TALLOWOOD STEINER SCHOOL

ANNUAL REPORT

2013

Presidents Report

A steady increase in enrolment numbers and enrolment enquires confirmed that Tallowood’s unique

educational approach is a much needed addition to the educational services provided in the Nambucca area.

2013 saw families relocating from interstate to attend Tallowood as well as an increase in enrolments from

families in the local area.

Many thanks go to the parent body for organising a wonderful school fair in October, opening our school to

the community. Also in line with our strategic planning our Playgroup now has a facilitator, allowing parents of

young children a wonderful stress free Friday morning. Fundraising raised just over $3,250 for the school in

2013. All of these initiatives are possible due to our parent body giving dedicated time and effort. Our twice

a term working bees in 2013 allow our grounds to be well maintained on a minimal budget. Our car park was

resurfaced through local community company donations and parent donated time and equipment.

With the successful application of a Capital works grant funded by the Australian Government under the

Capital Grants Programme, construction began in January 2013 with an upgrade to stormwater drainage

facilities. In April the construction of a breezeway roofing project joined our Kindergarten classroom with

the Class 1 & 2 room, also encompassing the toilet block. In October a 2nd breezeway was constructed

joining our Library and Hall.

In 4th term our Kindergarten assistant role was changed to a Teaching position with the permanent

establishment of a third classroom. This expansion in class structure allowed our curriculum to be further

diversified into three class groups. Projected growth forecasts in 2013/2014 indicated that the provision of

a third full-time teacher and a third classroom space would be likely inclusions in our educational services.

Our staff and school community are delighted with the continuing growth and expansion of Tallowood and a

high level of optimism accompany our current success and drives our strategic planning to ensure this

continues into the future.

Anissa Miles,

President

Tallowood Steiner School Association

School Profile in 2013

Tallowood is a small, growing Steiner school which in 2013 began the year with two multi

aged classes, K/1/2 and a 3/4/5/6 class. With increased enrolments at the end of 2013 we

expanded to three multi aged classes, a K/1 class, a 2/3 class and a 4/5/6 class. Tallowood

is located in a picturesque and peaceful rural setting two kilometres outside of the small

town of Bowraville in the Nambucca Valley, on 2 acres of land. June 2013 marked three

years having passed since Tallowood changed from a Parent run alternative school to a

professionally managed Steiner School.

MISSION STATEMENT

One of the most unique qualities of human beings is our capacity for conscious

thought. The developmental pathway which children take towards creative, flexible

and dynamic critical thinking is nurtured at Tallowood through both our curriculum

content and our teaching methodology.

Tallowood Steiner School strives to actively support children’s growth and

development, and to nurture their thinking, imaginations and healthy physical bodies,

in the following ways: To provide children with a learning environment, including a curriculum and a timetable

which helps them develop into well- rounded human beings.

To value each student’s individual learning style, pace and individual achievements.

To ensure the Tallowood curriculum and the timetable allow for dynamic learning

opportunities in all areas; academic subjects, the arts, music, drama and creative play.

Active experiential learning is a hallmark of the Tallowood curriculum and this

reflected in the teaching methodology and teaching and learning content for each year

level.

To ensure that each child reaches their full potential for academic achievement by

providing individual attention and assistance.

To enable the educational experience to assist children to grow as people who are able

to feel deeply, think clearly and penetratingly and grow into adulthood enabled with

the skills to act rightly out of conscious free choice.

The highest endeavour of education is to help develop balanced individuals who are

able, out of their own initiative, to impart purpose and direction into their lives.

Tallowood Steiner School has as its primary aim the provision of a unique, high

quality primary school education based on Rudolf Steiner’s philosophy of education and

child development.

The Steiner curriculum at Tallowood is responsive to the context of a small country

school with mixed aged classes.

Tallowood offers a human centered approach to teaching and learning and our

curriculum includes a balance of academic, practical and artistic experiences. The

curriculum has been developed in to ensure compliance with all Board of Studies

requirements.

