Ghilgai SteinerSchoolPerformance Report2016

  1. Introduction

In response to the Federal Government’s requirement that all schools reporton performance in a number of areas, we are pleased to have this opportunityto presentthisreport.Wehavelayeredtherequiredinformationintoanoverallviewofschooloperationstogiveacomprehensivepictureandmakeitmore meaningful especially for parents and general public. This report is availableattheSchool,viatheEducationCoordinator,andalsoasa.pdffilethatcanbe downloaded from our website at

Ghilgai School holds regular school tours and education evenings duringthe year.Theseoccasionsareanopportunityforenquiringparentstoexperience and discuss the school ethos and teaching practices in somedetail.

  1. Staffing

At Ghilgai Steiner School the Class Teacher moves through the class levelswith the children in order to provide a stable and secure environment for thechild. Thiscontinuityfromyeartoyearenablestheteachertodevelopinsightinto thewholenatureofthechildanddeepenstheteacher/studentrelationship. Classteachersmakeafirmcommitmenttoaccompanythechildthroughout the six primary school years. This is always a freely-given commitment ―with a clear understanding that life’s circumstances may unexpectedly changeand necessitate departure. Should this happen, the transition is carefullymanaged by the College ofTeachers.

TheClassTeachersatGhilgaihavegenerallyachievedthisspan.Ourcurrent situationisstable;severalofourClassTeachersareveryexperienced,while the others are now well-established in theirwork.

TheworkoftheClassTeachersissupportedbyspecialistteachersinabroad range of subject areas: Craft, Eurythmy, Music, LOTE, and PhysicalEducation.

We also have specialist teachers who give one-to-one guidance to studentsin need of further support in Literacy and Numeracy. A part-time classroomaide gives students extra support within the class setting in Literacy andNumeracy aspartofaGovernmentTargetedFundingprogramme.OurPEteacheralso workswithindividualchildrenoncoordinativeactivities.Anexperiencedarttherapist visits weekly whenneeded.

OurBursarandourEducationCoordinatorarepart-timeadministrators―the latter is an experienced Steiner teacher who can also offer support toteachers, parents, and children. Support is also available from our valuable ancillary staff members who cover first aid, library, reception duties and generalassistance for teachers.

The Ghilgai community also has a Student Welfare person who visits weekly to work withclasses/individual students/parents as requested.

  1. Teacher Qualifications and ProfessionalDevelopment

At Ghilgai School, on our fulltime staff, there are 2 teachers specialised inearlychildhoodeducation,2teacherswithprimaryteachingqualifications,and3 teacherswithsecondaryteachingqualifications.Ourspecialistteachersare well-qualified and experienced in their respective fields. All teachers atGhilgai are VITregistered.

Professional development opportunities renew and enrich practicingteachers.

Teachers are funded to attend 2 external PD days per year.

Ghilgai School provides an ongoing Professional Development programmefor teaching staff on a weekly basis, in addition to regular in-housein-service days,oftenwithavisitingspeaker,andoftenopentoteachersfromother Steiner Schools. Through an internal PD Support scheme, teachers are also encouraged tovisit other classrooms to observelessons.

Besides these formal PD structures, teachers are offered mentoring and peer networking opportunities including class release time to consult with others formally and informally and share experience andskills.

LearningandLiteracyandNumeracy

The Steiner curriculum uses a holistic approach which unfolds to meet the child’s developmental stages. Teaching matchesthe“optimum time”―iewhenthechild isdevelopmentally ready,in both intellectandinnerlife,totakethenext step inlearning.Thisapproach provides fulfilment forthe child, andengenders confidence.

Ourcurriculumiscarefullystructuredinthewayitintroducesand develops LiteracyandNumeracy.Wedonot call uponanalytical skillsuntil thereisan appropriatereadiness in theolderclasses. Both Literacy and Numeracy in the early yearsare groundedin reality,richlanguageexperiencesandvisual imagery.Abstractconcepts are avoidedinthese earlystages.

GhilgaiSchooldoesnotovertlyandformallytestchildrenbeforeClass6 becausewearestrivingtobuild confidenceand joyinthelearning experience itself. Ghilgai believes overttesting situationsimposedintheprimary yearsnegatethisstriving andweakenthe confidenceofmany children― notnecessarily via“failure”, oftenjustbythecomparisonsthatthechildinevitablymakesofhim/herself with others.

In following Steiners’ principles, we believe overttestingmovesthechild’sfocusawayfrompersonal growthandpersonal “best”and promotesasubtlecompetitiveelement withintheindividual. At Ghilgai the emphasis is on enabling a learningprocessexperienced asanatural processofgrowththat is encouraged as a lifelong process.

