2009 School Performance Information

 

 

 Golden Hill Steiner School

2009 School Performance Information

In accordance with the Federal Government’s funding requirements the school provides the following information for the 2009 school year.

 

Background:

GoldenHillSteinerSchool’s approach to education is based on the insights of Dr. Rudolf Steiner.  

 

For the last twenty one years, in a multitude of formatted classes, the school provided the following level’s of schooling:

*Playgroup: 0, 1, 2, 3, and 4 year olds are provided with two sessions each week.

*Kindergarten: 4, 5, and 6 year olds – students enter kindergarten at the beginning of the year they turn four.

*Primary School: 7 year olds (Class1) to 13 year olds (Class 7).

 

1. Professional engagement

a) Teaching Staff Attendance

The attendance rate is calculated on the basis of the sick and personal leave taken by the teaching staff. The attendance rate for faculty for 2009 was 97.8%.

b) Teaching Staff Retention

The percentage of teaching staff who returned to the school for the 2009 school year was 75%.

 

c) Teacher Qualifications

All teaching staff were registered as members of the WA College of Teachers and of the 5 full time teachers employed by the school, as well as our teachers’ aides, relief and craft teachers.

The following is a summary of their qualifications:

 

1 Associateship in Art Education

6 Bachelor of Education

3 Steiner Education

3 Bachelor of Arts

2 Masters of Arts

1 Master of Finance

1 Diploma in Natural Horsemanship

1 Bachelor of Music

2 Bachelor of Arts & Diploma Education/Teaching

2 Diploma in Educational Studies (Learning Difficulties)

3 Diploma of Teaching

TOTAL: 22

The above includes qualifications obtained overseas. In addition to these qualifications, staff have also undertaken training in Steiner Teaching and /or Steiner principles and philosophies here in Australia and New Zealand.

 

d) Teacher Professional Development

All teaching staff have participated in professional development provided by the Golden Hill Steiner School. Due to the uniqueness of the formal education our faculty are required to have, they travel interstate to attend conferences and workshops pertinent to Steiner Education.

The total cost of professional development provided for its teaching staff for 2009 was $4,736. The average expenditure per teacher (on a head count basis for 5 full time teachers) was $947.20. This does not include the salary cost for staff attending, or the cost of replacement teachers.

The professional development activities provided by the school were as follows:

  • Behaviour Management
  • Complaints and Grievance processing
  • Non Violent Communication Workshop with John Cunningham
  • Senior First Aid Training and Occupational Health and Safety Course
  • Vital Years Conference
  • Foundation Studies, Study Group, Rudolf Steiner
  • Transition from Childhood to Adolescence Study
  • Individual Child Study
  • Harmony Day with local Indigenous groups
  • Teacher Intensive 4, 5, 6 with David Hatton
  • SEA (formally the RSSA) Lectures, Delegates Meetings
  • WA Steiner Schools Education Manager meetings
  • SEA National Education/Administrative Meetings  
  • Denmark Festival of Voice
  • Eisteddfod Music Competitions
  • AISWA Developing Framework and structuring Workshops
  • AISWA Mandatory Reporting Workshops
  • WA Government Mandatory Reporting Workshops  
  • Steiner Teacher training at Rudolf Steiner College
  • Anthroposophical Society Conference
  • Bursars Forum workshops/seminars
  • “Smart Start” with Local Schools and library

 

 

2. Student Outcomes

a. Student Attendance

 

Average daily attendance for the pre-primary aged student was 84.3%

Average daily attendance for the primary school student was 89.4 %

b. Bench Mark Testing

 

To show percentage of students’ results in the NAPLAN assessments can be misleading with such small student numbers; we therefore compare the mean student scores from 2008 to outcomes in 2009.

 

Class 3: In 2009 students in Class 3 did not participate in the assessment. Most of our parents wish to withdraw their children at this age.