Tallowood offers an affordable Steiner education, which is accessible to everyone

regardless of income. Our parent commitment to working bees, fund raising and other

community activities makes this possible. A strong, involved parent body is an enduring

aspect of Steiner Schools worldwide.

Educational Programs

In 2012 the Tallowood Steiner School Curriculum was completed and implemented.

Our Curriculum is responsive to the context of a small country school, with 2 fulltime

teachers and mixed age classes. This process was completed by the school Principal in

consultation with a Curriculum consultant, with expertise in both Steiner Curriculum and

NSW Board of Studies requirements. This Curriculum takes the fundamental building

blocks of the traditional Steiner Curriculum and makes adaptations to meet our unique

Tallowood educational situation. While there are obvious differences in the way the

Steiner Curriculum is delivered to the multi age groups, the fundamental Steiner

Educational principals of providing a rich, multi-sensory tapestry of learning remain firmly

intact. These include an intrinsically artistic method of curriculum delivery, a dynamic

emphasis of learning through doing and creating, throughout all the classes, and a central

awareness of the developmental stages of childhood that children pass through in their

growth towards adulthood.

Philosophy/Core values Statement

Tallowood encourages and actively supports;

The development of dynamic, creative thinking and problem solving.

Children’s moral and social development

The nurturing of children’s innate creativity, in all its forms and stages.

Healthy peer relationships and interaction.

Positive parental input and contribution.

Core values of inclusivity of race, culture, spiritual and philosophical beliefs

A strong daily rhythm, healthy routines, self-discipline and care for each other and

our environment.

While children are simultaneously developing their physical bodies, their emotional,

social and moral selves and their academic capacities, different aspects take predominance

at different stages of their growth and development.

Effective education needs to address what is actively at work within the children at any

given time, and to acknowledge that all aspects of children’s development are of equal

importance. The curriculum balances academic subjects with artistic and practical

activities.

Excursions & Regional Community Events - Nambucca Heads Aquatic Center - Swimming Lessons Wednesdays Term 1

- Bowraville Central School - Senior Citizens Concert 20 March

- Readers & Writers Festival in Bellingen – 22 March

Year 5 attended Libby Gleeson Worksop & Ursula Dubosarsky workshop & Talk

- Macksville District Show Display 12-13 March

- Choir & Curry Night Fundraiser - Macksville 25 May

- Missabotti Farm visit – Who can I be? Main Lesson (K-2 Class) 20 June

- Nambucca Heads – Who can I be? Toy Making shop visit (K-2 Class) 20 June

- Chrysalis Steiner School Class 2 Performance - Excursion Class 1 & 2 18 August

- Bowraville Theatre - Shakespeare Alive Performance Class 3-6 22 October

- Camp - Class 1-2 Overnight at Tallowood Steiner School November

- Camp - Class 4-6 – Nymboida Canoe Centre 12-15 November

- Promise Land Excursion - Class 3-6 10 December

Visitors to Tallowood Steiner School - Consultant from AIS, Lit/Numeracy student assessments 12 March

- Who can I be? Main Lesson - Arborist – Active Tree Services 14 June

- Who can I be? Main Lesson - Archaeology – Parent – Tim Hill 19 June

- Who can I be? Main Lesson - Bee Keeping – Parent – Steve Hayes 20 June

- Who can I be? Main Lesson - Carpentry – Parent – Bryce King 27 June

- Healthy Harold, Life Ed visit 26 August

- Consultant from AIS, Literacy/Numeracy student assessments 7 August

- School Photos 25 October

- Police Visit - Officer Linda Knox – Class 3-6 29 October

- Sue Stacey from AIS Lit/Num Evaluation 21-22 November

- Reptile World Visit – Steve McEwan 12 November

Tallowood Steiner School Community EVENTS: - Autumn Festival 5 April

- Winter Festival 27 June

- Spring Festival 20 September

- School Fair 3 November

- Summer Festival 12 December

Student Enrolment Profile Students are drawn mainly from the surrounding farm community and the towns of Eungai

creek, Bowraville, Macksville and Nambucca. The school is well serviced with buses coming

to Tallowood from all of these areas.