Through overt testing resultsarevalued more so than a growth mindset.Then,asthechallengedchildstrugglestowards this new point ofexternal acceptance,confidence is eroded.Onthe other hand, capablechildrenmayshinebecausetheyhavebeenacceptedinanewway― ie their test results are above the norm and/or above those of other classmates. Their focusshiftsthento“good results”, and thewholesome learningexperienceis for themsubverted.

Andyeteachteacherneedstoknow whetherachildhasretainedprevious learningandisindependently abletodemonstrateparticularessentialskills. Teachersareaccountabletoparents, and schoolsareaccountabletovarious government agenciesthat need tooverview theeffectivenessof theeducation providedineachschool,onbehalfoffuturegenerationsandsocietyasa whole.

Someformofstructuredevaluationoflearningisnecessary.AtGhilgai School thisismultifaceted:

1.Therearebenchmarks foreachclasslevelinNumeracy andLiteracy. This includes descriptors for MinimumStandardsforeachClassLevel–studentprofilesfromClass1 throughtoClass6.

Checklistsforeachleveldetailthedevelopmental sequencewithineach domainsothatachievementcan bemonitoredviaClassAssessment Tasks. TheserecordsbelongtotheSchool andareupdatedbythe ClassTeacher eachterm,usingastandardcodethat reflectsthestagesofUnderstanding, Consolidation, andIndependent mastery.

2. Observational notesabout each child– from timeto time,asthey appear noteworthy,teachersrecordindividualchildren’s strengths and challenges.

3. Ghilgai hasStandardisedAssessmentsfor childrenin Classes1,3and5in Literacy and Numeracy, developed inrelation to our Curriculum Framework andreferencedto VELSandotherstandardisedassessment procedures. Theseareadministeredtochildrengradually fromJunetoNovemberin discreetyetformal waysduringourPracticeLessontimes.Theyappearto thechildrentobesimplyanotherrevisionexerciseandthereforedonot have the hallmarks ofatest.(See AppendixA)

Ghilgai offersNAPLANtestsannuallyatClass3and5levelsinaccordwith Government policy.In2016Ghilgai had98%withdrawal ofstudentsby theirparents, whoinchoosing thiseducationdonotwant to placetheirchildrenintoformal testing situationsintheseearlyyears.The parentsdosobecausetheyseethat, iftheschool weretorestructurethe teaching ofLiteracy/NumeracytoaccordwithNAPLANprogressions,this wouldbreachtheSteinercurriculum thatunfoldsstageby stageinrelation tothepedagogy ofongoing childdevelopment.Thechildmusthave timeto growwithineachstage,andeach stageis foundational forthe next.Also, parentsseethatby theendofClass6Ghilgai studentsarestrongin all aspectsofLiteracy /Numeracy, and well-equippedforsecondary schooling. For these reasons they value Steiner’s wholistic view.

4. Parentsand teachershaveascheduledconversationtimearound mid-year, followingthe issuing of the first semester reports,when teachers are availableto shareand comment onstudentwork.Parentsarealsoableto makeappointments todiscusstheirchild’sdevelopmentand progressas needed. Ghilgai encouragesthiscloseand effectiveliaisonbetween parent andteacher.

5. Ourend-of-year reports are meaningfulandbroad, providinga multi-

layered profile of the child’s achievementthroughoutthe year.

SchoolWell-Being

Ghilgai’sVision Statement:

GhilgaiSchoolreflectsthevaluesofSteinerEducation. Weendeavortoeducatethechildrenholisticallyvia a balancedcurriculumin asafeand nurturingenvironment, onewhich fostersclarityin thinking, depthinfeeling and strength ofwill, sothatasadultstheywill beableto contributetosocietyascreative,ethical andresponsible citizens.

AtGhilgai westrivetobuildconfidence,initiativeand responsibility, seeking tomaintain a balancebetweenthe growthoftheindividualand thatofthegroupentity.We actively work towardsan accepting and compassionate community,foundedonan harmoniousunionbetween schoolandhome.

Avibrantandhealthyschool tonemustbemaintainedby allmembersofthe school community ― teachers, children, and parents. Our comprehensive CodesofConductfor teachers,studentsandparentslaydown clearguidelines forall parties,presentingpathwaysforclearcommunicationinanychallenging situations, andeffective proceduresfor theresolution ofdifferences.Achildin needwill bediscussedatstaff meetingsand asupport group may be formedfor him/her.

