We have put together in this booklet our answers to a range of questions which are posed with varying degrees of regularity by the many people who take an interest in our community.

Some of these questions refer to our school, some to Steiner education in general. Some have perhaps taken a little courage to ask!

We hope you find the answers helpful.

Index to Questions

1. What is the relationship of Steiner to Waldorf education?
2. Are you related to Summerhill or Montessori?
3. How large are the classes?
4. Why does the same teacher stay with a class for eight years?
5. What happens if a child does not get on with the class teacher?
6. Do you follow the 5-14 curriculum?
7. How easy is it for children from mainstream schools to fit in?
8. My child has learned to read and write already. Won't she be bored having to do it all again?
9. Does delaying the start of formal education harm a child's development?
10. What is your approach to discipline?
11. What is your policy regarding children with special needs?
12. How do you cope with the spread of talent in mixed ability classes?
13. Do your pupils sit exams?
14. Do your pupils' exam results suffer from this extra subject load?
15. Do you have computers in the school?
16. Do you offer careers advice?
17. What sort of things do pupils do when they leave?
18. How much do you expect of parents?
19. What is your religious philosophy?
20. What is your approach to religious education?
21. How is the School financed?
22. Are you New Age Hippies?
23. Do you all speak German?

1. What is the relationship of Steiner to Waldorf education?
   Steiner education and Waldorf education are one and the same. The first 'Steiner' school was created by Dr. Steiner for the children of workers in the 'Waldorf' factory in Stuttgart, Germany, in 1919. There are now 874 Steiner Waldorf schools worldwide. Individual schools choose whether or not to incorporate 'Steiner' or 'Waldorf' in their titles. Index
2. Are you related to Summerhill or Montessori?
   The simple answer is, 'No.'
   Summerhill School had a relaxed attitude to its pupils following a standard curriculum. Montessori Schools have a child-centred method of teaching a standard curriculum. Steiner Waldorf education has its own curriculum, which links subject, and subject presentation, to stages in child development. It is an especially broad curriculum which appeals to 'head, heart and hands.' It is a curriculum based on the philosophy of Dr. Rudolf Steiner, a philosophy which is sometimes referred to as 'Anthroposophy'. This same philosophy has led to innovative approaches in other fields (for example in agriculture, curative work and the arts) besides education. Anthroposophy is not a religion, nor are those who work out of it bound by anything more than their own enthusiasm. It is an all-encompassing vision of what it means to be human, a vision which embraces the possibility of a spiritual origin and a purpose in our lives. For more information see the reading list below. Index
3. How large are the classes?
   They vary. We have one class per year from class one (age 6) to class 12 (age 18). The largest class at present has around 28, the smallest 19. The average is about 22. Classes are generally split for craft lessons, and exam classes in the upper school have a small number of pupils. In the kindergarten groups have about 10-14 children. Index
4. Why does the same teacher stay with a class for eight years?
   Young children need stability and security. They need to trust and form a relationship with those who care for and teach them. Only then are they able fully to give themselves to the learning process. If a child has to get to know a new teacher every year that process is being continually interrupted. In the course of an eight year relationship a bond can grow between teacher and pupil that cuts through much unnecessary and time-consuming getting-to-know and trying-out rituals. The teacher soon comes to know a child's strengths and weaknesses and can therefore give the right assistance and stimulus, as and when it is needed.
   A second advantage of having the same class teacher for such an important period in a child's life, is that much of what is taught draws on knowledge and skills they have developed in previous years. Having the same teacher means that themes can be followed, drawn out and cross referred so that a holistic view of the world is given. Index
5. What happens if a child does not get on with the class teacher?
   This is a question many prospective parents ask, and yet it is something which very rarely happens. If a teacher knows that a child is only going to be under his or her care for a year, there is a temptation to say: "I'll put up with it for a year and then it's someone else's problem." In our system that doesn't work. Problems have to be faced and worked on. Very often, if a child is experiencing difficulties, there is a reason - a family split or other disturbing factor. The close contact which we encourage between school and home means that teachers know and understand what is going on, and with understanding a lot can change.
   This is not to say that every problem is the fault of the child. Teachers are constantly encouraged to look at themselves and to develop as human beings. Conflict can be positive if it highlights the need for change in either party. Index
6. Do you follow the 5-14 curriculum?
   No. Steiner Waldorf schools follow their own curriculum. The original version of this curriculum was devised in 1919, when the first Steiner School was founded. Since then the curriculum has developed alongside more widespread advances in educational thinking. It is also capable of being modified by cultural differences. Essentially though, as it is firmly rooted in the fundamental principles of child development, it has not changed radically with time; and is the same in all 55 countries in which Steiner Waldorf schools have been established.
   Whilst there is considerable overlap with the 5-14 curriculum, there is a difference in timing, some subjects being taught later and some earlier. There are also considerable differences in the way we work with the curriculum, and the way in which subjects are taught. Index
7. How easy is it for children from mainstream schools to fit in?
   In general, Steiner education works best when children join us early on. However, many do join us at a later stage of their schooling, and provided they are open to new methods and their parents are supportive of the change, they integrate very well. Often a new child in the class is greeted with great warmth; sometimes there is a settling in period. Only very rarely does a child not find his or her place in the social make-up of a class.
   If a child is behind in a subject, in French or German for example, it may be necessary to have extra `catch-up' lessons . Usually the school arranges this, and a modest charge is made. Index
8. My child has learned to read and write already. Won't she be bored having to do it all again?
   No. Young children love to hear things they already know, and when they do, they experience a rush of confidence. The richly imaginative way in which the letters and the numbers are introduced will certainly not leave them feeling bored. They will take joy in discovering this added dimension to learning. Index
9. Does delaying the start of formal education harm a child's development?
   Not at all: in fact, we maintain the delay strengthens a child's development. That's why we do it.

