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Rudolf Steiner School Kings Langley - Parents’ Handbook
Parents’ Handbook
Our highest endeavour must be to develop free human
beings, who are able of themselves to impart purpose and
direction to their lives.
- Marie Steiner
Anubis weighing gold against the feather of truth
Class 5
Rudolf Steiner School Kings Langley,
Langley Hill, Kings Langley, Herts. WD4 9HG
Website: www.rsskl.org
Registered Charity No. 311027 Company No 395056
Issue 5 – September 14
Rudolf Steiner School Kings Langley - Parents’ Handbook
Contents
Section
A
B
C
D
Appendix
Page No
Current Year
Contact Numbers
Staff and their main subjects
Members of the PTFA Executive Committee
Trustees
Responsibilities and contact information
Committees and Groups at the school
1
2
3
4
6
9
Organisation
The Aim of the School, About the Education and its Ethos
Teaching Staff
The Association and Council of Trustees
Parents’, Teachers’, and Friends’ Association (PTFA)
Financial Organisation
Communication
History and General Information
School Hours
First Aid, School Doctor, Learning Support
Student Support Service, Transport, Lost Property
1
2
3
4
5
7
9
15
16
17
Policies and Rules
List of Policies and Rules
1
Parental Involvement/Participation
Parent/Teacher Relationship
Supporting your child’s learning at home
Participating with the teachers and parents in your child’s class
Participating in the school as a whole
Festivals
Facilities for parents, classes currently offered for parents
Teacher Training Course
Anthroposophical Questions
Suggested Reading List
Guidelines for Class Contacts
Issue 5 – September 14
1
2
7
10
12
15
16
17
17
Rudolf Steiner School Kings Langley - Parents’ Handbook
INTRODUCTION
Welcome to Rudolf Steiner School Kings Langley.
This Handbook has been prepared by the Parents, Teachers and Friends Association of the
school, working closely with the teaching staff and Trustees.
Our aim has been to create a document that will give you as parents vital information about our
school and the philosophy on which it is based. It includes everything from a basic introduction to
Steiner/Waldorf education to starting and finishing times of the school day. You can find out
about the history, organisation, administration and everyday running of the school, the channels
of communication and facilities for pupils and parents. There is also advice on how to learn more
about Steiner/Waldorf education, school policies, rules, what events take place and why – and
much more.
We hope that this Handbook will be a much-used reference document and that handouts from
teachers will be added to the ‘Current Year’ section… and each year parents will insert the new
pages sent out to replace those that are out of date.
We would ask that parents notify the PTFA when they see that information has been omitted or
feel that the handbook could be improved in some way. For details on how to contact the PTFA,
read on…
Black and white drawing, Class 9
Issue 5 – September 14
SECTION A: CURRENT YEAR
CONTACT NUMBERS
School Offices:
Main Telephone
01923 262505
Mute Brownlee, Admissions
01923 271922
Barbara Doyle, Reception
01923 262505
Pat Rosen, Finance Office
01923 271921
Fax
01923 270958
Bursar, Carol Langley
01923 271920
Co-Chair of College, Anthony Arulanandam
Fiona Murray
Through the school office
TBC, Chair of Trustees
Through the school office
Library/ Anthroposophical Library
01923 271923
Kindergarten Regina and Irena
01923 271926
Kindergarten Suzy and Inga
01923 271927
Student Support Services
Through the school office
School Shop and Anthroposophical Book
Ordering Service - Margaret Campman
01923 264308
Proprietor
Rudolf Steiner School Kings
Langley Limited
Postal Address:
Rudolf Steiner School Kings Langley
Langley Hill, Kings Langley
Herts WD4 9HG
Website:
http://www.rsskl.org
Email:
info@rsskl.org
Issue 5 – September 14
Section A Page 1
STAFF AND THEIR MAIN SUBJECTS
Sally Abbott
Biology
Geert Alkema
Gym/ Games/ Upper School Sponsor
Sabine Alkema
German & Handwork
Anna Araujo
Handwork
Anthony Arulanandam
Upper School Maths
Irena Baruch
Kindergarten Teacher
Jasmine Bidwell
Kindergarten Assistant
Eva Binamu
Eurythmy Teacher
Sarah Boot
Education/Ofsted Administrator
Peter Brewin
English Teacher
Mute Brownlee
Admissions
Suzy Brownson-Fowler
Kindergarten Teacher
Daniel Bryan
Librarian / Careers
Susan Brogan
Kindergarten Assistant/ Cl.2 Afternoon Club leader
Smadar Bunzl
Eurythmy
Jacqueline Burwell
Learning Support Teacher/Complaints Officer
Janet Cameron
KG Assistant
Margaret Campman
Handwork / School Shop
Andrea Chishti
German teacher
Steffi Cook
Boarding / Cookery & German Teacher/foreign students
Bobbie Amamou
Finance
Barbara Doyle
Reception
Victoria Donoghue
Class Teacher
Lina Dyer
Kindergarten Assistant
Isabelle Fatoux
French Teacher
Ann Marie Finch
Afternoon Club Leader Class 1/ After school club leader
Mike Hadjipateras
Upper School History/Drama
Phillip Harding
Pottery/ICT
Beth Harris
Library Assistant
Cathy Herrington
French
Edward Hirst
Class teacher / Upper School History/Drama
Tina Hobday
Chemistry Upper School
Teresa Iskra
Art / Upper School Sponsor
Donat Katona
ICT Systems Manager
Carol Langley
Bursar
Silvia Lauzzana
Learning Support Assistant Kindergarten/Kindergarten
Assistant/Parent and Baby Group leader
Moni Lebon
Parent & Child Group Leader
Inga Lewicka
Kindergarten Teacher
Sue Lewis
HR Manager
Gail Maleham
Laboratory Assistant
Nese Martin
Community Fundraiser
Daniel Maslen
Curative Eurythmy
Denis McCarthy
Class Teacher
Patrick McMahon
Cover Teacher/Teacher Training
Robin Millicheap
Estates
Robert Monk
Caretaker
Issue 5 – September 14
Section A Page 2
Claire Morris
Physics
Marcia Morrissy
Photography
Fiona Murray
Class Teacher
Paul Murray
Class Teacher
Sophia Nicholson
Class Teacher
Becky Ogilvie
Learning Support Assistant Class 6
Julian Paine
English / History of Art
Andree Piperides
Class Teacher
Gary Powell
Estates/Duke of Edinburgh Co-ordinator
Rosemary Prentice
Pianist
Karen Pullin
Learning Support Assistant
Nicholas Rayment
Estate Manager
Pat Rosen
Finance
Rachel Salterpicco
KG teacher (maternity Cover)
Felix Schiermann
Woodwork / Gardening / Practical Skills
Ralf Sealey
Metal Work Teacher
Alyson Smith
KG Assistant
Jane Steele
Pianist
Nicky Teensma
Class Teacher
Lynn Tinworth
Learning Support Assistant
Chris Triplett
Communications Manager
Tessa Tynan
Maths
Lucie Wagner
Boarding and English for Foreign Students
Regina Walsh
Kindergarten Teacher
Rachel Watkins
Learning Support Teacher
Graeme Whyte
Learning Support Teacher
Rachel Wing
Learning Support Teacher
Yoko Yaghmaie
Learning Support Assistant
Information about staff qualifications is available on request from the Staffing Group.
MEMBERS OF THE PTFA EXECUTIVE COMMITTEE
Brian Isbell
Chair
07891 095648
Daniel Roznick-Csendes
Treasurer
07904 801720
01923 263404
Mau Harrison
Secretary
07738 291260
Dora Csendes
Fairs Co-ordinator
07767 74258
Clare Hitchcock
Anton Dell
07958 389496
Larry Hesse
07702 621438
Graham Dalrymple
01923 262008
Becky Ogilvie
07798 933848
David Serlin
01923 264550
Sioban Schiller
01923 260439
Janey Etchell
Jason Tisdell
Rose Maher
Steffi Cook
College Rep
01923 267930
Chris Triplett
College Rep
01923 271934
Issue 5 – September 14
Section A Page 3
TRUSTEES
Sabine Alkema
Staff Trustee
Graham Dalrymple
Graham Dalrymple has been a parent at the school since 2003
when his eldest son joined Kindergarten, his boys are now in
classes 7 and 9. He has been active member of the PTFA for
five years and chairs the school’s PTFA Sustainability Group
which has been working to improve the school’s energy
efficiency and environmental performance. More recent work
has been on the development of the school travel plan and
engaging with staff to help develop the teaching of sustainability
issues.
Graham is a Physics graduate of Nottingham University and has
a doctorate in environmental physics from the same university.
He runs his own environmental consultancy business and
provides advice and support in the areas of corporate social
responsibility, sustainability, environmental risk management,
carbon management and accounting. Besides his interest in
supporting the school to develop more environmental
awareness in strategic planning Graham brings experience of
auditing and governance with public sector clients.
Janey Etchell
Janey is a parent with 4 children in the school. Janey works as a
presenter journalist and PR and media training. She has
expertise in PR and media skills and a passion to try and get the
well kept secret of Steiner education out to a wider audience
and specifically hopes to assist in raising positive awareness of
RSSKL in the local community and further afield.
Tom Hart Shea
I have worked in education all my life until retirement. I was
Head teacher of a primary school in Bedfordshire for 13 years,
working cooperatively and creatively with my governing
body, with the Education Authority, and with the Parents
Association, being mindful of all their needs and interests. Plus,
of course, I had to manage my school on a daily basis, to secure
the best education for all the children, ensuring their safety and
well being, and to support my teaching staff whom I always saw
as the key workers. I am an anthroposophist, - since discovering
Rudolf Steiner's work I have been deeply interested in Steiner
education. My children both attended the Kings Langley Rudolf
Steiner School, and my grand children are now in Kindergarten.