Wehavesetamaximum of20 studentsperclass,sothatwecannourisheach childand caterforindividual differences.AttimestheCollegeof Teachersmay closeenrolmentsintoaclasswith fewerthan20 children forpedagogical reasons.

Studentattendanceisregular.Absenteeismislimitedtotheusual patternsof childhoodillness,or tospecial circumstancesregardingwhichweliaiseclosely with parents.(See AppendixB)Theteachers’committedand generousparticipationin schoollifeisa model forthestudents’attendance,Teacher absence is small.

Our parentbodyissupportivein diverseways. Ineverydaylivingthereare many parentalcontributionsthat willenrichthelivesofthestudents(eg practical assistancewitha project,or thesharingofknowledgeor skills).A communityisalivingand growingorganism that requiresongoing sustenance. Parent eveningsaddressthechildren’sdevelopment, andfosterdialogueabout education andthe challenges of parenting.

OurOpenDay eachyearisacelebrationofthiscommunitylife.Itisorganised and run by theparents. Thechildren’s musicalitemsenliventheday and the teacherstransform eachclassroom intoarichworldofexperiencemanifesting thefruits of theyear’swork. Itisa nourishingpointfor allinour community. Our Autumn Marketisanother community day forall, andcelebrationof seasonalfestivalsbrings rhythmto the yearandfosters communitysharing.

Theschool asawholegatherstogethereveryThursdaymorningtosingandto share. Parents are welcome to attend.

History

GhilgaibeganinFebruary1982inaprivatehouseinMtEvelynwithahandful ofchildrenspanningFoundation Year, Class1 and Class2.Wemovedtoour present siteinSeptember1982 and continuedasamulti-agegroupinourfirst room.By February1983 wehadanotherroom ready―wewerethenadual streamKindergarten/FoundationYearwithNilaChambers,andmulti-ageClass1–3 withRuthWittig.

Each year after that webuilta new classroom and received a new intakeof Kinder/ Founderschildren. NilamovedontoClass1 and soour newclassteaching programmebegantounfold.Thefirstmulti-agegroupincreasedinnumbers andcontinued on.

Today Ghilgai isa vibrant school for childrenfromplaygroupstoClass6. In September2012wecelebratedour30th birthdayonthissite.Wecontinueto developtheoriginal visionheld sinceitsbeginnings―to enrichthelivesofthe children and the wider Ghilgaicommunity.

Inthisregard,weseektofulfil our aimsintermsofthemeaningofthename “Ghilgai” ―anaboriginal word meaning“water holeina dry-ish country”. We interpret this image broadly and hope that our school may indeed be a watering holeforourstudents,teachers,parentsand the widerschool community;recognisingthatineachoneofusthereisaspace―a“water hole”―thatisabletoreceivethenurturingrains that replenish body and soul andspirit.

RudolfSteinergaveacontemplativeversetotheteachersofthefirstschool; wereprintitherebecause wefeel itreflectsthestrivingofourcommunity towards the ideals articulatedinthe VisionStatement:

Maythere reignhere spirit-strength inlove;

maythere workhere spirit-light in goodness;

born fromcertaintyofheart,

andfromsteadfastness ofsoul,

so thatwe may bring to younghuman beings

bodily strength for work,

inwardness ofsoul andclarity ofspirit.

Maythis place be consecratedto suchatask;

may youngminds andheartshere findservers ofthe light,

endowedwithstrength, who willguard and cherishthem.

AppendixA:Literacy andNumeracyAccountability 2016

GhilgaiSteiner SchoolStandardised Assessments

Ghilgai hasStandardisedAssessmentsfor childrenin Classes 1,3and5in LiteracyandNumeracy,developedinrelationtoourCurriculumFramework andreferenced to VELS andother standardised assessment procedures.

The tablebelow providesa simpleoverview of essential learning areas that are targeted byourstandardised assessments, progressively inClass 1,3 and5.

Reading / Writing / Maths
Cl
1 / ReadingFoundations / Threeletterwords:
-writeand
-sound
Blends
Phonograms
WritingFoundations / Recordingnumbers CountingSkills Simpleproblems
Cl
3 / Readingability
(Jun/Oct)
Comprehension
-oral
-pictorial / Writtenexpression
(Mar/Jun/ Oct)
Spelling
Dictation(Jun/ Oct) / Oral
Number system
Money
Establishing tables
Mentalmaths / WrittenNumbersystem Addition Subtraction
Cl
5 / Reading(Jun/Oct)
-ability
-comprehension
-text
-comprehension
-maps
-vocabdevelopment / Writtenexpression
(Mar/Jun/ Oct)
Spelling
Dictation(Jun/ Oct) Editing(Jun/ Oct) / Money Time Weight Length Capacity
Mentalmaths / Numberfacts Placevalue Counting Equations
Fractions
Spatial
Basicoperations

Notes on GhilgaiSchool’sStandardisedAssessment Procedures:

TheClass1 TeachergivesCommonAssessmenttasksinWriting and Maths andrecordsobservationsonReadingFoundations.Arecordofthetasksgiven is stored withthe student records of achievement.