After completing Primary School most of our students attend various schools in the

district, including Macksville High School, Bowraville Central School and Nambucca High

School.

Student Population

Student population for 2013 by grade

K 1 2 3 4 5 6 Total

Total 9 5 6 5 5 4 1 35

As per the August 2013 Census

Student Attendance Rate Our average student attendance rate at Tallowood School Semester One 2013 was 92.04%.

Class Attendance Rate

Class 1 93.23%

Class 2 93.03%

Class 3 92.76%

Class 4 89.51%

Class 5 91.71%

Total 92.04%

Roll books are kept daily to record student absences and attendance and

unexplained absences of more than two days are followed up by telephone by the Principal.

Parents are requested to notify absences of more than 2 days in writing, to the Principal.

There were no class 6 students enrolled during semester one.

Structure of Classes

In 2013 our class structure consisted of a K-1-2 class and 3-6 class. Each class has

a fulltime class teacher and the benefit of a teacher support assistant. This ensures that

the needs of all age groups are met, allowing for small group work, individual assistance and

diversity in curriculum delivery and teaching and learning activities and outcomes.

Workforce Composition

Our staff in 2013:

During 2013 the school retained two full-time teachers, with the senior teacher

maintaining the dual role of Teaching Principal. AIS funding continued to enable literacy

and numeracy support staff in the classrooms for several hours, 3-4 days per week. A

book-keeper is employed 2 days a week and an office assistant is employed for one day per

week. Our dynamic Italian program continues with a specialist language teacher. A local

music specialist teacher came at the end of each school term year to assist with the music

and productions of our Seasonal Festivals.

Teaching and Learning Teacher Learning

At Tallowood, Professional development is recognized as an essential component of

professional practice and is embedded in the yearly calendar in a number of ways. These

include in-service staff days, regular pedagogical staff meetings, and professional

readings along with approved NSW Institute of Teachers mandatory training courses,

taken by individual teachers. With the aid of the National Quality Teachers Program,

which assists teachers in remote or regional areas with travel costs, staff are able to

travel to Sydney during the course of each year to attend Professional Development

courses, usually run by the Association of Independent Schools. These focus on different

curriculum strands, behavior management and pastoral care, professional practice and

Leadership training. During 2013, our unique Tallowood Steiner curriculum was fully

implemented. This curriculum and its implementation, which meets the unique and specific

needs of multi-age classes within a Steiner school was not only approved by the Board of

Studies in our Registration Inspection, but highly praised.

Qualifications Number of staff

Category 1 Teachers. (Bachelor of Education,

including Steiner training and experience).

2 fulltime

Category 1 Teachers 1 part time

Language Category 1 Teacher 1 part time

Learning support 1 part time

Bookkeeper 1 part time

Admin support 1 part time

Governance and Management continue to be supported through the Australian Independent

Schools Association. Our small school context requires a close and highly co-operative

collaboration between the Principal, staff and the Board members and it is this

collaboration that underpins the success of Tallowood.

Staff Professional Development & Regional meetings

Course Staff Date

Steiner Curriculum Intensive Class 2/3 teacher 8th to 13th January

2013

Vital Years Steiner conference

Sydney

Class 2/3 teacher, Class K/1

teacher, Relief teacher

January 2013

Mathematics Syllabus

Familiarisation

Class 4/5/6 Teacher 6th May 2013

Languages in Primary Language Teacher 6th May 2013

Live Life Well training (PDHPE) Class 2/3 teacher &

Learning support

15th May 2013

Really Understanding Numbers -

AIS

Class 2/3 teacher 20th May 2013

Learning Grammar for the NSW K-6

English Curriculum

Class 4/5/6 teacher 24th May 2013

Reading comprehension: Maximising

Meaning

Class 2/3 teacher 27th May 2013

AIS Funding Briefing Principal and President 29th May 2013

Steiner Vital Years Conference Class 2/3 teacher 6th June 2013

Developing Multiplicative Thinking,

Building Maths Learning Teams

Class 4/5/6 teacher 13th to 14th June

2013

Teaching Excellence in the Multi

Stage & Multi Ability Classroom

Class 2/3 teacher 31st July 2013

BehavourAbility (Behaviour

Management)