About 13 years ago I was a member of the Trustee body and
Chaired it for a short period.
Kim Goode
The position of Trustee offers an opportunity to serve a school
that holds an extremely important position in our community,
and is also dear to my heart. My family moved to Kings Langley
in order for my two children to attend the school. My son
attended the school for seven years, my daughter for five.
During these years I became as involved in the school as much
as I could, whilst working full time in Higher Education. I was
part of the PTFA and served as the Chair for about a year. The
Trustee group appears to be going through a challenging time
where the vision of the future of the school is about to be made
real. As an educationalist, I feel that I can offer an experienced,
external view, whilst really wanting the best for this wonderful
place of truly holistic learning.
Paul Murray
Staff Trustee
Issue 5 – September 14
Section A Page 4
Dr Sue Peat
Dr. Sue Peat has a strong connection with Anthroposophy, runs
regular groups and workshops in Rudolf Steiner House in
London, and is a member of the Council of the Anthroposophical
Society in Great Britain. Her interest in Waldorf education stems
from her work with Anthroposophy, and she has served as a
Trustee for the North London School for a number of years. She
is an NHS consultant at Kings College Hospital, South London.
Eva Binamu
Nicholas Korth
Staff Trustee
External Trustee
Issue 5 – September 14
Section A Page 5
Rudolf Steiner School, Kings Langley
RESPONSIBILITIES & CONTACT INFORMATION -Autumn Term 2014
All persons listed here are contactable through Reception (01923 262505) or receptionist@rsskl.org
unless otherwise stated.
School Office: 01923 262505 Fax: 01923 270958 Website: www.rsskl.org
AREA OF
RESPONSIBILITY
NAME
CONTACT DETAILS
ACCOUNTS/FEES
Pat Rosen
Carol Langley
ADMISSIONS
Mute Brownlee
AFTERNOON CLUB
Ann Marie
Finch
01923 271921
accounts@rsskl.org;
langleyc@rsskl.org
01923 271922
info@rsskl.org
via Reception
BOARDING
Steffi Cook
BULLYING,
DISCIPLINE etc.
Class teacher
or Upper
School Sponsor
BURSAR
Carol Langley
CAREERS
Daniel Bryan
CARETAKER
Robert Monk
CHILD PROTECTION
Cathy
Herrington/
Carol Langley
Anthony
Arulanandam /
Fiona Murray
01923 271920
cathyhe@rsskl.org
langleyc@rsskl.org
Via Reception
COMMUNICATIONS
MANAGER
Chris Triplett
01923 271934
christr@rsskl.org
COMPLAINTS &
CONCERNS
Teacher and/or
Complaints
Officers
Jackie Burwell
Rachel Wing
01923 271924
CHAIRS OF COLLEGE
Issue 5 – September 14
01923 262505
steffico@rsskl.org
01923 262505
01923 271920
langleyc@rsskl.org
01923 271923
danielbr@rsskl.org
07796 224021
OTHER INFORMATION
Parents should contact
the class teacher /
sponsor in the first
instance. If the matter
is not resolved, then
contact the Education
Facilitator.
Out of hours;
emergencies only
College is responsible
for all aspects of
pedagogy in the school
plus teacher education
and curriculum and
policy development.
Advertising, prospectus,
website, Term Recorder
etc. and mandate
holder for the
Communications Group
Parents should first
approach the teacher
concerned. If this is
inappropriate or
complaint is unresolved,
then contact the
Complaints Officers.
Section A Page 6
AREA OF
RESPONSIBILITY
DBS CHECKS
NAME
CONTACT DETAILS
Barbara Doyle
Carol Langley
EDUCATION
FACILITATOR
TBC
01923 262505/01923 271920
receptionist@rsskl.org
langleyc@rsskl.org
01923 271932
ESTATES &
MAINTENANCE
Nick Rayment
07902 272468/01923 271925
estate@rsskl.org
EXAMINATIONS
ADMINISTRATOR
Pat Rosen
01923 271921
exams@rsskl.org
FINANCIAL SUPPORT
APPLICATIONS
FIRST AID
Carol Langley
01923 271920
langleyc@rsskl.org
01923 262505
HEALTH & SAFETY
Nick Rayment
07902 272468
nickra@rsskl.org
INFORMATION
TECHNOLOGY
KINDERGARTEN A
Donat Katona
donatka@rsskl.org
01923 262505 ext. 205
Regina and Irena
01923 271926
Suzy and Inga
01923 271927
PARENT & CHILD
GROUP
LEARNING SUPPORT
Gary Powell
Suzy Brownson
Irena Baruch
Inga Lewicka
Regina Walsh
Moni Lebon
Jackie Burwell
Rachel Wing
Rachel Watkins
Graeme Whyte
Responsible for many
aspects of teaching and
staffing administration,
inc. OFSTED readiness,
mentoring, planning
and co-ordination.
Via Reception
via Reception
LETTINGS &
PREMISES HIRE
LIBRARY
Carol Langley
Nick Rayment
Daniel Bryan
01923 271920
LOWER SCHOOL
CHAIR
Nicky Teensma
via Reception
NEWSLETTER
Sarah Boot
01923 271936
sarahbo@rsskl.org
OLD SCHOLARS
Steffi Cook
01923 262505
steffico@rsskl.org
OPEN DAYS,
PARENTS’ HANDBOOK
& PARENT
ORIENTATION
Mute Brownlee
01923 271922
admissions@rsskl.org
Issue 5 – September 14
OTHER INFORMATION
01923 271923
Newsletter is published
on Mondays. Items and
adverts to be submitted
by previous Friday.
Section A Page 7
AREA OF
RESPONSIBILITY
MORNINGS
RECEPTION
NAME
CONTACT DETAILS
Barbara Doyle
SCHOOL DOCTOR &
THERAPIES
SCHOOL TOURS
Dr Jenny
Josephson
Mute Brownlee
01923 262505
receptionist@rsskl.org
Dan Maslen via reception
STEINER WALDORF
SCHOOLS’
FELLOWSHIP
REPRESENTATIVE
TEACHER TRAINING
TERM RECORDER
Denis McCarthy
Denis McCarthy
Chris Triplett
via Reception
01923 271931
UPPER SCHOOL
CHAIR
ADVENT FAIR,
FIREWORKS NIGHT,
SPRING FAIR
Jackie Burwell
via Reception
Dora Csendes
(organiser)
Anton Dell
(fundraising)
07767 774258
Dora.csendes@gmail.com
07958 389496
info@antondell.co.uk
PTFA
Brian Isbell and
Clare Hitchcock
07891 095648
07904 801720
SCHOOL CAFE
Caroline
Howard
07799 648218
Caroline261@gmail.com
SCHOOL SHOP
Margaret
Campman
Chris Triplett
01923 264308
Margaret@mercurius-uk.com
01923 271931
christr@rsskl.org
Bursar,
Chair of
Trustees,
Estate
Manager,
Teachers from
Kindergarten,
Lower and
Upper Schools
Carol Langley
Geert Alkema
Julian Paine
Nicky Teensma
Sue Lewis
Carol Langley
01923 271920
langleyc@rsskl.org
Responsibility for
aspects of the day-today running of the
school not connected
with teaching, eg
admin, finance,
maintenance, health &
safety etc
01923 271920
Responsibility for
appointment of staff
and personnel issues
COMMUNICATIONS
GROUP
FLOW GROUP
(Finance and
Administration)
STAFFING GROUP
COUNCIL OF
TRUSTEES
External Members
Issue 5 – September 14
Sue Peat
Tom Hart Shea
Kim Goode
OTHER INFORMATION
01923 271922
admissions@rsskl.org
Responsibility for
Communications issues
within the school and
out into the wider
community
Council of Trustees is
responsible for the
overall financial and
legal welfare of the
school.
Section A Page 8
AREA OF
RESPONSIBILITY
NAME
Parent Members
Graham
Dalrymple
Janey Etchell
Nicholas Korth
Staff Members
Sabine Alkema
Paul Murray
Eva Binamu
College reps
Anthony
Arulanandam/
Fiona Murray
Ex officio members
(non-voting)
CONTACT DETAILS
OTHER INFORMATION
Carol Langley
(Bursar &
Secretary)
COMMITTEES AND GROUPS AT THE SCHOOL
College
Anthony Arulanandam (co-chair)
Geert Alkema
Eva Binamu
Mute Brownlee
Suzy Brownson
Smadar Bunzl
Steffi Cook
Teresa Iskra
Ralf Sealey
Carol Langley
Sophia Nicholson
Dan Maslen
Denis McCarthy
Felix Schiermann
Cathy Herrington
Paul Murray
Fiona Murray (co-chair)
Chris Triplett
School Co-ordinating Group (Flow Group)
Carol Langley
Inga Lewicka
Sarah Boot
Nick Rayment
Chair of Trustees (TBC)
Upper School Rep (TBC)
There are several other groups that exist within the school that deal solely with internal matters.
For further information about these groups, contact the school office.
Issue 5 – September 14
Section A Page 9
SECTION B: ORGANISATION
THE AIM OF THE SCHOOL
The primary task of Rudolf Steiner School Kings Langley is to provide the best possible education
for its pupils so they may become not only knowledgeable, but also inwardly free, secure and
creative adults.
Like any other living entity, the school community requires distinct organs to carry out all the
diverse functions of its life and activity. These functions can only be carried out if they are
supported by sound financial arrangements and careful planning of all material necessities.
There is also a need for a strong social and cultural environment around the school provided by all
the parents.
Responsibility for various activities within the school is carried by the teachers, College, the
Trustees, the PTFA, and the administrative and maintenance staff.
ABOUT THE EDUCATION AND ITS ETHOS
In 1919 the Austrian philosopher Rudolf Steiner gave a series of lectures on education to the
workers at the Waldorf-Astoria cigarette factory in Stuttgart. So impressed were they by what he
said that they asked if such a school could be set up for their children. In September of that year
“The Free Waldorf School” was opened with 300 children in 8 classes. There are now over 1000
Steiner/Waldorf schools worldwide and our school, founded in 1949, is one of approximately 30
schools in this country.
