About SWSF

About the Steiner Waldorf Schools Fellowship®

The SWSF is the representative body of Steiner Waldorf schools in the UK and responsible for accrediting schools.

The Steiner Waldorf Schools Fellowship®:-

Runs workshops and conferences for Steiner schools and Early Years Centres.
Co-ordinates Steiner curriculum research and development.
Supports the development of teacher training programmes (full time and in-service).
Provides advisory and support services across teaching and governance to Steiner schools and Early Years Centres.
Represents Steiner education to the media, academics, governmental agencies, and educationalists in general.
Provides consultancy services on a range of educational issues.
Provides information resources.

The Steiner Waldorf Schools Fellowship® Executive Group

Fran Russell - Fellowship Executive Director

Fran Russell – Executive Director

Fran is a former solicitor and experienced senior charity executive. She played a pivotal role in the development of Greenwich Steiner School from its early days as a new initiative to become a fully established school. After leaving Greenwich she was an inspector with HM Inspectorate of Prisons where her work included inspecting secure facilities holding children.

As a solicitor Fran advocated for children in the prison and care systems and was the founding Director of the Howard League for Penal Reform’s children’s law department which takes test cases to improve the care and education of children in prison. This work led to the creation of a specialised juvenile estate and improved safeguarding and child protection links between prisons and local children’s services. She was previously a member of the School’s Group at the Greenwich Children’s Safeguarding Board (now Partnership) and was Vice-Chair of Governors at a London comprehensive from 2015 to 2019. She has twin girls who were educated at Greenwich Steiner School.

Email: fran.russell@steinerwaldorf.org

Kath Bransby – Education Co-ordinator

Kath Bransby – Education Coordinator.

An English graduate, Kath was a teacher and senior leader in the mainstream for 15 years. Through the introduction of aspects of Steiner Waldorf principles and practice, she was able to transform schools and settings, with this work being recognised very positively by colleagues, children, parents and Ofsted.

Kath also works part-time as a lecturer and tutor in teacher education at Sheffield Hallam University, and delivers training in storytelling, outdoor learning and crafting with children for Sheffield City Council.

Email: kath@steinerwaldorf.org

Janni Nicol – Early Childhood Coordinator

Janni attended the first Steiner school in Cape Town, South Africa and qualified as a kindergarten teacher. After teaching in the Cape Town Waldorf School, she moved to the UK where she gained further qualifications. In 1989 she started a parent and child group which grew into the present Cambridge Steiner School where she was the founder Kindergarten teacher. She was instrumental in starting the SW Foundation Degree in EC Studies, and teaches on the SW early years training courses.

Janni has worked for the SWSF for over 20 years, lectures widely and has written a number of books on Steiner Waldorf early childhood education and care. She is the editor and publisher of KINDLING, Journal for Steiner Waldorf Early Childhood. She is on the Board of IASWECE, (The international kindergarten association).

Email: jnicol@steinerwaldorf.org

Sam Greshoff – Early Childhood / Conference Coordinator

Sam studied Renaissance History at Warwick University between 1985-1988 and then went on to a career in the organisation of Medical Conferences working for the Royal Society of Medicine and Royal College of Physicians. For the last twenty years she has worked as a Parent and Child Group Leader and Kindergarten Teacher and has co-ordinated training and continuing professional development for educators working with children from birth to three.

Sam is also a tutor on the innovative Holistic Baby and Childcare Course and the NESWEC Kindergarten training.

Email: sam@steinerwaldorf.org

Equality, Diversity, Inclusion – Reflections

July 8, 2021

At our second on line annual teachers conference we focused on the theme of diversity, equality and inclusion. There were an array of speakers and presenters from the UK and around the world, each thought provoking and poignant taking our learning and personal development a step further.

We were able to welcome over 600 delegates mostly from UK and Ireland but also from other parts of Europe, South Africa, Kenya, Philippines, USA and Bhutan. It was a wonderful opportunity to bring together representatives of the world-wide movement to discuss these important issues that impact us all.

At the start of the conference, was an acknowledgment, that as a school movement we have not sufficiently engaged with the issues of racism and equality in our schools. We recognised that despite our good intentions to be inclusive, in practice we often were not. It was time to change and this conference was the start.

Speakers were open about the problems we need to face including having an overly Eurocentric curriculum, lack of representation of BAME teachers and pupils in our schools, issues around understanding and meeting the needs of learning and behaviour differences and being inclusive of those from the LGBTQ+ communities. It was heartening to see how many around the movement were already working hard to tackle these issues. It was a pivotal moment with almost universal enthusiasm for the need to speak out and acknowledge where there were failings, recognise our intrinsic strengths and to work together for change.

Acknowledging racism

The first big issue was the acceptance that for too many years the Steiner Waldorf movement has been undermined by assertions that it is based on a racist dogma because of a number of statements made by Rudolf Steiner in lectures which clearly read as espousing racist concepts. Although these statements are at odds with the fundamental ethos of Rudolf Steiner’s vision for the world which was to create an inclusive, kinder and whole community where each person is recognised as a unique human being, we have to acknowledge their existence and reject them.