Class 4/5/6 teacher &

Learning support

2nd Aug 2013

Australia wide Taxation & Payroll

Training

Bookkeeper 9th Aug 2013

Curriculum Work Class 2/3 teacher 8th Aug 2013 &

12th Sep 2013

Teaching Students struggling with

Mathematics

Class 4/5/6 teacher &

Learning support

23rd Aug 2013

Certificate in Foundations of Rudolf

Steiner

Class 2/3 teacher 30th June to 4th July,

25th Sep to 29th Sep

Northern Steiner Leaders Group

Our Principal attended meetings in Grafton, once per term over the course of 2013, with

the newly formed Northern Steiner Leaders Group. This group meets to collaborate on

leadership issues that are unique to running Steiner Schools in the 21st Century.

Allowing opportunities for Staff Development is a high priority with funds being allocated

to this area. Staff Development occurs in Management, Curriculum development, Business

Administration, and Governance for the Board of Directors.

Student Learning Our students benefit from multi- aged classes in numerous ways; socially,

academically and in their personal development. Peer support and co-operation, and peer

tutoring has significant benefits for each child and each student is able to both shine in

the areas of their strengths and also to receive positive role modeling and active support

in their areas of challenge, from the other students. Children coming to Tallowood, from

other schools, where they may have had difficulty learning or socializing, often adapt well

to our small school environment; staff prioritize a high expectation regarding school tone,

behavior management strategies and positive, consistent expectations. Our proactive

focus on the issues of bullying and personal inter-relationships, remain vital elements in

the commitment to personal and social harmony and well-being in our small school. Small

class sizes and individual attention to student’s needs continue to assist students with

their academic achievement.

Our practice of theme block lessons unifies and integrates all curriculum areas and

all teaching and learning activities. Lesson content is developed from each core subject

and subjects are taught in 3 week blocks.

Each day’s lessons begin with the Morning Circle time where children are actively

engaged in poetry, recitation, movement, verse, song and numeracy activities, all of which

relate to the unit themes being studied during each term.

This approach ensures that the children are engaged and participating in all the ways in

which they are active as learners and makes full use of their natural need for movement

and rhythmical activity.

Presenting curriculum content through literature and story really appeals to

children’s feeling and imaginations. Art is embedded as practice in all subjects and this

enables children to be continually active as creators.

Throughout the course of each year, all Key Learning Areas are covered, in line with

the NSW Board of Studies requirements.

Tallowood Steiner School offers a human centered approach to teaching and

learning. Children’s social development is integral to our school’s philosophy and practice,

and our commitment is to ensure a safe learning environment for all children, where

respect and caring for each other are paramount.

In line with Steiner School’s throughout the world, Tallowood continues to celebrate

the seasonal Festivals at the end of each term. These Festivals provide a wonderful

opportunity for the whole school community to come together in celebration of our school,

the cycles of the seasons throughout each year and the student’s achievements and

growth. Student’s work and achievements and a school play or performance pieces are

shared with the community. A healthy feast is an integral component of these festivals

and an ongoing reflection of our Healthy Food Policy.

Students of all ages attended swimming lessons, at the Macksville Aquatic Center

each Wednesday during term 1. With the hot weather throughout the summer months,

‘Fabulous Fridays’ featured excursions to the local creek where the children swam,

explored the river banks and learnt about water safety and positive peer games. Both

activities form a core part of our PDHPE program in the summer months. Autumn and

winter see the focus moving to cricket, ball skills, hoop skills, lots of active skipping and

running games as well as a continuing focus of fundamental movement skills.