Steiner described his ideal of a comprehensive education that encompassed everyone, regardless of
social background. The basis of this “art of education” is Knowledge of Mankind, and recognition of
the physical, emotional, intellectual and spiritual needs of the developing human being.
This is part of his larger spiritual philosophy, Anthroposophy, which regards the human being as
composed of body, soul, and spirit. While anthroposophy underpins Waldorf schools' curriculum
design, pedagogical approach, and organizational structure, it is explicitly not taught within the
school curriculum
The broad curriculum is designed to meet the needs of the child at each stage of his/her
development. The teacher is free, within these guidelines, to present the subject material in an
individual way that aims to awaken and enthuse the children, encouraging them to discover and
learn for themselves. In this way the child is not educated solely in the “3 Rs” but also in the “3 Hs”
– Hand, Heart, Head – the practical, feeling and thinking capacities.
The school strives to provide an environment in which the child can find security, moral strength
and confidence to face the challenges of life with initiative and responsibility.
v
Note: for a full list of schools in the UK and around the world ask the school secretary or
librarian.
Issue 5 – September 14
Section B Page 1
Main lesson book decoration, Class 5
TEACHING STAFF
The first Waldorf School in Stuttgart was run by a group of "Colleagues", without a head teacher,
and this principle has been adopted, so far as we know, by most Steiner schools with the exception
of the new Steiner Academies in the UK
College is made up of between 15 and 25 staff who are currently employed in the school and who
wish to express their commitment to the education it provides in this way.
The aims of the College are:
1.
To follow the principles of Steiner education based on the anthroposophical view of
human beings and their development.
2.
To develop and deliver the curriculum and educational approach created by Rudolf
Steiner.
3.
To be responsible for every aspect of running of the school.
The College meetings, which take place every Thursday evening, begin with eurythmy, which is
followed by a meditative verse. The College works out of an imaginative picture of how it can work
in harmony with the spiritual impulses that support and inspire the education. This is followed by a
short period of study, which then leads into the agenda for the week. College aims to look at issues
from as many points of view as possible and as a result some issues may need several weeks of
discussion before a consensus is achieved and a decision reached.
The College chairperson usually serves for one year and is responsible for managing the agenda
and running the meetings. The post has no status.
Sub-groups are appointed to work on particular aspects, and report their findings or
recommendations back to College. For example the Finance sub-group meets bi-weekly, and other
sub-groups deal with staff accommodation, staffing and personnel matters, and some
administration. Other small committees are formed to deal with particular events.
Issue 5 – September 14
Section B Page 2
Many teachers at the school are not members of College, including new or part-time teaching staff,
and some full-time staff who do not wish to become College members. All teachers are expected to
attend the Staff Meeting that takes place on Thursdays after school, in order to take part in and be
aware of processes and changes in the school.
There are also separate weekly meetings of the Upper School, Class Teachers and Kindergarten
teachers, to discuss issues of particular importance in those different areas.
Teacher Development
The school encourages teachers to attend a range of courses and conferences that run throughout
the year, within the Steiner/Waldorf movement. Some State and Independent school courses are
also attended.
Teachers mentor and observe one another and attend each other’s lessons to provide support and
advice. The Fellowship Advisory Service is availed of by inviting regular visits from the Advisers.
The Staffing Group, on behalf of the College, oversees the welfare and development of staff,
endeavouring to promote and maintain the best in teaching practice and the constant striving for
improvement. The Staffing Group also co-ordinates the employment of staff at College’s request
and under its supervision.
THE ASSOCIATION AND COUNCIL OF TRUSTEES
The school is a Registered Charity and operates as a Limited Company, also known as the
Association. Membership of the Association is currently limited to 50 and membership is divided
into the following categories: College members 40%, Parent members 30%, and External members
30%. Any parent wishing to become a member of the Association should apply in the first instance
through the Bursar.
Oversight of the management of the school is undertaken by the Council of Trustees, members of
which are also members of the Association. The Council consists of 9 individuals, 3 College
members, 3 Parent members and 3 External members.
The Trustees together with College share the governance of the school. In particular the Trustees
have legal responsibility to ensure the Charity does what it was set up to do – namely to be a
school run on the educational principles inspired by Rudolf Steiner. The Trustees also have
responsibility to ensure that the income, capital and expenditure of the school all effectively serve
this purpose.
As a Limited Company, the school has a "Memorandum and Articles of Association" that lists the
objectives of the school. This document can be viewed in the school library.
The Trustees have established agreed aims and objectives for their work. They aim to enable the
College to develop its vision and exercise its authority within the current legal framework in
England. Their objective is to support the College in its daily work in whatever ways are
appropriate.
Issue 5 – September 14
Section B Page 3
ASSOCIATION MEMBERSHIP
Parents of the school are welcome to join the Association. The Articles of Association are available
from the Bursar if you are interested in becoming a member and these explain the purpose and
objective of the Association within the school.
Association membership is by means of application to the Trustees, and an application form is also
available from the Bursar.
The membership of the Association consists of
40 % College Members
30 % Parent Members
30 % External Members
At the present time we have no vacancies for more parent or external members and would
encourage parents to seriously consider making an application for our waiting list.
MEMBERSHIP OF TRUSTEES
The Council of Trustees consists of
Three External Members
Three Teachers
Three Parents
If any parents are interested in becoming a Trustee of the school then please contact the Bursar
for more information on 01923 271920 or langleyc@rsskl.org.
PARENTS, TEACHERS AND FRIENDS ASSOCIATION (PTFA)
The Parents, Teachers and Friends Association (PTFA) represents the wider school community, and
all parents, teachers and others involved in the daily life of school are members of the association
by virtue of their relationship to the school. However, the actual work is done by a Committee,
which always welcomes new members.
The PTFA Committee meets once a month during term-time, and provides a forum for parents' and
teachers’ joint interests and concerns. The committee is made up of:
a) Volunteer members who serve on the committee for a two-year term of office.
b) Class Contacts are members of the committee during their term of office.
c) Two members of staff who are appointed to represent College at PTFA committee
meetings.
The appointment of volunteer members is confirmed at the Annual General Meeting of the
Association, which normally takes place during the spring term.
The PTFA raises funds for projects that the school would not otherwise be able to undertake. In
recent years, PTFA funds have contributed towards the theatre seating, playground equipment,
refurbishment of gym floor, refurbishment of science laboratories, and items requested by wish list
from the College of Teachers.
The main school fundraising event of the year, the Advent Fair is organised by the PTFA. Other
fundraising activities organised by the PTFA have included Art Fair and the Wellbeing festival. The
Issue 5 – September 14
Section B Page 4
PTFA share news in the weekly newsletter and Term Recorder; it is distributed to parents via the
pupils and is also mailed or emailed to those on the newssheet mailing list.
Besides the ongoing monthly meetings the PTFA also organises Open Meetings that take place
between parents and teachers to discuss issues of current importance. Sub-committees that include
staff representatives have dealt with issues such as property strategy, playground equipment,
publicity and communications, etc.
Communication between the PTFA and College takes place through two College members who sit
on the PTFA Committee, and we depend on the College representatives to:
a)
bring to College the questions or issues raised in PTFA committee meetings.
b)
report back to the PTFA on the conclusions reached by College.
All parents are welcome to attend PTFA meetings. Dates of meetings are normally the first Monday
of every month and are advertised in the weekly newsletter.
(See also Section D page 8)
Main lesson book decoration,
Class 5
FINANCIAL ORGANISATION
Our school is an independent institution and receives no funds from any government agency.
Therefore, our parent community is the mainstay for the financial well being of the school. College
works with the ideal that children are not excluded from the school for financial reasons. However,
it also works in the full knowledge that the school community, being parents, teachers and friends,
must provide the economic support it needs for its work. Prospective parents must be realistic
about the length and level of financial commitment.
The PTFA plans various fund raising events, including the Advent Fair, and the ongoing running of
the School Shop, which generate income to be used for larger, individual projects that cannot be
financed by tuition fees. All parents are invited to join in the running of these events.
Bursary Awards
Parents who have difficulty in meeting the payment of fees in full may apply for a Bursary Award
via the Bursar. Such assistance can only be made available where the applicant has demonstrated
that all other means of funding the fees have been pursued e.g. bank loan, second mortgage etc.
have proved fruitless. Applications can only be accepted for children who have been in the main
school for more than one year exclusive of Kindergarten or Class 1.
Issue 5 – September 14
Section B Page 5
Cuneiform, Class 5
Issue 5 – September 14
Section B Page 6
COMMUNICATION
GENERAL
Effective communication is essential for the harmonious life of the school. Parents are strongly
encouraged to direct questions and concerns to the appropriate person as soon as they arise, as
they can then be dealt with quickly and openly.
Messages for teachers will be taken by the school office and teachers will return your call as soon
as it is convenient.
If you have questions or concerns regarding your child’s experience at school, the curriculum,
discipline, homework etc. the following steps are suggested:
v
v
v
v
If
If
If
If
If
the child is in the Parent/Child Group or Kindergarten, speak to the teacher.
the child is in the Lower School, contact the teacher in whose lesson there is a concern.
a question remains, speak to the Class Teacher.
the child is in the Upper School, contact the Class Sponsor or the subject teacher.
the concern remains unresolved please follow the Complaints Procedure.
For matters concerning the class, i.e. class trips, social events, class fund etc:
v
Your Class Teacher/Class Sponsor and Class Contact.
For matters concerning school events, how to become involved in the school, study groups or
other general questions:
v
Office, class contact or a member of the PTFA Committee.
Communication to the trustees should be sent to the Chair of Trustees, c/o the Bursar.