Previously, the response to assertions that these statements were racist has largely been to seek to explain or contextualise the underlying meaning as being different from how they appear. Sadly, this has served to make the movement appear to be an apologist for racism. The mood of the conference was instead to acknowledge any racist statements for what they plainly appear to be and to wholeheartedly apologise for the offence and exclusion they have caused. Then for our energies to be focused on taking steps to examine and self-reflect (as the rest of society must do) on our biases and the reality of practices in schools which may discriminate, exclude and marginalise despite our best intentions; and to work to become anti-racist schools because this is in the nature of who we are.

Evidence that the nature of SW education is to be multi-cultural and inclusive can be found in the fact that our schools are growing at an incredible rate around the world, thriving in an array of diverse countries such as India, Kenya, China, Taiwan and the Middle East where schools bring Jewish and Arab children together. In over 90 countries these schools are a testament to how the SW ethos is about serving and bringing communities together regardless of race or culture.

Inclusion is not just about race.

The conference has also highlighted that the same work needs to be done in relation to providing a truly inclusive environment for the LBGTQ+ members of our community and in understanding children, parents and teachers who may experience and perceive the world and learn in different ways. For these issues to be approached not as “disorders” to be “treated” but as differences to be understood, respected and accommodated within the education we provide.

Action

Of course there is a long way to go in bringing about change. We are just at the beginning but our intention is clear.

For our part, SWSF is committed to supporting schools create the structural change needed to create the momentum that turns intention into action.

We have asked schools to create Racial Equality and Diversity Leads to champion this work in each school and we are supporting them with the SWSF Diversity and Inclusion Network set up last year.

A new curriculum framework will provide a basis for schools to develop a de-colonised curriculum. SWSF is providing practical support for schools in devising new meso and micro curricula that reflect not just the community in their schools but also the wider range of cultures that they will encounter in society and life.

There will also be more opportunities for Continual Professional Development around autism and other social and learning differences.

The Big Conversation

In addition to those actions we want to instigate a Big Conversation around all these issues. To understand how another might experience the world differently, we need to inform ourselves, share experiences and talk about the issues with each other. To assist in this SWSF will be sharing recordings of presentations and workshops so that schools can carry through the discussions from the conference into their own communities. Change is hard. It can be destabilising and frightening, even if it is the right thing to do, and it is important that we create safe spaces for people to express their true thoughts, feelings and fears without worry of condemnation.

As we take these steps and really listen to our colleagues, children and parents (including those who come only to open days) we will start to become genuinely more inclusive, more diverse and move further towards our goal as Steiner schools to truly serve all those in our global community.

Fran Russell

Executive Director SWSF.

Ofsted “Good” for North London Rudolf Steiner School.

July 5, 2021

Congratulations to North London Rudolf Steiner School who have received a “good” Ofsted inspection. Inspectors said – “Children arrive happily each morning and settle quickly. They enjoy daily routines, such as ‘ring time’, when they join together to sing, tell stories and share their ideas. Staff make sure that children are safe and very well cared for.”

Inspectors also praised the school’s approach to literacy and the use of story telling. “During the inspection, children listened so attentively to a story told by the headteacher, you could hear a pin drop. But their learning did not stop at the end of the story. In their own imaginative play, children used key words and phrases from the story accurately. They created their own books based on what they had heard. Children retell their own stories to their friends with enthusiasm” The full report can be found on the Ofsted website on the following link.

https://reports.ofsted.gov.uk/provider/27/1021

Steiner Waldorf schools welcome a debate on use of mobile phones in schools

June 29, 2021

Our schools do not allow the use of mobile phones during the school day and we discourage access to phones until children are much older than is the norm.

It is important children learn how to make friends in the real world before making friends on social media. We want them to be conscious users of the technology, not unconscious consumers of it. They need to be mature enough to understand the benefits and the risks. In this way they will both be safe and able to make the best of what the technology has to offer.

There is considerable concern that young people are losing the skills to socialise on a face to face basis. This is impacting on their ability to develop much needed soft skills in the workplace and make friendships that will sustain them in life. Children in Steiner schools are well known for their social skills and personable approach. We believe much of that comes from the fact they learn by doing real things and interact in real not virtual ways for the important early and primary school years of their lives.

About the Steiner Waldorf Schools Fellowship®

The Steiner Waldorf Schools Fellowship®:-

The Steiner Waldorf Schools Fellowship® Executive Group

Fran Russell – Executive Director

Janni Nicol – Early Childhood Coordinator

Sam Greshoff – Early Childhood / Conference Coordinator

SWSF Newsletters

Latest News

Equality, Diversity, Inclusion – Reflections

Ofsted “Good” for North London Rudolf Steiner School.

Steiner Waldorf schools welcome a debate on use of mobile phones in schools

Recent Reports

Media Enquiries?

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About the Steiner Waldorf Schools Fellowship®

The Steiner Waldorf Schools Fellowship®:-

The Steiner Waldorf Schools Fellowship® Executive Group

Fran Russell – Executive Director

Janni Nicol – Early Childhood Coordinator

Sam Greshoff – Early Childhood / Conference Coordinator

SWSF Newsletters

Latest News

Recent Reports

Media Enquiries?