The Incarnating Child, Hawthorn Press
can freely take care of themselves.
Rawson & Rose, Ready to Learn, From Birth to School
3. Furthermore, the images that flash past on the
Readiness, Hawthorn Press
screen are not connected to real life—they are an
artificial representation of life and, as such, abstract. S. Jenkinson, The Genius of Play, Hawthorn Press
One cannot relate to TV. By contrast, in a Steiner L. Oldfield, Free to Learn (Introducing Steiner Waldorf
school, the teachers do not use textbooks—they seek Early Childhood Education), Hawthorn Press
to give stories and lesson content from memory so
that the communication exchange is real and alive. T. Finser, School as a Journey; the eight-year Odyssey
Children live vividly in the present and, to be healthy, of a Waldorf teacher and his class, Anthroposophical
they need to feel deeply connected to the world Press
around them. They do not have the intellectual Rudolf Steiner, Education of the Child, Rudolf Steiner
sophistication to cope healthily with this abstract Press
phenomenon. TV et al literally undo the work we do
Festivals Family and Food, Hawthorn Press
at our school.
All Year Round, Hawthorn Press
We would ideally like all TVs to be gathering dust
under a cloth. However, recognising that this is Please see your Kindergarten teacher for the useful
unlikely, we request that children attending our following articles by Susan Johnson from You’re Not
kindergartens do not watch TV from Sunday to the Boss of Me! published by the Waldorf Early
Thursday. They should definitely not watch TV in the Childhood Association of North America, 2007,
mornings before coming to school. ISBN: 978 0 9722238 8 1:

If your child is used to a heavy diet of television  The Importance of Warmth

watching, don’t despair! It may be easier than it  The Importance of Breakfast
sounds to change your family routine. Many of us  The Importance of Sleep
have discovered that one-time TV addicts have found  The Meaning of Illness
a wealth of positive things to do in the creative and  Fever
supportive atmosphere of a Steiner school
Other leaflets and information are also available
community.
within the kindergartens.

Further reading
Thank you
Martin Large, Set Free Childhood… a parent’s survival
Thank you very much for taking the time to read this
guide to coping with computers and TV, Hawthorn
handbook. If you have any questions at all, please do
Press ISBN 1-903458-43-9
let us know.

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