   Rushing headlong into the three 'Rs' isn't going to make a child more academically gifted, but could damage a child who is not yet ready to begin.
   Most children can learn to read and write at a very young age, but we believe that their time and energy are better spent on creative play, artistic work and social interaction.
   If the start of education is managed in this way, children are really ready, when formal education begins; so progress rapidly and with great enthusiasm.
   Most European countries, including all of Scandinavia, agree with our approach on this. It is British mainstream education, not Steiner/Waldorf education which is out of step. Index

10. What is your approach to discipline?
    Good discipline is not something imposed from outside to make learning possible - it goes hand-in-hand with good teaching. Children who enjoy their lessons and whose inner needs are being met will not - unless they are disturbed in some way - be a nuisance. Having said that, there are, of course, occasions when corrective action needs to be taken and sanctions imposed. As teachers, we always try to make the punishment fit the crime; if homework is not handed in, it needs to be done in detention; if property or someone else's feelings are damaged, something has to be put right. Sometimes it is enough that the child's attention is drawn to the misdeed. Index
11. What is your policy regarding children with special needs?
    As we are a small school, with relatively small class sizes and a 'child-friendly' campus, we are sometimes able to accommodate pupils whose needs have not been met in a larger, more formal situation. Children whose potential, whether academic or social, is not being fulfilled in mainstream education do sometimes flourish here. Also, by beginning formal learning at a more appropriate age, young children who have been stressed by the 'early start' approach can find a haven with us. But we are not a Special Needs school, nor are we geared to coping with anything greater than a mild learning difficulty or behavioural problem which does not resolve itself within the initial three-month trial period.
    There are some special schools, based on Steiner philosophy, which are for children with severe learning difficulties; but sadly there are none in or around Edinburgh. Index
12. How do you cope with the spread of talent in mixed ability classes?
    Whatever your child's intellectual ability, the basic pattern of human development is fairly constant. We therefore think it right to give the same pedagogical material to all children in the same age group. In order to meet the needs of all children however, the work that a teacher demands must vary according to ability. For example, at the age of ten, all children learn about fractions: those with natural mathematical ability will soon go on to more advanced sums, while those whose abilities lie elsewhere will continue with fairly simple work until they are sufficiently confident to progress.
    It is an important lesson for life, to grow up in the awareness that some people struggle with tasks which others find easy. Within the social context of the class, children are not encouraged to compete with one another, but to appreciate each other's gifts and achievements, and to help their fellows along the way. Index
13. Do your pupils sit exams?
    Yes and no! We do not hold academic excellence to be the sole aim of education. Ours is a 'holistic' approach and we respect the full range of abilities. In the Lower School therefore, pupils sit 'tests', solely in order that their teachers can measure progress, and highlight strengths or areas of required revision. In keeping with our attitude to competition however, we do not seek to grade individual pupils one against the other. When the pupils go into Upper School, at the age of 14, we begin to prepare them for state examinations, as well as continuing the broad-based, balanced education we wish them to have. We manage this by spreading the exam work over a longer period, so that SQA Highers for instance, are taken when our pupils are 18. Index
14. Do your pupils' exam results suffer from this extra subject load?
    No. In the most recent league tables, 84% of our pupils who were present in Year 10, gained A-C level passes at Higher level in Year 12. This outcome is well above average for pupils in the state, and in the independent sector. Index
15. Do you have computers in the school?
