Kamaroi Rudolf Steiner School
ANNUAL SCHOOL REPORT
2007
1
Table of Contents
Page No.
Message from the Board Chairperson
3
Message from the Education Director
5
Student Performance at State-wide Tests
6
Professional Learning and Teacher Standards
10
Teacher Attendance and Retention Rate
11
Enrolment Policies and Profiles
12
Student Population
13
School Policies
o Policies for Student Welfare
o Policies for Student Discipline
o Policies for Complaints and Grievances Resolution
13
13
15
16
A Safe and Supportive Environment - overview of Policies
16
School Determined Improvement Targets
18
Initiatives Promoting Respect and Responsibility
22
Parent, Student and Teacher Satisfaction
23
Summary Financial Information
o Recurrent/capital expenditure represented by Column Chart
o Recurrent/capital expenditure represented by Pie Chart
2
25
26
Message from the Board Chairperson
2007 was another busy and successful year for Kamaroi.
In late 2006, the Board decided to review Kamaroi’s leadership, administrative
and governance arrangements to clarify roles, responsibilities and
accountabilities in order to best support the next fifteen years of the school. As a
result, an Educational and Administrative Review by consultant Ian Stehlik, was
commissioned with a report presented to the Board in March.
After reviewing recommendations made in the report, the Board made several
changes to the school’s structure. These included creating the role of Education
Director, taken on by Virginia Moller, and Business Manager, filled later in the
year by Bruce Foley. A three-person Leadership Team comprising Virginia, Lisa
Smith and David Rodely was also created. The benefits to the school of this
restructuring were immediately evident.
A presentation in October 2007 from the Association of Independent Schools
(the AIS) on the issue of ‘school governance’ resulted in changes to our
Governance and Risk Management structures. Implementing these changes has
required, and continues to require, a lot of hard work but legislators, courts and
insurers have ensured that it is essential for all schools to implement and integrate
good “governance practices” throughout their organisation.
To this point, the Board remains committed to the on-going development of a
culture within the school that embraces ethics, honesty, transparency and
integrity.
In 2007 the Board supported Kamaroi’s ethos of high professional standards by
offering teaching staff an MBA (Multi-Business Agreement) as the replacement
for the defunct State Teachers’ Award. The staff welcomed this decision which is
effective from January 2008.
Last year saw over 200 students enrolled at Kamaroi with long waiting lists. The
school continued to be very successful financially with a surplus budget
contributing to net assets of over $3.47 million. This surplus allowed the Board to
focus on steering the school into its third stage: that of growth.
Negotiations continued throughout 2007 with the owners of both 222 and 224
Forest Way. With our $400 000 Government Grant due to expire late in 2009, we
hope to have positive news on this front soon.
3
I would like to acknowledge the efforts and contributions of all staff, parents, and
Board Members. As Board accountability requirements grow, I thank them for
their continued enthusiasm and support.
In 2008 the Board remains focused on working in partnership with the staff, PAFA
and other parent groups to continue to make Kamaroi the wonderful school it is.
Tim Arrowsmith
Chairman,Board of Directors
4
Message from the Education Director
2007 proved to be another successful year for Kamaroi Rudolf Steiner School. Kamaroi
continued to enjoy high quality teachers and teaching, a supportive parent community
and good facilities. The school remained in a very strong financial position. This reflects
much work, care and effort put in by pioneering teachers and parents and the whole
school community over many years and it is no surprise that during 2007 the school
maintained record enrolments of 208 with healthy waiting lists.
Continuing success of Kamaroi into the future involves careful attention to the myriad
forces at play in today’s complex educational environment. These factors include everincreasing demands of government reporting and legislative compliance, parents
seeking high levels of responsiveness and leadership, clear roles and lines of
accountability for educational and administrative functions, a capacity to deal with
physical expansion and, most importantly, the overall aim to protect and nurture
Kamaroi’s Steiner education philosophy and practice into the future. ( Stehlik, 2007)
Within this context, many consolidation and expansion of activities were undertaken
during 2007:
o
o
o
o
In order to best support the next 15 years of the school, an administrative review
was finalised early 2007. The result is a leadership and management structure that
reflects Kamaroi as an educational, cultural and social entity as well as
incorporating “best practice” in current organisational thinking. Significantly, the
College of Teachers as a decision making body was replaced by a “Leadership
