School inspection

GSS is inspected by the School’s Inspection Service (SIS) (link) (along with all independent Steiner schools). SIS is monitored by OFSTED and inspects GSS in accordance with the Independent Schools' Rules.  Please see the link below to read or download all of our inspection reports including the most recent, 2017.

https://www.schoolinspectionservice.co.uk/greenwich-steiner-school/

The following link is for the SIS Material Change advice noteprior to the opening of Rosebuds, our pre-kindergarten for 3 year old in January 2018.

SIS material change advice note

Highlights from the 2017 inspection

Our Outstanding Early years provision

We are absolutely delighted that our team of dedicated Kindergarten staff have been recognised by the inspectors who stated that:

The overall effectiveness of the Early Years Foundation Stage provision is outstanding. Children make excellent progress in their learning and development. Staff provide an interesting and well-structured environment where children feel safe and happy, greatly enjoy their learning and like coming to school.

They went on to explain that:

Throughout the EYFS children achieve excellent outcomes, particularly in communication, social and manipulative skills in relation to their ability.  Children, including those with special educational needs, make good and sometimes excellent progress in their learning and their personal development.  

The quality of education and pupil’s personal development is good

We are pleased that the inspectors have recognised much of the wonderful work of the teachers in our lower school. Some of the points noted:

  • Quality of Teaching and Learning
Across the school, pupils are effective learners. They relish the discussions in lessons that help them understand better what they are learning. They read widely and have good imaginations that stand them in good stead when writing.
The quality of teaching and assessment is good. For the children aged five to seven in the kindergartens it is outstanding. Across the school lessons are effectively planned and there is little or no time wasted. Lessons incorporate a variety of approaches to stimulate the pupils’ learning and maintain their engagement.
The quality of the curriculum is good. It meets all the regulatory requirements and the school’s aims helping to ensure that all pupils make progress.  The curriculum for seven to eleven year olds follows the Steiner Waldorf principles of intellectual, physical and spiritual development.   
  • Social Moral Spiritual and Cultural Learning
Pupils are considerate and polite and accept constructive advice graciously. Behaviour during the inspection was exemplary. Pupils play extremely well together and are always willing to help or befriend others. They show respect and tolerance for others.
Personal, social and health and economic education is strong and underpins pupils’ spiritual, moral, social and cultural development. It is taught through a comprehensive curriculum that covers topics that are relevant to pupils as they grow up.  
Pupils have a good awareness of other faiths and beliefs. The wide range of cultural backgrounds in the pupils’ families encourages understanding, tolerance and appreciation of their own and other cultures in Britain.
  • Pupils views
Pupils say there is very little bullying and where this may occur is dealt with quickly. Pupils’ extremely positive view of themselves combined with their resilience and capacity for resolving issues makes a strong contribution to keeping incidents to a minimum. 
  • A positive community
The school’s relationships with parents and the wider community are very effective. These are reflected in the comments on the pre-inspection parental questionnaires and in pupils’ discussions with inspectors.
  •  The Leadership team
The leadership team have worked effectively with the trustees to maintain the good quality of education reported at the last inspection. Each member of the team has a particular role in developing staff capabilities, and all are involved in mentoring staff. The link forged between kindergarten and the lower school is helping to spread best practice in Steiner education.
There is a clear strategy for school improvement focusing on the most important issues. Developments at a strategic level are well underway and the impact of these is evident.

We are extremely pleased with these comments from the inspectors however there is room for improvement and below is a list of recommendations and the actions which we are already taking to address them:

RECOMMENDATIONS FOR IMPROVEMENT:

The main area for improvement and development was non-compliance with the regulations around the maintenance of attendance registers. This is a regulatory standard, non-compliance matter and automatically results in a recommendation to improve leadership & management and safeguarding/well-being of pupils. 

The recommendations in full:

  •  Ensure that the attendance register is maintained in accordance with the Education Regulations 2006.
  • Ensure that those persons with leadership and management responsibilities demonstrate good skills and knowledge of their roles so that the independent school standards are met consistently.
  • Ensure that leaders and managers fulfil their responsibilities effectively.
  • Ensure that leaders and managers actively promote the well-being  of pupils.

Monitoring the accuracy of attendance registers is something that we have already addressed by doing a thorough review of our process for gathering attendance data and ensuring it is accurate. We have had a full rewrite of our registration and attendance policy which all staff have been a part of putting together over the last two weeks.

A rigorous system has now been implemented to ensure the registers are taken accurately and the data is analysed and acted on. This is now complete.