TheClass3StandardisedAssessmentsdonotcoverall areasofClass3maths; thefollowing areasareconsolidated withfurtherpracticeandonlyassessed duringClass4: length,weight,capacity,time,multiplicationanddivision, extendedequations,and graphing.Achievementintheseareas isrecordedin our Minimum Standardprofilesforeachchild. These areasare evaluatedagain inClass 5viaourStandardised Assessments.

Wedonot believeitisatrue pictureofthechildren’saccomplishmentsnor an accuraterepresentationofoursuccessasaschooltolayouttheresultsof theseClass3 and Class5StandardisedAssessmentsinapercentileformat. We have justone class at eachlevel.

Ghilgai includesandsupportschildren needingLiteracy or Numeracy Support and wewould finditabreachofprivacytoseetheirscoresreflectedinlowered classpercentiles.Wevalueourclasscommunityandtreasurethegiftsthat eachchild brings toit.

The classteachers haveanongoingrelationship withtheirstudents;who journey with them Cl 1 - 6 , they converse directlywith parentsonaneedsbasis.Any extrarequirementsneededto consolidatedevelopment (forinstance, throughone-on-onelearning support) are discussed indetailand madefor specific individuals.

TheCollegeof Teachersisresponsible forimprovementin student learning outcomesatGhilgai.Itsupportstheclassteacherswhocarry theessential responsibilityforthislearningandassessmentprocess.TheCollegereviews theresults ofeach year, and evaluatestheneedsofeach childat risk with the Class Teacherconcerned.

Atrue pictureof results extendsbeyond thestudents’aggregatescores presentedinsomenumericalorstatisticalwayforeasycomparisonfromyear toyear.Adetailedanalysisofoutcomesisaprofessionaltaskappropriateto theCollegeofTeachers–ataskthatismulti-layeredandconfidential.For thesereasonstheCollegeofTeacherspresentsa Statement of Accountability annually.

Statement of Accountability for Literacy andNumeracy Results 2016

TheCollegeofTeachersatGhilgaiSteinerSchoolhasreviewedtheresultsof our ClassOneCommonAssessment Tasks and the ClassThreeand ClassFive StandardisedAssessmentsinLiteracyandNumeracy, and issatisfiedthateach class grouphas attained the benchmarks set for that yearlevel.

Weacknowledgethat within each groupthere aresomestudents who are challengedinLiteracyorNumeracyandwhoseachievementfallsbelowthe classlevel.With somedirectassistancefrom our classroom aide,in each case theclassteacher issupporting their development and striving forongoing improvement for eachchild. Thisoccursincloseconsultationwith theparents concerned. Thestudent’sprogressismonitoredregularly,andweexpectall students to improve theirskillsconsiderablyacross a year’s work.

The College ofTeachers

GhilgaiSteinerSchool

Appendix B:Student Attendance2015

AverageAttendancesampledacrossthePrimarySchool 94%

ClassTeachershave oversightofattendancepatternsintheir class,andarein contactwith students’familiestofollow-up any unexplainedabsences. The College ofTeachers reviews the annualfigures.

School AttendanceismonitoredbytheEducationCoordinator, wholiaiseswith teachersandparents regardinganyattendanceconcerns,andreportsregularly to the College ofTeacher

AppendixC:Summary of Incomeand Expenditure 2016

Expenses 2016

Appendix D:School Structure

WeareaSteinerSchool andourmanagementstructurereflectsthis.Steiner Educationaddressesthewholechildand directsteacherstowardsthenurturing ofthinking,feeling and willing,throughactivitiesthatinvolvethehead,heart andhands,over the day,over the term,over the years.

A healthyorganism ― andorganisation ― has verysimilarconstituent parts.

TheTeachers

Theteacherwhomakesa commitment tothetaskiscalleduponto immerse his/her wholebeing―thinking, feeling,willing ―intohis/her work, to travel andgrowwiththechildrenacrosstheyears.Teachingismorethan“justa job”.Ourteachers needdedicationandvision,andsoonemaymore appropriatelyspeakofa“vocation”ora“calling”.