team”, comprising myself, Lisa Smith and David Rodely. Work on the Role of the
College of Teachers as a body holding the spiritual impulse of the school began
in 2007 and has continued into 2008.
Kamaroi Business Plan was finalised and many of the key objectives
implemented. A key objective of the school is to increase recognition and
influence of the school in the broader educational community as a quality Steiner
school, balancing an academic education of excellence with an innovative and
integrated creative arts program. In 2007 we worked towards this, in the first
instance, through a review of our languages and drama programs, with the result
that a new position of Speech/drama specialist was created, taken by highly
regarded Steiner educator Anthony Downs. A review of language teaching in the
school resulted in a trial of Spanish teaching being conducted during 2008.
In addition, we initiated the “Cultural Evenings at Kamaroi” program. Storytelling
by Ashley Ramsden and a marvellous play “Zoo Story” were highlights of these
well attended evenings targeted for the wider community. Many thanks to Joy
Day for coordinating this initiative as well as our comprehensive parent education
program which continues to be supported financially by the PAFA.
Another initiative has been the development of a Non Violent Communication
course with staff receiving training in this communication skill during 2007. A
developmentally appropriate “Talk That Works” program for all classes is being
implemented during 2008. In line with our “parent/teacher partnership” ethos,
and to help support the work we are doing, parents will have the opportunity
5
through the parent education program to learn of this communication
approach.
o
Especially within the context of the key objective mentioned, it is my firm view
that success of our school depends on the quality of teachers and teaching. This
will be supported by the Board decision to adopt the “Multi Business Agreement”
which is a “standards based “approach to remuneration and adds a new level of
professionalism to teaching. Promotion of quality Steiner teaching continued in
2007 with our generous professional development budget allocated to visiting
Steiner speakers ( David Garb, Barbara Baldwin, Horst Kornberger), our mentoring
program , on gifted and talented, reading and maths. In addition, in 2008 we will
be implementing our Master Teacher program, with Anthony Downs taking on
that role – supporting teachers in Main Lesson planning and teaching,
observation, joint planning and teaching and demonstration lessons. This
approach to professional development is regarded as best practice as is our
emphasis on professional collegiality, “lifting the bar” and sharing “what works”.
o
The leadership team has worked on a cyclic curriculum review process during
2007. PDHPE was the focus in 2007 with development of our NVC program as part
of a values framework. In 2008 we will be focussing on mathematics with
professional development in a “growth over time” assessment program, Learning
in Numeracy. This program is founded on evidence based research and is
compatible with our experiential based approach in the Steiner curriculum. In
2007 we began work on HSIE, in particular Aboriginal perspectives and will be
continuing this in 2008 with staff “Aboriginal Cultural Awareness” sessions, led by
Aboriginal educators ( and Kamaroi parents) Charles Davison and Jenni Ridley.
Program implementation will occur during late 2008/ 2009.
I would like to thank the Kamaroi Board of Directors, PAFA and all staff of Kamaroi for
their continued support in ensuring our mission “Foundation For Life” finds living expression
in the school community. Indeed, Kamaroi is able to respond creatively and adaptively
to the many challenges and changes coming from the future mainly due to our
commitment to working together within a commonly held vision, and willingness to see
challenges as opportunities for growth.
Virginia Moller B.Ed M.Ed (Leadership) Grad. Dip. T’L’Ship MACE MACEL
Education Director
6
Student Performance in Statewide Tests
Student Performance in the Basic Skills Test
In 2007 all year 5 Kamaroi students sat the NSW Basic Skills Test, this being the third
consecutive year in which our children have participated in this statewide
assessment. Previous to this, students participated in the national LANNA tests.
No Year 3 student sat the test, as parents chose to withdraw children from the
testing, this being congruent with Rudolf Steiner developmental philosophy and
curriculum.
In all three areas of assessment - literacy, numeracy and writing - Kamaroi
students continued their tradition of scoring comfortably above benchmarks.
While the general trend is upward, the scores achieved by the 2006 Kamaroi
cohort remain difficult to beat - in the field of Literacy and Writing we remain on
a par but score slightly lower in Mathematics.
To this end we have consulted with the AIS and have planned to do their
LIEN/LIN Numeracy Program as a staff development in 2008. This will provide a
very practical, research based and innovative look at the Mathematics syllabus,