Questions about financial matters should be directed to the Bursar.
Newsletter
The newsletter is a major part of communication between the school and parents. The newssheet
is emailed weekly by Parentmail (on Mondays). Please contact the school office if you do not
receive this information and to update your contact details in Parentmail.
Term Recorder
The Term Recorder, which contains articles by staff, parents and students, is edited and produced
by our Communications Manager.
Term Calendar
The Term Calendar is sent to all parents at the beginning of each term. It contains the dates for
the term as well as dates for Parents’ Evenings, festivals, events.
The Calendar also includes the names and telephone numbers of members of the PTFA Committee
and the Chairperson of the College of Teachers for the year.
Issue 5 – September 14
Section B Page 7
Coloured circles, Class 7
Issue 5 – September 14
Section B Page 8
HISTORY AND GENERAL INFORMATION
THE ROYAL PALACE AND PRIORY AND THE FOUNDING OF THE SCHOOL
For 200 years in the mediaeval period the Kings and Queens of England and their families and
retainers visited Kings Langley regularly and some of them spent important parts of their lives here.
Queen Eleanor of Castile, wife of Edward I, acquired the site on which the school now stands in
1276 and building work is believed to have continued between 1278 and 1361. Her son, Edward II,
loved Kings Langley and established the Dominican friary alongside the palace in 1308. After the
murder of Piers Gaveston by a group of barons opposed to his influence on the king, he was
subsequently buried here by the grieving Edward II.
The palace at Kings Langley was also a favourite residence of Edward III. His fourth son, Edmund
of Langley, became the 1st Duke of York, and spent many of his years here. Edmund and his wife
Isabel of Castile were buried here and their tomb was subsequently moved to All Saints Parish
Church in the village, where it can still be seen.
Richard II, son of the Black Prince, was greatly attached to Kings Langley as a boy. He held stately
courts and issued proclamations from the Palace of Langley Regis. In 1392 and in 1396 he brought
the court here to celebrate Christmas. One scene in Shakespeare's `Richard II' is set in the garden
at Langley. When Richard II was deposed and died as a prisoner in Pontefract Castle, his body was
brought to the Friary at Langley for burial. The body was later removed to Westminster Abbey by
Henry V in 1414.
In 1431 the Palace was damaged by fire, "through the negligence and drowsiness of a minstrel and
insufficient care of a lighted candle". Later, three of Henry VIII's wives were granted the Palace but
none lived in it and the buildings fell into decay.
Remains of the Friary when used as a farmhouse.
After an engraving in Robert Clutterbuck's History of Hertfordshire, 1815
The dissolution of the monasteries by Henry VIII in 1539 and the demolition of many of the
buildings in the 17th century, led to the gradual disappearance of both the palace and the church.
One 19th century antiquary, Sir Giles Scott, who had seen and measured the foundations of the
church before they were removed by Farmer Betts, was led to believe that it must once have been
nearly as magnificent as Westminster Abbey.
Issue 5 – September 14
Section B Page 9
By the turn of the 20th century, all that remained was an outbuilding, believed to have been a
granary, which we now call The Priory. This building was acquired in a ruinous state in 1909 by two
pioneers of co-educational boarding schools, Hannah Clark and Margaret Cross. They engaged
Barry Parker and Raymond Unwin, leading Arts & Crafts architects of the time, to repair and add
two new wings to the building, and the new school opened in 1910. In 1921, Miss Cross became
interested in the educational work of Rudolf Steiner and subsequently invited him to visit Kings
Langley in 1922. She offered her school to him to be transformed into a Steiner Waldorf school, an
offer that he gladly accepted. Miss Cross was also a pioneer of Steiner’s ideas on biodynamic
agriculture. There has thus been a link with Steiner’s work at Kings Langley since the early 1920s.
The Priory buildings, which are now listed, are currently shared between the Christian Community,
which has a chapel there, and the school, which uses them mainly for teacher accommodation.
In addition to extensive playing fields, the school has a well-equipped sports hall. There is also a
good library, of which the Anthroposophical section is open to parents as well as pupils and staff.
While it is the school's clear policy that the number of classes shall not be increased further, there
is a development programme. The new pottery was opened in 1991, and there are plans for further
new buildings designed to provide space for additional art, craft, science and student facilities.
CURRICULUM
On entering Class 1 the children meet their class teacher who will ideally stay with them for the
next eight years. This continuity of teacher for the main part of each day fosters security and
respect in the children and brings the teachers to a deeper understanding of the needs of the
individual child.
At this age and indeed for the next seven years, the children live very strongly in their feeling life.
And although they can learn readily what appeals to their artistic sense, they are not yet ready to
comprehend purely abstract concepts. Memory is, therefore, developed especially through the
sense of rhythm and a strong foundation is given through material being presented, not
intellectually, but in a living and pictorial way.
All the core subjects such as English, Maths, History, Geography, Physics, Chemistry, etc., are
studied in depth in block periods of 3-4 weeks in the Main Lesson that begins each day. However,
as the curriculum is structured so that the children receive what they need at each stage of their
development these names are not always used, particularly in the early years. For example, History
can only be taught as the pupils develop a sense of their own past and Physics and Chemistry only
receive these titles as the child learns to observe the environment as separate from itself.
In addition to the Main Lessons regular practice lessons are given in English, Maths, German and
French. Practical subjects such as farming, building and gardening are experienced and there are
lessons in woodwork, modelling, handwork, painting, drawing and eurythmy.
Music and Drama play an important part in school life and classes regularly perform plays in the
school theatre. Singing and recorder playing form an integral part of the Main Lesson in the
younger classes, progressing to class orchestras.
Festivals are an important part of the school year. Seven main festivals are celebrated - for a full
description of the festivals see Section D. Additional to these festivals are the festivals of children’s
work which take place each Friday before half term, where classes share their work. Class Contacts
and PTFA Committee members are invited to all festivals and assemblies. Due to restricted space
not all parents can be invited.
Issue 5 – September 14
Section B Page 10
Class outings take place in connection with the Main Lesson subjects being taught; for example,
during the farming Main lesson, the children would visit a local farm.
When the Children leave their Class Teacher they are entering a new phase in their development.
At the approach of puberty the thinking intellect begins to predominate. Questions, discussion,
criticism – all the activities of the enquiring mind – grow in strength. Now, education must foster
imaginatively the faculty of clear independent thinking. Adolescents long for someone to respect
and to ask for help, so in the Upper School while a sponsor takes on the overall responsibility for
the class, pastoral care is shared amongst the teachers.
The Main Lesson block period system continues but now the subjects are taught by specialist
teachers in Maths, History, Physics, Literature and so on. Regular practice lessons such French,
German, English and Maths also continue. Since an intellectual quality obviously permeates the
Main Lessons more strongly as the children grow older, the arts and crafts, singing, eurythmy,
games, gym, etc., are all developed to provide an important balance. In the Upper School
curriculum the range of crafts includes woodwork, metalwork, textiles and pottery.
Competitive exams play no part in the internal assessment in the school. However, each child is
encouraged to attain his or her full potential and therefore the normal GCSEs and GCE ‘A’ levels are
taken; GCSEs at the end of Class 11, and ‘A’ levels at the end of Class 13.
Eurythmy
Eurythmy is an art of movement developed by Rudolf Steiner, and is taught from Kindergarten to
Class 12.
The word "eurythmy" comes from the Greek, meaning "harmonious rhythmical movement". The
gestures and forms of eurythmy make visible through movement the sounds of speech and music,
thus including it as one of the fundamental creative human processes. Practising eurythmy can
harmonise and balance the formative forces active in the developing human being.
Although Eurythmy arose as a performing art initially, it was subsequently developed into the
realms of education and therapy. Curative Eurythmy can be used to treat a number of
developmental difficulties, not all of them physically obvious and specific exercises may be
recommended by the school doctor.
The eurythmists at the school have qualified at recognised institutions with a minimum of 4 years'
training. An additional 2 years is required for a qualification as a Curative Eurythmist.
For a more extended description of Eurythmy, please make a direct enquiry. Your interest will be
welcomed.
Physical Education
As in all the other aspects of the school curriculum, the foundation for the physical education
lessons is knowledge of the child's development.
The lessons are structured and formed according to the needs of the developing child. In the lower
school, physical games are of an imaginative character. This develops over the years towards more
formal sports in the upper school. Hockey, handball, volleyball, badminton, and basketball form the
core of the upper school games repertoire.
Issue 5 – September 14
Section B Page 11
In the Gymnasium, the apparatus is first introduced in the lower school in a free-form way. This is
followed in the course of time by the practising of more formal gym exercises.
On the Athletics field, the emphasis follows the skills of the Greek pentathlon, to develop a range of
complementary physical abilities.
Religion
In looking at the soul development of children, Rudolf Steiner stressed the importance of nurturing
the qualities of Goodness, Beauty and Truth in the three stages of childhood. Through the mood
and content of the weekly religion lessons, we also seek to nurture the universal qualities of
Wonder, Compassion and Conscience, which relate to all human beings whatever their beliefs.
Steiner schools are grounded in the Christian tradition and our celebration of the main Christian
festivals is described fully elsewhere in this Handbook (see Section E).
Music
Music plays an integral part in the life of the school community, first and foremost through the
activity of singing - from the early singing games, linked so strongly with movement, to the
complexity of a mixed chorus in the Upper School.
This experience is extended in:
Class 1
by the introduction of lyre and recorder/Choroi flute.
Class 2
with a main lesson block devoted to the introduction of violin playing.
Classes 3 & 4
have a weekly lesson devoted to country dancing.
Class 5
where the CLASS ENSEMBLES begin, involving all available instruments in
the class.
Class 8
where the RECORDER CONSORT is established.