Manual Arts and craft lessons provided the children with the opportunity to learn to

weave their own recorder cases, sew their pencil cases, knit their own slippers and engage

in various wood work and modeling projects. All Craft activities are meaningful and relate

to something that the children need to use on a regular basis, or focus on artistic

representations depicting aspects of the theme being studied at any given time. These can

range from clay modeling, constructing winter lanterns for use at our winter festival,

making replica boats, tools and artifacts from different cultures and civilizations to

creating backdrops for scenery to be used during school plays.

Camp and excursions In 2013 the students participated in a variety of field excursions. These excursions

are a vital and important aspect of our school curriculum, helping the students to engage in

their learning in the broadest context possible. These field trips are always related to the

current unit under study and serve the purpose of taking learning out of the classroom and

into the world.

The middle and upper class annual camp was held over four days at Nymboida Canoe

Camp during term 4. The children were extended with challenging physical tasks such as

canoeing, tyre tubing rapids, rock wall climbing and various other team work activities.

Class 1 and 2 spent the day at a local beach and ventured back to school for their

first school camp in the school hall.

Parent Satisfaction

Interest in and enquires about the school continue to grow, with enrolments steadily

increasing. Parents report a high level of satisfaction in all areas of curriculum, teaching

and learning, school tone and our safe and secure environment. The children are given the

chance to develop academically, emotionally, socially and ethically in a learning environment

which is clearly structured, organized and non-permissive. The school gauges the level of

satisfaction parent’s experience, through regular communication channels such as

Newsletter Feedback requests, regular parent interviews, student progress reports and

Parent/Teacher meetings and Parent surveys. Parents continue to report being delighted,

and enthusiastic, about having a unique, affordable to all, Steiner School in the Nambucca

Valley. Parents report being very satisfied with the quality of Tallowood’s learning

environment, the range of subjects taught and the methodology employed to teach these

subjects. Parents have reported that they recognize the benefits their children receive in

terms of their social/emotional development and the level of Pastoral care which our

school context is able to provide.

Student Satisfaction

The students work and behavior continue to be a testimony to the benefit of

Tallowood’s educational approach, methodology and environment. Our small school ethos is

founded upon care, respect and consideration towards each other and our school

environment. Clear and consistent expectations about behavior, striving for individual

personal best and responsibility for individual actions and attitudes are at the core of our

approach. The mixed aged classes allow for the full benefit of peer tutoring and peer

interaction to be developed and the children’s happy faces as they come to school each day

is a pleasure for both the parents and teachers to see. Our literacy/ numeracy support

program, generously funded by AIS, allows for each child to receive some individual help

where needed and this contributes to the progress in academic skill for each child. In the

middle/upper primary class, the teacher holds weekly timetabled class meetings. Here,

each child is able to address any issues which are happening in the playground, on the bus

or in the social relationships between each other. These meetings have proven to be a very

successful venue for monitoring the social and emotional health and development of the

individual students and the group as a whole and form a core component of our PDHPE

program.

The school uses a variety of assessment strategies at key points in the learning

framework. These include teacher observation, annotated Checklists, individual projects

and presentations and more formal assessment tests. Teacher observation is highly

effective due to the small class sizes. The school also offers the state-wide literacy and

numeracy testing program for parents who agree to their child participating in this

testing. Information on student progress is communicated on a regular basis and written

progress reports were provided in June and December.

School performance in National Literacy and Numeracy testing.

In 2013 all parents of the year 3 and 5 students requested that their children be

exempt from participating in the NAPLAN testing.

School determined achievement priorities for

2013

Comment

TEACHING AND LEARNING Continue to develop Steiner educational philosophy,

curriculum and methodology at Tallowood.

This is an ongoing evolution as our small school

grows and expands and is being developed

though the work of our Principal and an outside

consultant.

Pursue equipment resources and classroom style set up

which enhances the capacity to facilitate the Steiner

educational philosophy.

Achieved

Continue to include swimming lessons as part of the

educational week in at least Term 1

Swimming classes were continued through term

one, once a week.

Employ a music specialist to enhance our community

Festivals, for 4 days four times per year.