is directly linked to those outcomes and is very compatible with the Steiner
Mathematics curriculum. There will also be a team teaching/mentoring
component as part of the program.
Six children from the current year 5 cohort sat the Year 3 Basic Skills in 2005.
Consequently, the comparison sample is very small and possibly holds little
validity. Nonetheless, all students bar one, jumped two skill bands in the areas of
Overall Literacy and Writing, the expected growth being approximately one skill
band. The sixth child did just that. The comparative results in Numeracy were not
as dramatic although all children did go up a band and two of the six students
went up two skill bands.
Overall Literacy
Twenty-three children sat the BST. Key results were as follows:
1.
The highest percentage of students from this cohort were placed
in Band 6 (35%) compared to 23% in the state
26% were placed in Band 5, 30% in Band 4 and only 9% in Band 3
No children were placed in Bands 1 and 2
7
-
The median score was Band 5
Writing
The key results in this area are as follows:
74% of students scored in either band 5 or 6 compared to 55% in the
state
The remaining 26% were placed in Bands 3 and 4 compared to 40% in
the state
The median score was Band 5
Numeracy
The key results in this area are as follows:
No students scored below Band 4 compared to 22% in the state
35% of students were placed in Band 6 compared with 33% in the state
26% scored in Band 5 compared with 22% in the state.
The median score was Band 5
All children achieved the National benchmark criteria in Writing and Numeracy
and only one did not meet the benchmark in Reading.
Summary of Year 5 BST results for 2007- percentages in skill bands
Bands 1-2
Bands 3-4
Bands 5-6
School
State
School
State
School
State
Literacy
0%
5%
39%
42%
61%
53%
Writing
0%
5%
26%
40%
74%
55%
Numeracy
0%
7%
39%
39%
61%
55%
2007 was the final year for the NSW Basic Skills tests. From 2008 the National
Assessment Program for Literacy and Numeracy (NAPLAN) will replace it and so
provide comparisons between students in all the various states and territories.
8
In Year 3 standards based assessments in mathematics, 75% of 28 students were
achieving at stage level (with 10 students in high achievement band). In English,
83% of students were achieving at stage level, with 10% working beyond stage
level.
Professional Learning and Teacher Standards
Details of teaching Staff qualifications
NUMBER OF
TEACHERS
CATEGORY
Teachers who have teaching
qualifications from a higher education
institution within Australia or as
recognised within the National Office of
Overseas skills Recognition guidelines
(AEI-NOOSR)
Teachers who have qualifications as a
graduate from a higher education
institution within Australia or one
recognised within the AEI-NOOSR
guidelines but lack formal teacher
education qualifications.
12
1
1
Teachers who do not have qualifications
as described in (a) and (b) but have
relevant successful teaching experience
or appropriate knowledge relevant to
the teaching context.
Note: The teacher in the third category is registered with the NSW
Institute of Teachers as Transition Scheme teacher and is undertaking
study to complete teaching requirements( due for completion in 2008)
and works under the supervision of a qualified teacher.
Details of Professional Learning Undertaken by Teachers
During 2007 the professional development focus continued to be on schoolbased collaborative problem solving. The mentoring program entered its
establishment phase and staff meetings continued to be structured to
incorporate mentoring sessions and sharing “what works”.
9
As a result of the whole staff review which occurred in term 4 2007 to establish
priorities for 2008, the Board approved the position of Master Teacher to
commence 2008. This “expert” teacher will work with teachers on, for example,
development of programs, team teach, give demonstration lessons and help
teachers with extension of gifted students as well as conduct yearly performance
appraisals.
3 Teachers continued Masters Studies in the areas of Special Needs, Creative Arts
and Language and Literacy.
In 2007 we had 2 New Scheme teachers who were working towards
accreditation of professional competence with their supervisor.
A major whole staff focus for the year was staff training in Non Violent
Communication with the aim of implementing a whole school “Talk That Works”
for all classes in 2008.
Professional development also attended by teachers (both in house
and external) and which was followed up by whole staff were:
Description of professional development activity
Non Violent Communication course ( occurred over the entire year)
No. staff
participating
18
Steiner intensive for classes 1 and 2
2
Speech and language in the Steiner curriculum -consultant Barbara
Baldwin
12
The Meaning of Festivals – consultant Horst Kornberger
12
Developing a strong professional learning community – consultant David
Garb
12
Information technology
– AIS ICT conference
– AIS consultancy on Photoshop elements
Gifted and Talented – exploring best practice - how to incorporate into
a Steiner environment.
10
2
4
10