    We do have computers in the school, but not for use by pupils under the age of 14. We believe that the human relationship between teacher and child is the key to healthy learning. Only another human being can respond to expressed interest, fire with enthusiasm, and lead by example.
    Older pupils in the school however, not only have access to computers, but are encouraged to use them. Many pupils use the internet to research Main Lesson topics, and several have had success with web page design. Our own home page was created with pupil input, and can be accessed at www.SteinerWeb.org.uk
    Computing is a useful skill, which can be picked up quickly when it is needed. The life skills that we teach here - social, artistic and intellectual - cannot be so easily assimilated and are vital for a fulfilling life. Index
16. Do you offer careers advice?
    We consider that our education, with its broad and practical applications, is a sound basis for career thinking. Dedicated Careers Education classes take place from Year 9. Careers Education covers self-assessment; awareness of core, transferable skills; the study of organisational structure; research skills; written presentation and interview practice etc. Class 10 pupils have subject choice interviews with Upper School Guardians and subject teachers, followed by a two-week work experience placement. The School is a member of the Independent Schools Careers Organisation, which offers timetabled individual guidance interviews to Class 11, and to pupils of other classes on request. We also have a contract with Career Development Edinburgh and Lothians. CDEL visits the school annually, and pupils are welcome to arrange interviews at any time. We have a fully equipped Careers Library, with self-help guidance on CD ROM. Two members of staff with careers experience and training can help with research. Index
17. What sort of things do pupils do when they leave?
    A recent survey of Old Scholars who attended our 60th. Birthday reunion revealed that the answer to this question is extremely wide-ranging. Of those questioned, 74% had gone on to Higher Education, and 17% to Further Education. Many of our pupils choose to take a year out, to travel or otherwise to gain life experience before continuing their studies. Some colleges and universities have commented that students who come to them from Steiner schools.have a creativity and a flexibility in their thinking, which is not only very refreshing, but is often demanded by the pace of change in today's employment markets. Index
18. How much do you expect of parents?
    The stronger the child-teacher-parent triangle can be, the better the educational experience will be for the child. If home and school can work together, the foundation will be strong: if they do not work together, the child will be the one who suffers. It is necessary then, that parents familiarise themselves with the aims of Steiner Waldorf education, and agree to support these aims in principle.
    The termly Parents Evening is a chance to find out more about our education and to ask questions of teachers, and it is very important that at least one parent attends these events. Beyond that, obviously, the more you are able to do, the more the School, and your child, will benefit. We understand that many parents have full-time jobs, and are unable to commit themselves to a lot of time. If you can manage to be your child's Class's Convenor for a year, to help out at the annual, fund-raising Christmas Market, or to serve on the Parents Association Committee, this would be much appreciated: and would provide an opportunity to become a more visible member of the School community. Index
19. What is your religious philosophy?
    Rudolf Steiner lived and worked in a time of great intellectual curiosity in Europe. The First World War had just ended when, in 1919, he was invited to put his educational theories into practice. Across Europe humanitarians struggled to make sense of human nature and behaviour. Many theories about the nature of man and his relationship to society and the universe were debated. (Jung, for example had argued that individuals shared a common memory.) Rudolf Steiner outlined a system of beliefs based on the social codes of Christianity - but incorporating the Eastern belief in reincarnation. He called these beliefs 'Anthroposophy'. There is an Anthroposophical Society in Edinburgh, and several of our parents and teachers are members. As a school however, we regard our child-centred, environmentally aware, socially responsive curriculum as an entirely separate benefit which grew out of Anthroposophical thinking. The school does not teach Anthroposophy, nor prosletyse it in any way. All religions are welcome at a Steiner Waldorf school and many world religions are studied as part of our curriculum. Index