Class 11
with a History of Music main lesson.
v
Members of the SCHOOL ORCHESTRA are selected from Class 5/6 upwards and
opportunities for CHAMBER MUSIC are provided wherever possible.
v
The Upper School meets for 15 minutes three times a week in addition to the weekly
music/ singing lesson.
v
Individual INSTRUMENTAL LESSONS by visiting teachers may be provided after school,
during breaks, and, if there is sufficient demand, on Saturday mornings. Many children
also arrange to have lessons outside school.
v
Practising at home and school requires encouragement and patience; opportunities to
share the outcome of these activities are always evident at parents’ afternoons/evenings,
festivals and concerts.
Recommended reading for more detailed information about the curriculum:
Steiner Waldorf Education. Aims, methods and curriculum by M Rawson, Steiner Waldorf Schools
Fellowship
Issue 5 – September 14
Section B Page 12
Waldorf Education. A Family Guide edited by PJ Fenner and KL Rivers, Steiner Waldorf Schools
Fellowship
Towards Creative Teaching by M Rawson and B Masters, Steiner Waldorf Schools Fellowship
These books are available from the school library and book ordering service.
Issue 5 – September 14
Section B Page 13
Sketch Plan of School by Denis McCarthy
Issue 5 – September 14
Section B Page 14
SCHOOL HOURS
Kindergarten and Parent & Child Groups
Parent & Child Groups (age 1 to 3)
Parent & Baby Session (0 to 18 months)
Mornings:
Mon
Tues, Wed, Thurs
Afternoons:
Tues & Wed.
Thurs.
Kindergarten
Mon-Fri
10.45am – 1pm
9.45am – 12pm
1pm – 3pm
1.30-3pm
8.30am -12.30pm
Lower School
8.30am – 3.30pm
Morning break 10.30 – 11.15am
Finishing time for Class 1 and 2 half days is 1pm.
Lunch 1 – 1.45pm
Upper School
8.30am – 3.30pm
Morning break 10.10 – 10.30am
Lunch 1 – 1.45pm
Pupils should be in school by 08.30 am, but not before 08.15am and should have left or have been
collected by 3.45pm. There is no official supervision or responsibility taken for the pupils
before or after these times.
Afternoon Club
Ideally, all children in the Kindergarten, and Classes 1 & 2 would go home each day once their
lessons have finished. However, as this is not always possible, the school provides an Afternoon
Club.
During Afternoon Club, children take part in supervised play and such activities as painting, drawing
and handwork. Time is booked on a regular basis and is charged for on the termly school account.
Main lesson book decoration,
Class 5
Issue 5 – September 14
Section B Page 15
FIRST AID
Children who are ill or injured receive first aid treatment in the Office from an appointed First Aider.
Serious accidents are referred to the Casualty Department of either Watford or Hemel Hempstead
General Hospitals and parents will be contacted.
SCHOOL DOCTOR
The school doctor visits on arranged days each term to see the pupils. These dates are listed in the
term calendar and school newssheet.
If there is a concern about a child – usually a developmental, behavioural or constitutional concern
– by parents or teachers, the class teacher is consulted, and may make an appointment for that
child. The parents, or at least one, are asked to be present to talk to the doctor, as their input is
very important in building a picture of the child.
The school doctor will have a comprehensive view of the child, based on their anthroposophical
medical training – which is in addition to an orthodox medical training – that takes into account the
spiritual and soul development of the child as well as the physical aspects and symptoms. The
child’s biography and family situation also may be taken into account.
The doctor may prescribe medicines. She may also recommend the child to have one of the
therapies that are available at the school.
Head Lice Prevention
If a teacher or parent suspects a case of head lice they should bring this to the notice of the Class
Teacher. The parents of the child(ren) in question will be asked to treat their child(ren). A child
should not return to school until the lice are gone.
Infectious Diseases
Should your child contract an infectious disease/illness, please inform you child’s teacher and the
class contact so that other parents in the class can be notified.
LEARNING SUPPORT
The Learning Support Department offers extra help by trained learning support teachers – either
for individuals or in small groups. Referrals come from the class teacher, class sponsor or subject
teacher; parents should approach these teachers if they feel their child would benefit from learning
support. Whilst we endeavour to provide support for those children in need, it is not always
possible to meet the demands with the resources available.
Diagnostic tests are given and an appropriate course of remedial steps is devised, suited to the
individual pupil’s needs. The learning support team look on ‘learning difficulties’ as a positive
learning opportunity. They help pupils to value themselves and to discover their own unique
learning style.
It should be noted that over time it may become clear that the school cannot reasonably meet a
child's particular needs.
Issue 5 – September 14
Section B Page 16
Support for Students for Whom English is an Additional Language
Support for students for whom English is an additional language would be worked out on an
individual basis, through discussion with parents and teachers.
Artistic Therapies
Eurythmy and art (which includes painting, clay or wax modelling, and form drawing) are available
to pupils who are recommended by a school doctor or class teacher/sponsor. No extra charge is
made for eurythmy; art therapy is paid for privately by parents to a visiting art therapist. The
parents are also consulted when a pupil is recommended a therapy. These extra lessons are
arranged on a termly basis and are usually one-to-one. The school’s therapists are experienced in
their fields of work and each has completed an anthroposophical training. They work closely with
teachers and a school doctor.
STUDENT SUPPORT SERVICE
Daniel Bryan provides a Student Support Service at the school, which aims to provide Upper School
pupils with the help and advice they need to make informed decisions about their future both
within and after school.
He provides tutorial support for individuals and groups, including:v
Preparation for lifelong learning.
v
Choices regarding examination subjects.
v
Applications for jobs/colleges/universities.
v
Gap year planning.
v
Strategies for studying.
v
Financial implications of further study.
Daniel Bryan can be contacted in the School Library on 01923 271923.
TRANSPORT
Station
A school minibus collects pupils from Kings Langley station in the mornings. A bus leaves the school
promptly at the end of the school to enable the London pupils to catch the earliest train.
LOST PROPERTY
Clothing is stored in a basket in a cupboard near the music room next to the Curative Eurythmy
Room. Jewellery, watches etc are kept in the school office. Clothing can only be stored for a limited
period of time and will be given to charity at the end of each term.
Issue 5 – September 14
Section B Page 17
SECTION C: POLICIES AND RULES
School Policies and Rules are continually updated and can be found on the School web
site under Information. Below is the current list of policies available.
Printed copies of any of the policies can be obtained through the School office.
LIST OF SCHOOL POLICIES
SWSF Code of Practice (the School supports the SWSF Code of Practice)
Admission Policy
Anti-Bullying Policy
Attendance Policy
Boarding Policy
Bringing and collecting children from Kindergarten
Candle policy
Child Protection Policy
Concerns and Complains policy and procedure
Curriculum Policy Autumn 2011
Cyber bullying policy
Data Protection and Access to Information
Dress Code for pupils
Educational Visits Policy
Equal opportunities policy
Exclusion Policy
External A Level Courses
Fair Processing Notice
First Aid
Health and Safety Handbook
Home School Agreement
Illegal Substances Policy
Inclusion Policy
Policy On Internal Assessment For External Qualifications
Kindergarten Walks Policy On and Off Site
Late payments Fee
Lost child from KG Policy
Media Policy
Pastoral Care Policy
Photography Policy
Playground Rules
Punctuality
Pupil Probation Policy
Relationships and Sex Education Policy
Safeguard Children Policy
Safer Recruitment Policy
SEN Policy
Student Discipline and Behaviour Policy
Therapists Policy of Care Standards
Trustee Appointment Policy
Tuition Agreement
Volunteer recruitment
Winter Weather
Issue 5 – September 14
Section C page 1
HEALTH AND SAFETY
Our comprehensive Health & Safety Handbook can also be viewed online at www.rssskl.org /
Information/Policies
Black and White Spiral,
Class 9
Issue 5 – September 14
Section C page 2
SECTION D: PARENTAL
INVOLVEMENT/PARTICIPATION
Children are more likely to thrive when there is a close relationship between home and school.
Parents are invited and encouraged to become a part of the school community, thereby creating
a strong social environment to support the educational work of the school. While the amounts of
time or gifts any particular family can give will vary according to individual circumstances, all are
asked to share what they can and make this school experience a priority for both the children and
their families.
Protocol for teacher/parent relationship
The relationship between teachers and parents is based upon their common aim to actively
support and guide the children in their development and education. This will best be achieved
when the relationship that exists is one of mutual respect and understanding. Frank and open
communication is of immense importance in establishing the trust that should grow between
them.
Every class in the school is composed of children who come together daily from a wide variety of
families, homes and cultural and religious backgrounds. What they experience as a group is the
Steiner/Waldorf curriculum as interpreted and presented to them by their teachers. While the
standards of behaviour, conventions etc. may therefore in many cases differ from those required
at home, children will readily adapt to such differences so long as they feel the mutual support of
both teachers and parents.
Disagreements and misunderstandings may sometimes occur between teachers and parents.
While these must be settled as soon as possible, it is also important to find an appropriate
moment to discuss these matters and the teachers should be telephoned in order to arrange this.
At times a teacher may request some parental help in the classroom. This is very much
appreciated by both teachers and children. Parents may not however be present during a lesson
without the prior consent of the teachers in charge.
If a message, an item of equipment, lunch box etc needs to be delivered to a pupil or a teacher
during school hours, it should be brought to the school office rather than directly to the classroom
so that lessons are disturbed as little as possible.
As parents, you participate in the life of the school by:
v
Supporting your child's learning at home.
v
Communicating with the teachers and parents in your child's class on a regular basis.
v
Participating in the school as a whole by attending Parent Seminars which are regularly
offered, helping with class fundraising events, and attending PTFA meetings, which take
place every month.
Issue 5 – September 14
Section D page 1
SUPPORTING YOUR CHILD'S LEARNING AT HOME
We have only to look back to our own childhood to recall the important part that home life played
in our own growth and development.