Speaking of Literacy – the Write Stuff – Dalwood Assessment
centre
Literacy with Mem Fox
2
2
AIS New Scheme teacher courses
1
AIS Mentoring New Scheme teachers
AIS use of ESL scales for Planning and assessment
Introduction to Learning in Numeracy and LIEN ( intention for staff to do
the course in 2008)
Steiner Leadership course held at Kamaroi – Ethical
Leadership/Conscious Leadership.
AIS Executive conference: Taking the Lead - Nurturing a Leadership
Culture in Your School
1
10
5
2
2
Educating Boys - Ian Lillico
The average expenditure per teacher on professional development in 2007 was
$2053.
Teacher Attendance and Retention Rate
In 2007 the average teacher attendance rate was 97%.
The proportion of staff retained from 2006 was 98%.
Enrolment policies and profiles
Kamaroi Rudolf Steiner School is a non-denominational co-educational K-6
school providing an education according to the principals as espoused by
Rudolf Steiner and operating within the policies of the NSW Board of Studies.
When enrolment applications exceed available spaces, priorities may include
the following in whatever order is determined:
11
Families with connection to the philosophy of the school
Connection with philosophy of Steiner education is evident:
 During initial interview with class teacher/member of Enrolment committee
 When applicant is transferring from another Steiner School
 If parent(s) undertaking anthroposophically-based course
 If child(ren) have previously attended Steiner playgroup
Siblings of current children
 In classes K-6, siblings do not automatically have priority on the waiting list for a
class.
Order of applications
Transfers from other Steiner schools
Behavioural considerations
 An ability to work with self-discipline. (This is ascertained through school reports,
recommendations, previous schools “checks”, etc)
Procedures
1.
All applications should be processed within the school’s enrolment policy.
2.
Consider each applicant’s supporting statement/interview responses
regarding their ability and willingness to support the school’s ethos.
3.
Consider each applicant’s educational needs. To do this, the school will
need to gather information and consult with the parents/family and other
relevant persons.
4.
Identify any strategies, which need to be put into place to accommodate
the applicant before a decision regarding the enrolment is made.
5.
Inform the applicant of the outcome.
6.
Continuing enrolment is subject to the student adherence to school rules
(see behaviour support policies) and payment of all school fees.
Student population
Kamaroi Rudolf Steiner School has 208 students from kindergarten to Class 6.
12
It is a coeducational, non denominational school with students coming from a
range of backgrounds, including students with a language other than English
and a number of students with special needs.
School Policies
A. Policies for Student Welfare
The school seeks to provide a safe and supportive environment which:



