Kamaroi Rudolf Steiner School
ANNUAL SCHOOL REPORT
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 13
o Policies for Student Welfare 13
o Policies for Student Discipline 15
o Policies for Complaints and Grievances Resolution 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 25
o Recurrent/capital expenditure represented by Pie Chart 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
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.
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.
Chairman,Board of Directors
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 ever-
increasing 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
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.
o 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.
o 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.
o 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
through the parent education program to learn of this communication
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
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
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.
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
- The median score was Band 5
The key results in this area are as follows:
- 74% of students scored in either band 5 or 6 compared to 55% in the
- The remaining 26% were placed in Bands 3 and 4 compared to 40% in
- The median score was Band 5
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.
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
Professional Learning and Teacher Standards
Details of teaching Staff qualifications
CATEGORY NUMBER OF
Teachers who have teaching TEACHERS
qualifications from a higher education
institution within Australia or as 12
recognised within the National Office of
Overseas skills Recognition guidelines
Teachers who have qualifications as a
graduate from a higher education
institution within Australia or one 1
recognised within the AEI-NOOSR
guidelines but lack formal teacher
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 school-
based 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”.
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
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 participating
Non Violent Communication course ( occurred over the entire year)
Steiner intensive for classes 1 and 2 2
Speech and language in the Steiner curriculum -consultant Barbara 12
The Meaning of Festivals – consultant Horst Kornberger 12
Developing a strong professional learning community – consultant David 12
– AIS ICT conference 2
– AIS consultancy on Photoshop elements 4
Gifted and Talented – exploring best practice - how to incorporate into
a Steiner environment.
Speaking of Literacy – the Write Stuff – Dalwood Assessment
Literacy with Mem Fox
AIS New Scheme teacher courses
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) 10
Steiner Leadership course held at Kamaroi – Ethical
AIS Executive conference: Taking the Lead - Nurturing a Leadership
Culture in Your School
Educating Boys - Ian Lillico
The average expenditure per teacher on professional development in 2007 was
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:
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
Order of applications
Transfers from other Steiner schools
• An ability to work with self-discipline. (This is ascertained through school reports,
recommendations, previous schools “checks”, etc)
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
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.
Kamaroi Rudolf Steiner School has 208 students from kindergarten to Class 6.
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.
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 self-
worth 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 Changes in 2007 Access to full text
Child Protection Policy Issued to all staff and
encompassing Revision and update of all members of
• Definitions and concepts Child protection policies School Board.
• Legislative requirements occur annually. Parents may request a full
• Preventative strategies copy by contacting
• Reporting and Education Director.
investigating “reportable Excerpts in Parent
conduct” Handbook and
• Investigation processes advertised in weekly
• Documentation newsletter from
time to time.
Security Policy Emergency procedures
encompassing updated annually.
• Procedures for security of Full text in staff handbook
the grounds Bushfire procedure
and buildings advertised each term in
• Use of grounds and newsletter. Excerpts of
facilities policies in Parent
• Emergency procedures Handbook.
• Travel on school-related
encompassing Supervision policy revised
• Duty of care and risk and updated in 2007. Full text in Staff Handbook
management Excerpts in Parent
• Levels of supervision for on- Handbook. Copy of full text
site and off-site available from Education
• Guidelines for supervisors
Codes of Conduct Policy
encompassing Behaviour Support Policy
• Code of conduct for staff revised in 2007. Full text in Staff Handbook
and students Excerpts in Parent
• Behaviour support Handbook.
Pastoral Care Policy
• The pastoral care system
• Availability of and access Full update to occur in 2008 Full text in staff handbook
to special Text of Health and
Services Homework policy in Parent
• Accident procedures Handbook
• Critical incident policy
• Homework policy Learning Support guidelines
in Parent Handbook
Critical incident in Parent
• Formal and informal Full text contained in Staff
mechanisms in place Full update to occur in 2008 handbook.
communication between Excerpts in Parent
the school and those with an Handbook.
the student’s education and Copy of full text available
well-being. from the Education
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
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
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.
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
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.
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
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
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.
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
9. Students requiring health and/or medical services and support or medication
will be assisted to access these in an appropriate manner.
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
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
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 Priority Achievements
Staff development To continue to Several visiting
touch base consultants. Book
frequently with study on Twelve
principles of Steiner Senses. Artistic
In house staff Mentoring sessions
development included in staff
focussing on meetings. Focus in
collaborative staff meetings on
problem solving sharing “what
To implement Completion of
teaching standards teacher
framework of shared performance
beliefs appraisals utilising
Staff training in Non Kamaroi Teaching
program in the Staff participation in
context of the year long NVC
Steiner curriculum program with
and a whole school implementation into
values program. curriculum
of staff to continue Sessions on art
for teachers in
Steiner art program
to occur in 2008.
Teaching and Learning Revision of Implementation of
languages program. Spanish language
teaching as trial in
Review of PDHPE 2008
curriculum Reinstatement of
outline devised for
K-6, based on
Override class Successful trial of
boundaries in mixed age
specific tasks groupings in
To build up Stage 3
technology Class 6 learnt and
program to created their own
incorporate creative clay animations.
uses of technology
into the curriculum Use of photoshop to
Student Welfare To achieve a culture Team teaching,
of “Our School, our visiting and
children” teaching in other
Class 6 Student led
E.g. Code of
conduct for “cubby
Student bus monitor
program for senior
students as part of
class 6 leadership
for development of
program to be
Facilities and resources Extend existing Parent education
parent education program funded by
program to the the PAFA and
wider community advertised to wider
Extend influence of Successful
Kamaroi in wider establishment of
community “Cultural Evenings at
of website and use New website
of email completed
playground play New kindergarten
space Master Plan shaded playspace
and creative play
music room due for
completion in 2008.
investigation into the
purchase of extra
Educational management To clearly define roles in Management
and practice educational, review completed.
administration and All
governance spheres in recommendations
order to best support adopted by the
the next 15 years in the Board. Position of
life of the school Education Director
clearly defined and
To support quality
teaching within a Board decision to
standards based adopt the standards
framework based “Multi
To form a 5 year
business plan 5 year Business Plan,
to secure Kamaroi’s
develop and refine Parent satisfaction
processes to ensure survey which was
we are listening to able to produce
the needs of the quantitative survey
school community 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
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,
and promote anti-bullying as well as an atmosphere of caring and respect
within our school.
Many classes sponsor children via World Vision and 2 classes sponsor children in a
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
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
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
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
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
Fees & private State recurrent Commonw ealth Government Other capital
income grants recurrent grants capital grants income
Graphic 2: Recurrent/capital expenditure
represented by column chart
Salaries, allow ances and Non-salary expenses Capital expenditure
Graphic 1: Recurrent/capital income
represented by pie chart
Other capital Government
income capital grants
recurrent grants Fees & private
Graphic 2: Recurrent/capital expenditure
represented by pie chart
, Salaries expenditure
allow ances and 7.3%