York Steiner School

York Steiner School

At a glance

Causes

  • Children / families
  • Education

Other details

Organisation type: 
Educational body
Geographical remit: 
Local

Objectives

York Steiner School has been nurturing and inspiring children for just over forty years.  We are an independent school, part of a worldwide educational movement and member of the Steiner Waldorf Schools Fellowship (www.steinerwaldorf.org).

Self-reliance, authenticity and creativity are among the cornerstones of a Steiner education, along with social responsibility and independence of thought.

Our pupils go on to achieve wonderful things in business, science, academia, and medicine as well as the creative industries. We give our children the tools they need to maintain calm and focus, aswell as resilience, in a fast-paced world.

As part of our objectives as a charity, we seek to ensure that our education is open to whoever wishes to take part in it and our financial model reflects this. 

Our parents make a financial committment to the school but also, a voluntary committment - working alongside school staff in tasks around the school (e.g. cleaning their children's classroom, supporting school fairs and other fundraising initiatives).  In this way, our children observe and learn from their parents behaviours and we build a strong sense of community -  building and maintaining something worthwhile together.

Activities

York Stenier School offers a unique education from birth (parent and child groups) through Kindergarten and the Main School to the age of fourteen. Each stage has its own distinct character and rich curriculum, supporting the emerging intellect of the developing child.  We have the aspiration to extend our school to have an Upper School so that our pupils have the choice to complete their Steiner education with us (to the age of eighteen).

Steiner education:

  • Works for all children irrespective of academic ability, class, ethnicity or religion;
  • Takes account of the needs of the whole child – academic, physical, emotional and spiritual;
  • Is based on an understanding of the relevance of the different phases of child development;
  • Develops a love of learning and an enthusiasm for school;
  • Sees artistic activity and the development of the imagination as integral to learning;
  • Is tried and tested and is part of state funded, mainstream provision in most European countries;
  • Is respected worldwide for its ability to produce very able young people who have a strong sense of self and diverse capacities that enable them to become socially and economically responsible citizens.

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