Minimises risk of harm and ensures students feel secure
Supports the physical, social, academic, spiritual and emotional
development of students
Provides student welfare policies and programs that develop a sense of selfworth and foster personal development.
To ensure that all aspects of the school’s mission for providing for a student’s
welfare are implemented the following policies and procedures were in place
(or developed) during 2007:
Policy
Child Protection Policy
encompassing
• Definitions and concepts
• Legislative requirements
• Preventative strategies
• Reporting and
investigating “reportable
conduct”
• Investigation processes
• Documentation
Security Policy
encompassing
• Procedures for security of
the grounds
and buildings
Changes in 2007
Revision and update of all
Child protection policies
occur annually.
Access to full text
Issued to all staff and
members of
School Board.
Parents may request a full
copy by contacting
Education Director.
Excerpts in Parent
Handbook and
advertised in weekly
newsletter from
time to time.
Emergency procedures
updated annually.
Full text in staff handbook
Bushfire procedure
advertised each term in
13
• Use of grounds and
facilities
• Emergency procedures
• Travel on school-related
activities
Supervision Policy
encompassing
• Duty of care and risk
management
• Levels of supervision for onsite and off-site
activities
• Guidelines for supervisors
Codes of Conduct Policy
encompassing
• Code of conduct for staff
and students
• Behaviour support
Pastoral Care Policy
encompassing
• The pastoral care system
• Availability of and access
to special
Services
• Accident procedures
• Critical incident policy
• Homework policy
newsletter. Excerpts of
policies in Parent
Handbook.
Supervision policy revised
and updated in 2007.
Behaviour Support Policy
revised in 2007.
Full update to occur in 2008
Full text in Staff Handbook
Excerpts in Parent
Handbook. Copy of full text
available from Education
Director.
Full text in Staff Handbook
Excerpts in Parent
Handbook.
Full text in staff handbook
Text of Health and
Homework policy in Parent
Handbook
Learning Support guidelines
in Parent Handbook
Critical incident in Parent
Handbook
Communication Policy
encompassing
• Formal and informal
mechanisms in place
for facilitating
communication between
the school and those with an
interest in
the student’s education and
well-being.
Full update to occur in 2008
Full text contained in Staff
handbook.
Excerpts in Parent
Handbook.
Copy of full text available
from the Education
Director.
14
B. Policies for Student Discipline
Students are required to abide by the school’s rules and to follow the directions
of teachers and other people with authority delegated by the school. Where
disciplinary action is required penalties imposed vary according to the nature of
the breach of discipline and a student’s prior behaviour. Corporal punishment is
not permitted under any circumstances. All disciplinary action that may result in
any sanction against the student including suspension, expulsion or exclusion
provides processes based on procedural fairness.
The full text of the school’s discipline policy and associated procedures is
provided to all members of the school community through
 The Staff Handbook
 The Parent Handbook
The school’s behaviour support policies and procedure are reviewed annually as
part of the review of Pastoral Care in the school.
C. Policies for Complaints and Grievances Resolution
The school’s policy for dealing with complaints and grievances includes
processes for raising and responding to matters of concern identified by parents
and/or students. These processes incorporate, as appropriate, principles of
procedural fairness.
The full text of the school’s policy and processes for complaints and grievances
resolution is provided in the Staff Handbook. An appropriate outline of the policy
and processes is also provided in the Parent Handbook. Reminders about
complaints procedures appear in the weekly newsletter from tine to time.
A Safe and Supportive Environment – Overview of
Policies
Support
1. Kamaroi Rudolf Steiner School wishes to promote a learning environment
where teachers and pupils should be mutually supportive. Students and teachers
should respect each other and not engage in conduct, which undermines this
mutual trust and support, and also respect the philosophy and ethics of the
School. The School encourages consultation between all members of the School
community in matters, which affect them.
Security
2. Kamaroi Rudolf Steiner School will implement measures designed to promote
the safety and wellbeing of students, particularly having regard to its professional
judgment as to what is required and will include in its consideration such matters
15
as: a) appropriate levels of supervision; b) security of buildings; c) procedures in
case of fire;
d) use of grounds and facilities;
e) travel on School-related activities; and
f) other appropriate matters.
The implementation of these requirements and procedures will be monitored for
compliance from time to time.
Supervision
3. Appropriate measures will be taken by School staff to seek to ensure that all
students are adequately cared for and supervised while undertaking both onsite
and off-site activities, bearing in mind the type of activities and age of the
students involved.
Conduct
4. The School will put in place a Code of Conduct for staff and students which
may be supplemented from time to time by specific rules and directives. The
Code of Conduct will include such matters as:
a) the rights and responsibilities of students and staff within the School
community; b) behaviour management; c) the management and reporting of
serious incidents.
5. The School will establish and implement appropriate behaviour management
practices for students, consistent with the philosophy of the School and with
other aspects of this policy.
Complaints and Grievances
6. The School will have in place processes for dealing with complaints and
grievances raised by students and/or parents. These processes will incorporate,
as appropriate, principles of procedural fairness.
Pastoral Care
7. Students will be made aware of, and have access to, appropriate pastoral
care arrangements within the School.
8. The School will take reasonable measures to identify students with special
needs and provide them with an appropriate level of support to assist such
students with their schooling with minimal disruption, taking into account the
resources available.
9. Students requiring health and/or medical services and support or medication
will be assisted to access these in an appropriate manner.
Communication
10. The School will provide both formal and informal mechanisms to facilitate
communication between those with an interest in the student’s education and
well-being. This may include communications between some or all of the
16
following: student; parent or guardian or other significant family member of the
student; teacher; counsellor; Education Director; representative of an
appropriate government, welfare, health or other authority.
All of the above policies will be implemented in a manner that is appropriate to
the School, its students and the School community and with regard to the
relevant legislative requirements that apply to the School and the students within
its care.
School determined Improvement Targets
Key priority improvement targets for 2006, as outlined in the 2006 Annual report
have been achieved. The following were Kamaroi’s key targets for 2007 with key
achievements also indicated.
Area
Staff development
Priority
Achievements