The following recommendations have been compiled by parents and teachers, based on our
experience of what has worked best for our children’s wellbeing.
Daily rhythm
From Kindergarten through to Upper School, Rudolf Steiner education provides a well-defined
daily rhythm for the school day, week and year so that children have a secure framework in
which to learn. A consistent daily cycle at home complements this aspect of school life, with welldefined times for getting up in the morning, meals and going to bed.
Homework is given in the Middle and Upper School years, and your interest, encouragement, and
support for a regular study routine at home will benefit your child enormously.
Pupils need to be fresh and alert to work hard at our school, so a healthy diet, and sound and
adequate sleep are very important to support your child's learning.
Classes 1 and 2
Ideally, all children in Class 1 would go home each day once their lessons have finished. They
take in all the core subjects intensively in the morning and will need time and opportunity in the
afternoon to internalise the content of their lessons. The child would then recreate what arises
from the education in the morning to enhance his or her experiences. This means that children
would need at home supplies that appeal to their creative faculties.
According to their wishes they can then take up different activities from the wide variety of
subjects they have been taught, as an essential preparation for the next school day.
Some activities would require availability of specialist materials at home. Drawing, preferably
using high quality natural colour materials is best done with Stockmar wax crayons – “blocks” and
“sticks” – writing, with sticks or Lyra “giant” coloured pencils. Painting needs a wooden board,
quality cartridge paper, brush, sponge, mixed Stockmar watercolours in lidded pots, and a jam
jar. Handwork could involve sewing (with large needles, tapestry wool, and coloured felt),
knitting, “finger-knitting” or “French knitting”. These specialist materials are available through the
school shop or you can consult the relevant subject teachers for advice on obtaining what you
need.
The children will know by heart many poems, verses and songs from Main Lesson, French and
German. These should not be written down but flow orally from the children. They may even ask
you to join in! An extra descant recorder could be also be made available at home.
The suggested activities are not meant to initiate additional teaching at home. The school
presents the subject material in a way that encourages the children to take up different activities
at home, arising freely out of each child’s own initiative.
Afternoon Club at School
During these optional afternoon sessions, in lieu of children being at home, opportunities are
provided to give the necessary support for the formal education that they receive in the
mornings.
Issue 5 – September 14
Section D page 2
Punctuality
When teachers and parents both demonstrate the importance of punctuality, children learn
valuable lessons about reliability and respect for others, as well as the self-discipline that comes
from consistent effort.
The school timetable depends upon parents helping their children to arrive at school punctually.
It is beneficial for pupils to arrive at least ten minutes before school starts, in order to prepare for
the lessons.
Attendance
Main Lesson subjects are taught in blocks that usually build one upon the other. The rhythm of
daily, weekly and seasonal cycles also forms an important part of the life of the school. For these
reasons, experiences missed through absence cannot easily be made up at a later time, especially
at the beginnings and endings of terms
Please telephone the school office if your child is unable to attend school because of illness. A
note should then be brought on returning to school.
If your child must be absent for other than medical reasons, please let the Class Teacher or
Sponsor know at the earliest opportunity. In case of prolonged absence, you are required to seek
written permission in advance from the College of Teachers
In cases of unexcused absences of 10 days or more, the school is obliged to contact the Local
Education Authority. The DfES currently recommends to all schools that they discourage parents
from arranging long absences in term time.
Please also refer to our Attendance Policy on p. 6 in Section C.
Dress code
The school has no uniform, and the requirements for school dress are based on a consideration
of health, neatness, cleanliness and suitability for work at school. While it may be difficult to
resist the pressures of advertising and fashion, nevertheless both parents and children are asked
to co-operate with the school in steering a sensible course between strict formality and ultracasualness, for the following reasons:
1.
We strive to create a beautiful environment in the classrooms and in the building. We
would like the children’s manner of dress to be in keeping with this, avoiding logos,
harsh colours and day-glow which disturb this harmonious environment.
2.
We aim to teach children that they are not ”walking advertisements”. We endeavour
to create a space for the children that is free of commercialism and where there is not
a constant barrage of media-imposed consumer images.
3.
The child’s own imagination should stimulate and direct his/her play. Mass media
characters, super-and sport heroes on clothing inhibit the development of a healthy
imagination.
For the above reasons the College strongly requests parents’ co-operation in ensuring that
children are in accordance with the dress code. (See Section C page 19 for more detail.)
Issue 5 – September 14
Section D page 3
Younger children especially are advised to wear strong shoes with a firm sole, so that their feet
develop healthily and normally. In bad weather, all pupils should have waterproof footwear.
Trainers with soft soles, which may be appropriate for games lessons, are not suitable for
wearing throughout the day.
Africa Main Lesson,
Class 7
Issue 5 – September 14
Section D page 4
Diet
School lunches are currently provided by the school café, which aims to provide a balanced diet
for reasonable cost. Organic ingredients are used wherever possible.
If your child takes a packed lunch to school, please do not include crisps, fizzy drinks, chocolate
or sweets.
Diet and Nutrition Main Lesson, Class 7
Television and computer games
The experience of teachers is that exposure to television and computer games can significantly
interfere with the educational work of the school. This is found to be true for all ages, but is
especially so for younger children.
Although television may have a justified place in the life of an adult, television viewing for
children is now becoming acknowledged as impairing strength and creativity, as well as
interfering with healthy social development and weakening academic performance. It is
preferable for small children not to watch television at all; the younger the child the more
pronounced will be the effect.
Computers have become a part of everyday life, and the school's computing facilities are an
integral part of the Upper School curriculum. However, when children become attracted to
computer games, their hands, eyes and attention become increasingly focused upon a small area
just a short distance in front of them. As more time is spent on computer games, less is spent on
developing broader social and physical abilities that are essential for healthy growth.
For all these reasons, both television and computer games are felt to impede the work of the
school.
Issue 5 – September 14
Section D page 5
School trips
Most classes take part in one-day outings to places of interest, and in the Upper School, overseas
trips of one to three weeks are organised. These trips form an important part of the curriculum,
and the whole class is expected to take part. The Class Teacher or Sponsor will send out a form
giving information and requesting your permission for each trip, and it is vital that you return this
form, or else let the teacher know if your child cannot go with the class.
Parents are expected to contribute towards the additional costs of these trips, both via extra
payments and through fund raising activities that benefit the class fund. One of the purposes of
the class fund is to assist with the costs of the trips, either in part for each class member or in full
where the family cannot meet the cost.
In Class 5 the curriculum deals with ancient Greece. The children take part in an organised
Olympic Games camp at Michael Hall Rudolf Steiner School in Sussex, where many Class 5s come
together. In the Upper School the costs are likely to involve budget travel and accommodation in
a European country. The examples of class trips and approximate costs that follow here are a
guideline; there will be individual differences depending on the teacher and class.
Here is a guide to help parents budget for the class trips throughout the school. We have based
the costs on previous trips that have taken place. However these costs will fluctuate depending
on how much fundraising may have been done towards class funds in the respective classes and
whether transport and other costs rise. We hope that this information will help.
CLASS
5
6
7
8
9
10
11
12
13
TRIP INFORMATION
Olympics at Michael Hall
Optional
Rua Fiola – or equivalent outward bound trip
Duke of Edinburgh participation – no trip
Embercombe – practical skills
No trip
Teacher’s choice
Cultural trip to Italy
End of School Trip (usually abroad)
Issue 5 – September 14
APPROXIMATE
COSTS
£90
-£750
£100
£425
-£250
£800
£200+
Section D page 6
Egypt Main Lesson,
Class 5
PARTICIPATING WITH THE TEACHERS AND PARENTS
IN YOUR CHILD'S CLASS
Parents’ Orientation Morning
Early each autumn term a parents’ orientation morning is held, to which all new parents are
invited. Talks are given by teachers and usually include a talk on the Kindergarten, the Lower
School and the Upper School, the school doctor and Learning Support. Sample lessons will be
offered from the whole range of the education. A PTFA member may speak about what it is like
being a Steiner parent. There is an opportunity for new parents to ask questions of teachers and
of the PTFA committee members. It is a good way for new parents to make an acquaintance with
the larger school community and we would encourage you to attend.
Parent/Teacher Communication
Regular and candid communication between parents and their child’s teachers is an essential part
of Steiner education. (See also ‘Communication’ in Section B: Organisation and Section E:
Protocol for Parent/Teacher Relationship.)
Your child's Class Teacher or Sponsor relies upon you to tell them about any requirements for
physical attention or medication that your child may need during the day.
Sometimes changes at home can affect your child's behaviour, such as a parent’s absence, a
serious illness in the family or any other upset. It is important that you let your Class Teacher or
Sponsor know about such changes, so that your child's emotional needs can also be
acknowledged at school.
Your Class Teacher's or Sponsor’s telephone numbers are usually published on the class
Telephone Tree. Although teachers are grateful for important information you may need to give
them at any time (within reason!), they may ask parents to call on a particular day of the week
for longer discussions.
You are encouraged to meet with the teacher at least once a year for an objective assessment of
your child’s progress. Such meetings can be arranged at the initiative of either the teacher or
Issue 5 – September 14
Section D page 7
yourself, and the teacher will appreciate at least one visit to your home, particularly for children
in the Lower School. Home visits are mutually beneficial for all concerned, and help to foster the
relationship between home and school.
Class Contacts
Every year, and in every class, two or three parents volunteer to act as Class Contacts. The Class
Contacts form an important social link between the Class Teacher or Sponsor and all the families
in the class. They are responsible for contacting and welcoming new parents, and assisting the
class teacher with the organisation of class activities. These activities may include setting up a
“Telephone Tree” to distribute information, helping to organise class outings, organising
transport, baking for parents' evenings and redecoration of the classroom.