Everydaywelivewiththechildrenandsharetheirscene.Theto-and-fro contactwithyou,theparentbody,isalsostimulating.Dailyweseetheneeds oftheschoolaroundusandfeel itsenergymovingthroughus.Wedonot hibernateormigratetoastaffroom awayfrom theebb-and-flowoftheschool communitylife.

Individuallywespendlonghoursinpreparationinordertoenableourvision foreachclasstoberealised,andtogetherweshareacommon visionforour school andworkhardtoupholdit,andcooperateoutofsharedvalues.We nourishandsupportoneanotheraswe journeythroughthe classlevels.We meetregularlyasastafftodealwithpracticalities,toconsiderissues,togrow ineducation.

TheCollegeof Teachers

TheCollegeof Teachersismorethan justa collectionofteachersin discussion onschoolissues.Itisastrong entitywiththeresponsibilityofprincipal-ship, wherethecapacity ofeachpersonisexpandedinthe climateofferedbythe potentialofall theothers.Thelifeoftheschool,itsclassesanditsclass community weaves throughitandtherewithlife fromthe parentbodytoo.

TheCollegeofTeachersatGhilgai Schoolmeetsfortnightly―andotherwiseas frequently asnecessary whenurgentmattersarise.Decisionsarisefrom consensus.WhenworkingonadifficultordelicateissuetheCollegemayhave to meeton severalconsecutive daysinorder to gain resolution andattimes we mayhavetoworkon amajorissueoverseveral weeks―treadingdeliberately withlove andcare and respect,secure inconfidentiality.

OnecanlookupontheCollegeofTeachersasthesensingheartoftheschool

―theplacewhereresponsiveenergyisgenerated.Thispulsesthroughthe

individualteachersandrevitalises―italsomovesthroughouttheschooland

into the schoolcommunity.

The Parents

TheroleoftheParentbody isinthefirstplacetonurturethechildren, and to sustain thetrueimageof childhood withinthecommunity,in partnership with theteachers. WeaskparentstosupporttheCollegeof Teachers, toco-work with theCollegeandwith theindividualTeachers, and thusenableGhilgai’s visionforSteinereducationinever-wideninganddeepeningways.Weinvite you to companion usinthis taskwith goodwillandunderstanding:

With practicality; withsuggestions; with contributions oftime andwork.

Thisrequiresmorethantheusual parent/teacherliaisonwhichinageneral waybenefitstheindividual child.Theresultsofyourworkwillspreadbeyond yourfamilyandthatofyourfriends―itwill nourish“allthechildren”whoare gatheredinthisschool and placedinourcare.Thesechildreninwhosehands the future lies.

Rudolf Steiner’svista wasbroad and comprehensivewhenhespokeofthe potential oftheteachersandparentsco-workingtoseedthefuture.Thereare variousparentactivitygroupswhomeetregularly tofollowthroughontheir allotted area (egworkingbees,open days,autumn market).

TheParent Seed Group consistsofrepresentativesfrom each class. Itnurtures theschool communityandprovidesthefoundationforparentco-workingin hostingevents andraising funds.

TheBoard of Directors

Thefourthentityinourschool istheBoardofDirectors whoseroleis foundational.InaSteinerSchooltheBoardsupportstheCollegeofTeachers andliketheparentbodyalsocontributesinpractical waystosustainthevision ofSteinereducation thatis to be realized/enacted bythe College ofTeachers.

TheDirectorsareresponsibleforthelegalandfinancialaccountabilityofthe

School.

CollegeofTeachers:VeronicaCooney,SuevonHesse,RuthWittig. Paul Barton.

BoardofDirectors:VeronicaCooney,David Hubbard, Alex dePodolinsky,Lisa Bell, Ruth Wittig. RogerHollard attendsmeetingsinhisroleas Bursar.

ALivingEntity

Thefourbodies(the Teachersand Supportstaff;theCollegeof Teachers;the Parent body;theBoard of Directors)together form aliving whole;and atthe centrearethechildren ―theadults of thefuture. Thesefour bodiesshould be boundtogetherby thecordsofLove.Loveforthechildrenhereatpresent,and alsoforthosewhowillpassthroughthisschoolincomingyears―these children and their potential for the future oftheEarth.

Itisafree andfluidmanagementstructureandit is also astrongfirm structure. Many peoplecan movethroughitsstructuresand enrich it. Itisself- sustaining. TheSchool cannotloseitsidentity.Itcangrowandevolveoverthe years whilstatthe same time maintainingconstancyinitsethos.

An Overviewof GhilgaiSchool’s Structure