To continue to
touch base
frequently with
principles of Steiner
education

Several visiting
consultants. Book
study on Twelve
Senses. Artistic
development.

In house staff
development
focussing on
collaborative
problem solving

Mentoring sessions
included in staff
meetings. Focus in
staff meetings on
sharing “what
works”.

To implement
teaching standards
framework of shared
beliefs


Staff training in Non
Violent
Communication
program in the
context of the
Steiner curriculum
and a whole school
values program.
Completion of
teacher
performance
appraisals utilising
standards approach
incorporated in
Kamaroi Teaching
Framework.

Staff participation in
year long NVC
program with
implementation into
curriculum
commencing 2008.
17

Teaching and Learning
Artistic development
of staff to continue

Revision of
languages program.

Review of PDHPE
curriculum




Student Welfare

Override class
boundaries in
specific tasks

To build up Stage 3
technology
program to
incorporate creative
uses of technology
into the curriculum

To achieve a culture
of “Our School, our
children”

Successful trial of
mixed age
groupings in
mathematics

Class 6 learnt and
created their own
clay animations.

Use of photoshop to
create class
magazine.
Team teaching,
visiting and
teaching in other
classes.
Class 6 Student led
problem solving
sessions on
playground issues.
E.g. Code of
conduct for “cubby
building”.



18
Sessions on art
technique.
Mentoring program
for teachers in
delivering the
Steiner art program
to occur in 2008.
Implementation of
Spanish language
teaching as trial in
2008
Reinstatement of
Peer Support
program
NVC program
outline devised for
K-6, based on
Steiner’s
developmental
stages
Student bus monitor
program for senior
students as part of
class 6 leadership
program

Facilities and resources
Proposals examined
for development of
peer mediation
program to be
developed further
through 2008/9.
Parent education
program funded by
the PAFA and
advertised to wider
community
Successful
establishment of
“Cultural Evenings at
Kamaroi” program
for wider
community.

Extend existing
parent education
program to the
wider community


Extend influence of
Kamaroi in wider
community


Significant upgrade
of website and use
of email

New website
completed
Finalisation of
playground play
space Master Plan

New kindergarten
shaded playspace
created, including
sandpits, climbing,
and creative play
areas.
New handcraft
classroom and
music room due for
completion in 2008.



Continue
investigation into the
purchase of extra
land
19
Educational management
and practice
To clearly define roles in
educational,
administration and
governance spheres in
order to best support
the next 15 years in the
life of the school



To support quality
teaching within a
standards based
framework
To form a 5 year
business plan
Continue to
develop and refine
processes to ensure
we are listening to
the needs of the
school community
20

Management
review completed.
All
recommendations
adopted by the
Board. Position of
Education Director
clearly defined and
Business Manager
position created.

Board decision to
adopt the standards
based “Multi
Business
Agreement” for
teachers’ wages
and conditions.

5 year Business Plan,
to secure Kamaroi’s
positive future,
completed.