Class Contacts' term of office is normally one year, which means that every parent has the
opportunity to become Class Contact while their child is at the school. Your child's Class Teacher
or Sponsor is the person to discuss this with. As a Class Contact, you also represent your class at
the monthly Parents, Teachers, and Friends Association (PTFA) committee meetings.
See Appendix for guidelines for Class Contacts.
School reports
You will be sent a written narrative report at the end of the school year. These reports are more
for the benefit of parents in the case of younger children, but they are written for both parents
and pupils further up the school. In the upper school, a report is sent at the end of the autumn
and summer terms. The report seeks to give you a picture of your child’s development, his or her
strengths and weaknesses, and potential for the future. Subject teachers usually attend also, so
that parents may check on their child’s individual progress.
Pupils' progress is assessed through a consideration of his or her whole development, which
includes social and artistic capacities as well as academic performance.
The written reports aim to be comprehensive, but they cannot take the place of more direct
contact, and the Parents’ Evenings provide an important opportunity for you to keep in touch with
your child's work.
Parents' Evenings
Parents' Evenings are usually arranged by your child's Class Teacher or Sponsors once a term, to
enable parents and teachers to discuss the class as a whole. The teachers will speak about work
they are doing with the children and describe the curriculum they have planned. A broad sketch
of the children's learning process at their current stage of development and a picture of the class
dynamics is usually given. Parents can also bring their insights and ask questions about changes
their children may be undergoing.
Parents’ Evenings are important events for you and your child’s teachers, as well as for your child.
They provide a vital link in understanding your child's education and stage of development, and
the chance to get to know parents of the other children in the class. For the child, his or her
parents' participation is an encouraging sign of their involvement and support for the work done
at school.
Please make every effort to attend the Parents' Evenings for your child's class.
Issue 5 – September 14
Section D page 8
Starfish, Class 9
Issue 5 – September 14
Section D page 9
PARTICIPATING IN THE SCHOOL AS A WHOLE
Each parent is an important part of a Steiner/Waldorf school community. The foremost
contribution the parent makes is in supporting the education at home (see above). There is also a
very real need for each parent to participate in the overall life of the school, to whatever degree
time and resources allow. There are many ways parents can help; here is a list of the most
obvious ways: - becoming a class contact; joining the PTFA (or attending meetings); working in
the school shop or café; offering help to the school office; participating in fundraising activities.
Parents can also be involved in the school community by supporting activities in the school such
as the class plays (the class 8, 10 and 12 plays are ‘landmarks’ and even if your child is many
years away from those classes it is wonderful to see what is being done and what your child(ren)
will one day be doing), outside concerts, plays and eurythmy performances (which will enhance
your understanding of what the children are doing in their eurythmy lessons), and the Christmas
plays, which are three medieval plays – the Paradise Play, the Nativity Play (performed before
Christmas) and the Kings’ Play (performed after Christmas).
There are also various classes offered for parents. See page Section D page 15 for the current
offering.
If you would like to become involved, to whatever extent you are able to, and you are unsure of
how to go about it, please speak to your class contact or a member of the PTFA.
Parents, Teachers and Friends Association (PTFA)
The PTFA is a joint association of parents, teachers, and friends of the school. As parents, you
automatically become members of the Association, which is run by a committee made up of both
parents and non-parents. The PTFA Committee provides a forum for parents' and teachers’ joint
interests and concerns, and is also responsible for allocating the money raised at the school's
fund-raising events.
You are warmly invited to participate in PTFA activities, and to bring problems or suggestions to
the committee, or to individual committee members. A list of committee members is displayed on
the PTFA Notice Board in the main reception area and can also be found in Section A of this
handbook.
The PTFA Committee is also involved with working groups concerned with a wide range of areas,
It meets once per month during term time, and the minutes are published on the PTFA
Noticeboard.
Membership of the PTFA Committee is by proposal and election, which normally takes place at
the Annual General Meeting.
Fundraising
Another way to participate in school life is to join one of the many working groups concerned with
fundraising.
The school's Advent Fair is the main fund-raising event of the year. These, together with the
Midsummer Festival, are important social occasions in the school's calendar. Preparations for the
Advent Fair go on throughout the year and contributions from all members of the school
Issue 5 – September 14
Section D page 10
community are encouraged. Working groups may include woodwork, pottery, doll and soft toy
making. By joining a working group you can help the school, learn new skills and meet other
parents. Each class is allocated a specific task for the fair, and your class contact will be in touch
early in the autumn term asking for help.
Many parents run stalls at the Advent Fair, events at the Midsummer Festival, assist in indoor and
outdoor catering, and so on. Volunteers are always warmly welcomed.
Other events
PTFA Committee members will be delighted to tell you more about how you can join in school
events, and become a closer member of the school community. You will also be enthusiastically
welcomed if you wish to take part in school plays and dramatic events, orchestral and musical
events, choral and other related activities. Behind these events are of course stage management,
scenery construction, and wardrobe tasks, all of which can provide the fun of participation and
pleasure of execution.
You will be invited to take part in class fund-raising to raise money towards your child’s class trips
away from school, including summer camp and overseas visits. A few parents may be asked to
join the class summer camp in order to increase the available supervision there.
Issue 5 – September 14
Section D page 11
EVENTS
FESTIVALS
When looking at the path of the festivals through the year, they can be seen in a variety of ways.
They can be looked at as special markers, or signposts in time or as turning points within
seasonal patterns. They can also be viewed as a continuous thread that moves from outer to
inner activity and back again or as a demonstration of the human connection with the cosmos,
illuminating how we work, feel and think at different times of the year. Many people, particularly
children, enjoy the security of celebrating traditional festivals which have matured, waxed, waned
and changed in Britain over the past two millennia.
However we view the festivals, they play an important part in the life of our school that is a
characteristic common to all Steiner Schools. Festivals mark special times of the year in which
some aspect of the spiritual entering into human life is a cause for celebration – this is not only
for each individual, but also for the community.
We celebrate seven main festivals throughout the cycle of the year and others are included in
various ways, amongst different age groups of pupils. The main festivals, which are created out
of an anthroposophical view of the human being and of the world, are Christian in essence and
our intention is that on each occasion the festival is created anew and that it will be accessible to
and strengthening for all members of the school whatever our cultural and religious backgrounds.
Whenever possible the Lower and Upper schools are gathered together for these occasions which
usually include some form of artistic activity, such as music, drama, eurythmy or speech and
there is often a story or a talk. There may also be activities that arise out of the festival and can
take place in smaller groups.
Other festivals are introduced and/or acknowledged in the classroom situation and can arise from
the members of a particular class or from the context of a particular main lesson.
The Kindergartens celebrate festivals separately from the rest of the school and more information
about those festivals can be obtained from the kindergarten teachers.
Michaelmas
We begin the year with Michaelmas – the festival of the Archangel Michael, the Spirit of our Time,
who stands behind the work we do on behalf of the children. Michaelmas comes at a turning
point in the year when the world of nature appears to be less active and is fading and apparently
dying. We, however, need to draw on inner resources so that we do not “fade away” as does the
natural world. The human qualities we need to draw on at this time are those of the will. We call
on courage, on inner strength and on clarity of thought. Michaelmas is a good time for new
initiatives, not only in our immediate surroundings but also in the wider world.
As the weeks pass so the outer light dims and we bring to mind a picture of inner light and
warmth to counteract the outer cold and darkness. The younger children celebrate Martinmas on
November 11th with a Festival of Light, a lantern festival, and the younger classes may meet
together and share the poems and songs they have been working on.
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Section D page 12
Advent → Christmas
Advent is a season of expectation, of contemplation and of preparation for the birth of the Christ
Child at Christmas. The beginning of Advent is marked by the Advent Spiral (or Advent Garden)
for the younger children and celebrations are held every following Monday for the lower and
upper schools. We meet in the theatre for a festival that culminates in the lighting of candles
from the Advent wreath – one candle for each class – and on the stage a beautiful tableau of
childhood is put before us, with a representative from every class.
For the adult the weeks of advent can be a time of trials and struggles, as everything we try to
do to foster a mood of quiet contemplation and tranquillity is hindered by the forces of
commercialism and materialism.
Pre-Christmas celebrations include the annual carol concert and the presentation of two medieval
plays to the school by teachers and older pupils. The Nativity Play is for the whole school but the
children do not see the Paradise Play until they have experienced the first Old Testament main
lesson in Class 3. The plays are also presented to the wider school community and public in the
evening.
Epiphany
Epiphany usually falls during the Christmas holidays, on the 6th January, but it is often given
recognition by a third play (seen by Class 6 and up) – the Kings’ Play, on our return to school.
The first assembly of the new term is another opportunity for an Epiphany Festival. Epiphany is a
double festival, in that it marks the kingly recognition of the child, Jesus, and is also the
celebration where we remember the baptism of the adult Jesus by John the Baptist. Thus we
recognise the birth of Christ and the birth of conscience within the world, which is particularly
relevant for the older pupils.
Easter
Due to the Easter holiday we frequently do not have the opportunity to celebrate Easter in school,
but in our assemblies at the end of the spring term and at the beginning of the summer term we
try to reflect the dramatic changes of mood within the Easter period that takes place in the
holidays. We can illustrate the polarities of life and death, of light and darkness, of contraction
and expansion, of destruction and renewal.
Ascension and Whitsun
These two festivals lie close together and the quality of experience is more accessible to the older
pupils. Ascension is a time when we can experience a reunion of the earth with the cosmos, a
time when we can recognise signs of heavenly forces here on the earth and as the earth breathes
out into summer, so our consciousness can begin to expand. It is a time when we can receive the
revelation that the earth’s living forces have been renewed for the benefit of the whole of
humanity. Whitsun is the celebration of the descent of the Holy Spirit into the soul of humanity.
The challenge for us is an individual one: to try and understand the event of Easter and its
meaning for us all.