Class 5: Out of reading convention, GHSS students in 2009, were 6 above benchmark and one below. In the writing component of NAPLAN, 6 students were above and 1 was below. In spelling, Class 5 students were 5 above, 1 at and 1 below. In grammar all our students were above the National benchmark. In numeracy the class had 3 above and 3 below.

Class 7: In Class 7, our students were 5 above and 2 at National level in the reading, all 7 students were above the benchmark in writing, in spelling our Class 7 students were 5 above and 2 below. In the grammar section of the NAPLAN test we had 5 above, with 1 student at level and 1 student below. Finally in the numeracy section, we have 5 above, with one student at level and one just below.  

 

3. Value Added

 

The school adds value to its educational task by not only focussing on our student’s academic development but also their broader development by seeking to awaken each child’s innate sense of wonder, awe and reverence for life and to cultivate their capacity for clear thinking, so that they may see that they do have a place in society and have an opportunity to make a contribution to society. In addition to this school seeks to add value through the following:

 

*Classes 4 to 7 attend an annual class camp.

*Festivals 4 per year, celebrating our seasonal change

*Workshops/Lectures with our local Noongar Elders

*Fundraising Events with a focus on child related activities

*After school music tuition and theory.

*Natural Horsemanship after school.

*Parent Teacher meetings held each term.

*Parent Education Workshops and seminars.

*Hand Craft Workshops for Parents and members of community 

*School community events arranged by the Parents & Friends Association.

*Participation in local and nation wide events such as ANZAC day parade, Walk safely to school day, Bike to School Day, Planet Ark Plant a tree day Day.

*Encouraging and supporting staff activities with other Steiner Schools.

*Operating of a playgroup for non school age children.

*Emphasis on creative play especially in the early childhood years.

* A focus on our local and wider environment.

*Focus on our school’s commitment to Indigenous relations and events

 

4. Values the School holds:

A Steiner curriculum is based on a universal pattern of child development. While recognising the diversity of individuals and their cultures, this picture of a common experience forms the foundation of the education we offer at Golden Hill Steiner School. There are two key aspects;

 a) The three aspects of the human soul are thinking, feeling and willing. Every aspect of our education seeks to develop a proper relationship between these three faculties, so they may be developed and harmoniously working together in order that each individual may form worthy ideals and carry them out in the world.

b) Education in our school is also based on the stage of the child, in terms of seven-year cycles, since thinking, feeling and willing do not develop simultaneously but in an unfolding series of cycles. The curriculum is tailored to respond to the needs of children in each stage of childhood. During the first seven years, the child learns mainly through imitation, during the next seven years the child learns through beauty, hence the artistic emphasis that embodies our curriculum. A respect and concern for others is one of the key components of our children’s education here at Golden Hill Steiner School.

Reverence and Respect for the Individual Child

Against the background of a common path of development, each child brings a certain individuality. Each child has his own temperament, family environment and destiny to pursue. The central task of our education is to strengthen the individuality of the child to establish faculties that enable the child to relate to the world and other people in a successful way.

Respect and concern for others in the school community

Our school promotes a sensitivity and concern for the well-being of others. Each person is encouraged to be caring and compassionate, and respectful of others. Conflict is seen as an opportunity for growth and is managed constructively.

Participation in a wider community

Our school is an integral part of the Denmark Community and participates in aspects of life in the wider community where possible. At Golden Hill Steiner school we encourage members of the wider community to share aspects of our school life.

Environmental awareness and responsibility

GoldenHillSteinerSchoolis committed to developing an awareness in each person of the interdependence of all elements of the environment. We encourage respect for our natural and cultural heritage. We endeavour to work towards using resources sustain ably and taking responsibility for caring for the school grounds and surrounding environment appropriately.

5. Teacher, Parent and Student satisfaction

In 2009, the schools student numbers increased compared to 2008, which shows that the overall parent, student teacher satisfaction is a healthy one allowing and supporting mutual respect and understanding.

Posted in Annual Reports  |  Leave a comment

Leave a reply