Parent satisfaction
survey which was
able to produce
quantitative survey
results and which
fed into formulation
of priorities for 2008.
Initiatives Promoting Respect and Responsibility
Our school code of conduct is based on rights, respect and responsibility and this
forms the basis of all behaviour management, support and discipline.
The fact that the class teacher generally stays with the class from class 1 - class 6
promotes and fosters a strong sense of class community, which, in turn, promotes
a deep sense of care for each other and value of difference.
The Steiner curriculum offers a very rich global and historical cultural perspective,
through the Main lesson content – from Fairy Tales to Ancient Rome. The Main
Lessons offer images that have meaning – they provide timeless values of
respect for each other, that we are all part of humanity , we each have a place
and a task and each of us can make a meaningful contribution to the whole.
Our annual Harvest, Winter and Spring Festivals as well as specific personal
development programs for class 6, our Main Lessons, such as Farming and
Gardening all serve to support and deepen the school’s emphasis on respect for
self, the environment, each other and the global community. Specific activities,
such as building a class garden, recycling and composting form an integral part
of the curriculum. This will be significantly built upon through more specific
environmental programs, such as bush regeneration and conservation, SCRAP
recycling, and further investigations as part of our sustainable schools focus for
2008/9 onwards.
Respect for our own health and well being is a central tenet of the Steiner school
community. Strong school based encouragement for healthy eating as
evidenced in our food code is fully supported by parents.
A Planned “enrichment group” program (arising from staff work in Gifted and
Talented education during 2007) for 2008 is designed to support a strong sense of
respect for self and others through activities recognizing the gifts and interests of
individuals and groups.
Specific initiatives during 2007 to promote respect and responsibility also
included year-long staff training in Non Violent Communication (“Talk That
Works”) communication program which will be implemented into the curriculum
as part of our values framework, during 2008.
In addition class 6 participated in Peer Support training, with a highly successful
whole school peer support program “Building Resilience” being implemented by
class 6 leaders.
These sessions, as well as the class buddy program , provide many valuable
opportunities for leadership skills, bonding across age groups, cross-age tutoring,
21
and promote anti-bullying as well as
within our school.
an atmosphere of caring and respect
Many classes sponsor children via World Vision and 2 classes sponsor children in a
Vietnamese orphanage.
An initiative from class 6 to raise money for an orphanage in Nepal involved their
own fully managed stall at the school Fair and production of a very successful
“Kamaroi Gazette”. The class 6 teacher travelled to the orphanage during a non
term break and personally gave 6 large bags of clothing donated by the whole
school community, $500 raised by class 6 , plus educational DVDs they had
requested.
Parent, Student and Teacher Satisfaction
A comprehensive quantitative parent satisfaction survey was undertaken in term
4 of 2007.
Generally there is very high satisfaction of parents in the areas of quality of
teaching, communication, management and leadership, and school
community.
The highest scores, in fact, occurred in the area of quality of teaching (88% of
respondents ranked quality of teaching as very good/excellent) and respect
and nurturing of the individual student (88% respondents ranked this as very
good/excellent). In addition, fostering of and building and maintaining a strong
sense of a learning community scored very highly (85% ranked this very
good/excellent).
While the results for dealing with social issues in classes were still mostly very
positive, (41% of respondents judged dealing with social issues to be excellent
and 22% very good, 18% good, 15% average and 4% poor)), this represented our
“lowest score” and has been worked through by Board and staff. It is envisaged
that the implementation on the communication program in 2008, “Talk That
Works” will promote a whole school approach to development of social skills,
solving conflict /social issues and greatly enhance the effectiveness of this
aspect of our student welfare procedures.
There is very high satisfaction from staff as evidenced in the 2007 staff survey.
There remains a strong professional collegiality, with staff appreciating the
support they receive in delivering the Steiner curriculum.
Students have been informally surveyed as part of the peer support program on
“Building Resilience” and, there was high enjoyment of the program, due to
changes teachers had made to the length of the program and format. Students
22
enjoyed interacting with students from other grades and this will be built upon,
with more “across the grades” activities. In addition the forming of a Student
Representative Council in 2008 will help facilitate this process.
Graphic 1: Recurrent/capital income
represented by column chart
70.0%
60.0%
50.0%
40.0%
30.0%
20.0%
10.0%
0.0%
Fees & private
income
State recurrent
grants
Commonw ealth
recurrent grants
23
Government
capital grants
Other capital
income
Graphic 2: Recurrent/capital expenditure
represented by column chart
90.0%
80.0%
70.0%
60.0%
50.0%
40.0%
30.0%
20.0%
10.0%
0.0%
Salaries, allow ances and
related expenses
Non-salary expenses
24
Capital expenditure
Graphic 1: Recurrent/capital income
represented by pie chart
Other capital
income
0.4%
Commonw ealth
recurrent grants
26.5%
Government
capital grants
0.0%
Fees & private
income
58.6%
State recurrent
grants
14.5%
Graphic 2: Recurrent/capital expenditure
represented by pie chart
,Salaries
allow ances and
related expenses
83.2%
Non-salary
expenses
9.5%
Capital
expenditure
7.3%
25