St John’s Festival
At the height of midsummer we celebrate the festival of St John. The sun is at its highest, the
days are at their longest and it is the time when inner work is most difficult. We celebrate the
outer light and the birth of John the Baptist, the forerunner of Christ and the voice of conscience.
In recent years there have been two celebrations. Our school festival that takes place on St
John's Day (June 24th) is for pupils and staff. We have a small, contained fire and we consider
Issue 5 – September 14
Section D page 13
our wishes and hopes for the world and the future. Weather permitting we finish the event with a
picnic. The second celebration – The Midsummer Festival - is for the wider community of parents,
friends and ex-pupils and is more of a social event. Traditionally it includes a performance of a
Shakespeare play and a large St John’s fire.
The work of planning and co-ordinating the festivals is carried out by a group of teachers who
study and prepare the festivals. The rhythm and content of the festivals is very important and
they are prepared in such a way that not only is there a thread that runs through the year from
one festival to the next, but threads also run from each particular festival to its forerunner of the
year before and its successor in the year ahead.
Further Reading about Festivals
Festivals, Family and Food by D Carey and J Large, published by Hawthorn Press
All Year Round by Druitt, Fynes and Rowling, published by Hawthorn Press
Festivals with Children by Brigitte Barz, published by Floris Books
Festivals and their Meaning by Rudolf Steiner, published by Rudolf Steiner Press
The Cycle of the Year as a Path of Initiation by Sergei Prokofieff, publ. by Temple Lodge Press
The Rhythm of the Christian Year by Emil Bock, published by Floris Books.
Celebrating Festivals Around the World by Evelyn Capel, published by Temple Lodge Press
The Christian Year by Evelyn Capel, published by Floris O.P.
Celebrating Festivals with Children by Lenz, published by Anthroposophic Press Inc.
Festival Images for Today by Carlo Pietzner, published by Camphill Books
Festivals Together by Fitzjon, Weston and Large, published by Hawthorn Press
Living a Spiritual Year by Adrian Anderson, published by Rudolf Steiner Press
Stories for the Festivals of the Year by Irene Johanson, published by Robinswood Press.
These books are available from the school library and the book ordering service.
Black and White Drawing, Class 9
Issue 5 – September 14
Section D page 14
FACILITIES FOR PARENTS
Parents are warmly invited to use the facilities offered to them, including the library, book
ordering service, café, school shop and a choice of classes for parents. This is a wonderful
opportunity to discover more about Steiner education and what your child is doing in the
classroom. Please remember to sign in at reception before attending a class or using the library.
Anthroposophical Library and Book Ordering Service
The Anthroposophical Library is part of the main School Library.
A book ordering service is available through the school shop. This offers parents access to
literature relevant to Steiner education. The school shop also has a good selection of children's
books and lovely cards.
School Café
The school café is found as you walk from the car park towards the school offices. When you get
to the bottom of the steps and turn left its lovely yellow walls will catch your eye. The café is
open in the mornings for coffee and croissants, for lunch and again for tea and cake in the
afternoon. (The opening hours are displayed outside the café). The food is organic and locally
produced wherever possible with vegetarian options always available. If you would like to talk to
Caroline about the school lunches please contact her on 07799648218, or find her in the cafe or
school kitchen
Library
Located in the Main Classroom Block.
Opening time: 08.30-16.00 Monday to Friday in term time.
School Shop
Next to Art Block.
The school shop is open from 8.40 – 9.15am and 3.15 – 3.45pm every weekday during term
time. It stocks a wide range of goods from wooden toys, dolls, veils and gifts, to a whole host of
Waldorf drawing, writing and craft materials. Cards, candles and Weleda products are also on
sale. If you have difficulty visiting during the opening hours, it is possible to arrange a visit by
contacting Margaret Campman on 01923 264308.
CLASSES CURRENTLY OFFERED FOR PARENTS
Eurythmy
Please check notice board or contact school office for times
Newcomers welcome!
TEACHER TRAINING COURSE
The school runs a teacher training course for those wishing to teach in Steiner Schools. The
students take an active part in the school community and get hands-on experience in the various
classes.
Parents are invited to take part in certain classes on the Teacher Training Course during the day,
and there are sometimes evening classes also in Eurythmy, Painting and Pottery. There is a per
semester fee for the Teacher Training Course.
Issue 5 – September 14
Section D page 15
ANTHROPOSOPHICAL QUESTIONS
For a deeper understanding of the principles upon which the school is based, there are meetings,
study groups, and other activities that are open to anyone interested in exploring the ideas and
philosophy from which Steiner Waldorf education arises.
Further information can be obtained from the School Office.
SUGGESTED READING LIST
All the following books can be obtained from the School library or through the book ordering
service:
The Way of a Child and The Recovery of Man in Childhood
both by A C Harwood, Rudolf Steiner Press
Teaching as a Lively Art by Marjorie Spock, Rudolf Steiner Press
The Education of the Child and Other Early Lectures on Education
published by Rudolf Steiner Press
Lifeways and More Lifeways by Gudrun Davy and Bons Voors, Hawthorn Press
Education towards Freedom edited by Frans Carlgren, Rudolf Steiner Education:
A Survey of the Work of Waldorf Schools Throughout the World,
published by Lanthorn Press
Who's bringing them up? by Martin Large
A book on television viewing published by Martin Large
Childhood by Caroline von Heydebrand, published by Rudolf Steiner Press.
Commonsense Schooling by R Wilkinson
Waldorf Parenting Handbook by L Cusick
Festivals, Family and Food by D Carey and J Large published by Hawthorn Press
Steiner Education published twice yearly by the Steiner Waldorf Schools Fellowship. Topics of
interest concerning Rudolf Steiner Education.
Education and Beyond by G Childs published by Floris Books
Steiner Education by G Childs published by Floris Books
Waldorf Education by Clouder/Rawson published by Floris Books
Parenting for a Healthy Future by Dotty Coplen published by Hawthorn Press
Parenting a Path Through Childhood by Dotty Coplen published by Floris Books
Issue 5 – September 14
Section D page 16
Issue 5 – September 14
Appendix
APPENDIX
GUIDELINES FOR CLASS CONTACTS
Each class contact and class teacher/sponsor creates their own individual way of working
together and of sharing out the tasks at hand. However, at the request of some class contacts,
the following guidelines have been drawn up. They aim to offer some practical information and
helpful tips based on the experience of other class contacts and teachers. These are not intended
to be hard and fast rules.
Please let the School Office know when the class contacts change.
Welcoming new parents to the class
For new families a phone call early on in the term from an existing parent can make a valuable
link with the school and be a useful source of information.
Details of new families can be obtained from the class teacher/sponsor and the office at the
beginning of each term. The sorts of things that class contacts can check are whether parents
have received a copy of the Parents Handbook and have the date of the New Parents’ Evening.
They may like to be put in touch with families local to them, or need specific information e.g.
details of the school bus services. Class contacts could tell them about future events at the school
and how the telephone tree works.
A phone call later on during the term to find out how they are settling in may be appreciated.
Planning the term
There are a number of events that occur during the term that are useful to plan ahead for. Some
of these are on the term calendar. They include parents’ afternoons/evenings, festivals, fundraising activities and social get-togethers. The Advent Fair in particular needs planning well
ahead.
Some class teachers/sponsors and class contacts arrange to meet up early each term to plan the
term ahead. Others prefer a more informal approach.
Events will need to be publicised to parents by letter (posted or sent via pupils), telephone tree,
poster or newsletter. It is important that the publicity reaches all the parents concerned and that
adequate notice of events is given.
Helping to organise the practical needs of the class
The class contact can check whether the class teacher/sponsor needs any practical assistance. It
may be useful to find out what skills other class parents have and who would be prepared to lend
a hand e.g. with classroom maintenance and decorating.
Class Funds
Funds raised by the parents of individual classes are held centrally by the school. Any such
monies raised should be handed over to the class teacher who will in turn liaise with the class
contacts and the accounts department regarding the deposit and withdrawal of such funds.
Issue 5 – September 14
Appendix
Update and circulate telephone tree
Up to date information is available from the office class lists and address box. Please give a copy
of an updated telephone tree to the school secretary.
Rather than having the whole class divided into 1 or 2 long telephone tree branches, some
classes find it is more effective to divide the class up into many short branches of about 5 or 6
families each. The class contacts pass the message to the first family of each branch. The last
family in each branch phones back to say that the message has reached them. This gets around
the problem of the message getting lost en route.
New parents sometimes find telephone trees bewildering, so careful explanation of the system is
essential.
Telephone trees are best used for class events and messages, rather than for school events. If
overused, telephone trees can cause irritation amongst parents.
Parents’ Evenings/Afternoons
Some class teachers/sponsors prefer to organise Parents’ Evenings/Afternoons themselves.
Others prefer their class contacts to organise them. If so this may involve contacting each family
before hand to find out if there are matters they wish to raise or particular subject teachers they
wish to talk to and generally exploring what type of meeting is wanted.
For Class 1 upwards a trolley with biscuits and drinks is available in the kitchen. Usually
teachers/sponsors will collect the kitchen keys from the school secretary beforehand. Please
ensure that the kitchen is left clean, tidy, is locked up and the keys returned.
Class contacts should have a ‘slot’ to use if they wish to bring relevant news or information to
parents’ attention.
Help with class outings/holidays
It is useful to involve other parents where practical. In order for parents to assist on Class Trips,
a DBS check is necessary.
Break times for younger children
Classes 1 and 2 may need parent help to organise food at break times.
Liaising with the PTFA committee
Class contacts are members of the PTFA committee and are sent minutes of the meetings. They
are encouraged to come along to the meetings that are held once a month during term time.
These take place in the staff room, upstairs in the main teaching block. Dates are posted on the
PTFA notice board and via the class teacher/sponsor.
There will be a separate meeting early on in the autumn term to organise the Advent Fair and
share out the tasks ahead.
Issue 5 – September 14
Appendix