Golden Hill Steiner School
2010 School Performance Information
In accordance with the Federal Government’s funding requirements the school provides the following information for the 2010 school year.
Golden Hill Steiner School’s approach to education is based on the insights of Dr. Rudolf Steiner.
For the last twenty three 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 2010 was 98.2%.
b) Teaching Staff Retention
The percentage of teaching staff who returned to the school for the 2010 school year was 100%.
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 Associate ship 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
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, Steiner Education Australia and State Educational Department Professional Development.
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 2010 was $2184.00. The average expenditure per teacher (on a head count basis for 5 full time teachers) was $436.80. 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 Chris Gillett
- Senior First Aid Training and Occupational Health and Safety Course with St. Johns Ambulance
- Vital Years Conference
- Transition from Childhood to Adolescence Study
- Individual Child Study
- Indigenous Reconciliation with local Indigenous groups
- SEA (formally the RSSA) Lectures, Delegates Meetings
- WA Steiner Schools Education Manager meetings
- SEA National Education/Administrative Meetings
- Denmark Festival of Voice
- WA Steiner School Literacy/Numeracy Workshops
- AISWA Mandatory Reporting Workshops
- WA Government Mandatory Reporting Workshops
- Anthroposophical Society Conference
- “Smart Start” with Local Schools and library
2. Student Outcomes
a. Student Attendance
Average daily attendance for the pre-primary aged student was 89.5%
Average daily attendance for the primary school student was 92.1 %
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 2009 to outcomes in 2010.
Class 3: In 2010 students in Class 3 did not participate in the assessment. Most of our parents wish to withdraw their children at this age and make the choice to abstain from any formal testing as this is not in keeping with the Steiner Education doctrine.
Class 5: Out of reading convention, GHSS students in 2010, were 3 above benchmark and 5 abstained. In the writing component of NAPLAN, 3 students were above and 5 abstained. In spelling, Class 5 students were 3 above, 5 abstained. In grammar all our students were above the National benchmark. In numeracy the class had 1 above, 1 at level and 1 below with 5 abstaining.
Class 7: In Class 7, all our students chose to abstain for many of the same reasons as recorded in Class 3 families.
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 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, including interschool events such as the Greek Olympics, Musical concerts and Harmony Days.
*Festivals 4 per year, celebrating our seasonal change
*Workshops/Lectures with our local Noongar Elders
*Bush Tucker Garden Created with Noongar Elders and members of the Local Denmark Community
*Fundraising Events with a focus on child related activities such as our local Markets held here in Denmark and other fairs in around the South West Region
*Fundraising Events supporting our parental community with social evenings/music concerts/informal gatherings out of school hours
*After school music tuition and theory.
*Natural Horsemanship after school.
*Parent Teacher meetings held each term.
*Individual Parent/Teacher meetings
*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. In this manner, each child may be held and taught holistically, thus meeting each individuals requirements within the framework of a class community.
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. We have many methods for mediation in place at the school, so that regardless of any problem, grievance or issue may be dealt with love, compassion and a mutual regard for each being involved.
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. With the opening of our new Cultural Arts building, we hope to expand our community connections and build new relationships within the Denmark community.
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. We as a school enjoy being a part of the proactive plan to reduce emissions, revegetate local areas and lead healthier lifestyles and our school vision is to impart this knowledge to our students who will be this Earth’s future custodians.
5. Teacher, Parent and Student satisfaction
In 2010, the schools student numbers increased compared to 2009, which shows that the overall parent, student teacher satisfaction is a healthy one allowing and supporting mutual respect and understanding. We have been successful in attracting many new families to our community school from a myriad of promotional events and marketing techniques.