20. What is your approach to religious education?
    Although there is a timetabled religion lesson in most classes, our aim in this sphere is to present children with a unified picture of the world, and to instil in them a healthy understanding of their relationship to it. Reverence for the natural world and recognition of our place within the scheme of things are strong foundations on which to build personal morality.
    The weekly religion lessons therefore serve to underpin what is taught through the rest of the curriculum, strengthening the child's sense of reverence for the divine in nature and the spiritual in man.
    We are non-denominational and broadly Christian in essence, although the content of individual lessons may draw on a variety of faiths and cultures.
    The festivals of Michaelmas, Christmas, Easter and St. John's (Midsummer) are celebrated by the whole School, and parents are given a warm welcome on these joyful occasions, when songs, plays, eurhythmy, music and poetry are performed by their children. Index
21. How is the School financed?
    Ideally, we would like Steiner Waldorf education to be available to all who choose it, irrespective of social, religious or ethnic background. In reality however, the school needs money in order to function and, as no funding is, as yet, forthcoming from the State, we have to ask parents to pay a fee. Fees are on a sliding scale, dependent on the age of the child. In order to keep these fees as low as possible, teachers here work for a considerably lower salary than they would receive at other independent or state-funded schools.
    In many countries throughout the world, Steiner Waldorf schools receive 80-100% funding. A group of parents and staff from the Steiner schools in Scotland is actively seeking funding from the Scottish Parliament. All support for this campaign is welcome. See our Curriculum Choice page
    Index
22. Are you New Age Hippies?
    No, but we are proud of our creative approach, and our craftwork can be quite colourful! New Age? As we been here in Edinburgh for 60 years, we feel more middle aged; but we did champion 'green' causes before they became fashionable, and we haven't dropped them since. We were the first to speak of 'holistic, child-centred education'. Now everyone does. Index
23. Do you all speak German?
    Our seven year olds do! (They also speak French.) Rudolf Steiner was Austrian, from an area which is now part of Croatia. Steiner Waldorf education began in Stuttgart in Germany. (It was devised for the children of workers at the Waldorf factory, hence 'Steiner Waldorf'.) It is now available in 874 (at the latest count!) schools worldwide. It is a system which respects individuals and cultures. Scottish history, Celtic myths and Scottish Country Dancing are all taught at the Edinburgh school. Cultural awareness and community awareness are fostered from an early age in any Steiner school. Also, because we are part of an international education system, we have at any one time, some 10 -20 pupils visiting from overseas. Most frequently our visitors are from Sweden, Denmark, Austria, France, Germany and Switzerland. Occasionally we have visitors from North and South America. At the time of going to press we have, on our teaching staff, native French, German and Dutch speakers. This is a direct consequence of the global nature of our education. Index

Acknowledgements: these answers to the F.A.Q. were prepared by Barbara Hyslop & Philip Shinton of the Edinburgh Rudolf Steiner School.

There is a very detailed discription of Computers in Education to be found at the following link: http://www.ime.usp.br/~vwsetzer/comp-in-educ.html

Recommended Reading:

• Waldorf Education Christopher Clouder and Martyn Rawson: Floris Books
• The Way of a Child A C Harwood : Rudolf Steiner Press
• Education Towards Freedom :Langthorn Press
• Steiner Education in Theory and Practice Gilbert Childs: Floris Books
• Kingdom of Childhood: Rudolf Steiner Press, London, 1982.
• Educating Through Art Agnes Noble: Floris Books

Also available at: The Mulberry Bush
77 Morningside Road
Edinburgh EH10 4AY
Tel: 0131 447 5145