School Performance Information for 2007
1.The average staff (teachers) attendance for 2007 was 91.09%.
2.Staff retention of teaching staff 2007 compared to 2006 was the same. One teacher left at the end of 2007 to teach in aSteinerSchool in SA
3.Teacher qualifications of 5 teaching staff in 2007 were
Diploma of Education – Early childhood Education
Graduate Diploma in Educational studies-learning difficulties
The Extra lesson
Post Graduate Diploma in Education
Postgraduate Diploma in Education
Steiner Teacher Training
Masters of Art
Bachelor of Education – Primary School
Steiner Teacher Training
B.A Liberal studies (K-12 in a contained classroom)
Multiple subject Teaching credential
Steiner Teacher Training
Masters of Divinity
4. Expenditure and teacher participation in professional learning in 2007
In the 2007 school year a total of $4,518 was spent by Golden Hill on staff professional development. Denise Bullen (Kindergarten teacher) attended the Vital Years Conference which was presented by the Australian Association for Rudolf Steiner Early Childhood Education and held in Mt Eliza,Victoria. Helena Trainer (Class 1 ) took a series of recorder lessons. Jenny Groves (Class 3) attended Bothmer Gymnastics training held at Mt Barker Steiner School inSouth Australiaand a Recorder camp nearKattaning,WA. Donna Sowman who joined us part way through the year to teach our Class 2 group continued to attend the Steiner teacher training throughRudolfSteinerCollege, part of which was paid for from PD funds. Rebecca Pampling (Class4/5/6) attended a conference at theSilverTreeSteinerSchoolwhich explored celebrating festivals in the southern hemisphere.
Included in this expenditure was the payment for Elizabeth Baxendale, a consultant from Mt Barker Steiner School in SA, who came to carry out teacher reviews and gave us valuable feedback and suggestions to assist with development of teaching skills and our work as aCollegeofTeachers.
All teachers also attended a Senior First Aid course to update their skills in the area.
Sabine Blankner (Bursar/Office Administrator) attended a Bursars’ conference which provided valuable networking opportunities and information which has assisted the administrative operation of our school.
5. Student attendance average was:
Pre-primary student attendance was average of 93%.
Primary school average attendance was 88.37%.
6. Percentage of students in Year 3 and 5 achieving the national literacy and Numeracy benchmarks for their year.
Class3: 10students took the Numeracy test. 6 were above the benchmark and 4 were below. The reading test was taken by 8 students, 6 were above the Benchmark, 2 below.
7 children tested in spelling.3 were above the benchmark, 4 below.
9 children took the writing test. 5 were above the benchmark, 4 below.
Class5: 11children from participated in the Numeracy testing. 8 reached above Benchmark, 3 were below. InReading10 children took the test out which 7 were above the benchmark and 3 below. In Spelling 10 children in took the test. 3 were above the benchmark and 7 below.
11 children participated in the writing test. 7 were above the benchmark, 4 children below the benchmark.
7. The changes in WALNA results to 2006 are:
The changes to 2006 are that more children participated in the WALNA testing in 2007. Classes 3 and 5 reached an overall mean above the benchmark in all categories in 2006 and 2007 whereas the overall achievement in spelling in class 3 only dropped below benchmark in 2007.
8. 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 atGoldenHillSteinerSchool. 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 imbues our curriculum. Respect and concern for others
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 the wider community
Our school is an integral part of the Denmark Community and participates in aspects of life in the wider community where possible. We also 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 sustainably and taking responsibility for caring for the school grounds and surrounding environment appropriately.
10. Parent, student teacher satisfaction.
In 2007 the schools student numbers increased compared to 2006, which shows that the overall parent, student teacher satisfaction is a healthy one, allowing for mutual respect and understanding.