This was achieved.

Continuation of our weekly Manual Arts program in the

Primary school.

Achieved

STUDENT WELFARE Continue to include “Circle Time” as a regular part of the

student’s active learning each school day.

Circle time continues to be a core aspect of the

Main Lesson time and includes speech,

recitation, active literacy and numeracy

activities and recorder playing.

To ensure that the existing weekly class meetings

continue and link in with the Virtues Program, thus

ensuring that the social & emotional welfare and

development of the students is constantly monitored and

evaluated.

Achieved. Values Education is an integral part

of the curriculum and methodology of the

school.

To continue to build the school numbers through

advertising, open days, regular school news contributions

to local newspapers and increasing the visibility of the

school through a school Website. This ensures our

schools viability as a 2 teacher Steiner School and

increases the student’s opportunities for peer learning

and collaboration, relationship building and team games.

This is an ongoing process and is being achieved

through a positive response to Tallowood now

being a Steiner School.

Student numbers at the time of February

census totaled 31.

Inform and monitor with all teaching staff any specific

behavioral management plans which may be in place and

contain requirements which must be fulfilled

This was achieved through the new staff

continuing to implement and monitor the

Existing behavior management plan for specific

students, and by making adjustments to

individual plans where necessary.

Encourage staff to be aware of and administer the

discipline policy and student code of conduct at all times

Consistently achieved.

Encourage teacher / parent communication by

appointment to facilitate open communication regarding

any out of school circumstances which may affect a

student/s during school hours

Consistently achieved by the new teaching

staff.

STAFFING Source a music specialist teacher

A specialist recorder teacher was contracted

to help bring new students up to same level as

existing students. A specialist is employed for

the schools Festivals and special events, to

enrich the musical component of these

Festivals.

Add additional staff in order to increase supervision

when children separate for different activities

Focus on ongoing opportunities for new staff is to

increase their knowledge Steiner Education and its

implementation within the school. To consistently aim for

any replacement staff to possess Steiner Education

qualifications and experience

Support Staff have been employed to assist

with Literacy and Numeracy.

FACILITIES AND RESOURCES Adopt new workplace practice in accordance with new

WHS act.

Achieved

Purchase additional student resources in line with Steiner

educational needs

Achieved

Student access to computers in Library. Not Achieved. Computer learning will not be

introduced until Class 6. This will be

implemented in 2014.

Continue playgroup with an experienced playgroup leader. Achieved.

Bring all BGA projects to completion. Achieved. BGA application and implementation

was successful. The grant amount of $75,000

being used to improve undercover walkways,

guttering, drainage and disabled access during

2013 and early 2014

Registration All policies, procedures, facilities and curriculum

reviewed and updated as per our Registration

requirements.

Achieved. Tallowood Steiner School was re-

registered for the full 5 year period and

documents are updated as necessary.

Policies

A. School Attendance

1. The school monitors the daily attendance and absence of students by maintaining a

daily register for each class of students.

2. Student absences from classes or from the school are identified and recorded in a

consistent manner by the staff members responsible.

3. Unexplained absences from school or classes will be followed up in an appropriate and

timely manner with the student’s parent or guardian.

4. The School will contact parents and/or guardians in an appropriate manner where a

student has a poor record of school attendance.

5. Where unsatisfactory school attendance is identified, the attendance issue and any

action taken will be recorded, as appropriate on the student file.

Enrolment Policy

Tallowood Steiner School is a co-educational, mixed age class, K-6 school providing a

Steiner Education in compliance with the educational policies of the NSW Board of

Studies. An interview with the parents is conducted before the child is enrolled and each

family is provided with an Enrolment Package.

Once enrolled, students and their families are expected to support the school’s ethos

and comply with the school rules and policies in order to maintain their enrolment.

Procedures

1. All applications should be processed within the school’s enrolment policy

2. Consider each applicant’s 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 if deemed

necessary.

4. Identify any strategies that 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.

B. Policies for Student Welfare

At Tallowood we expect that our children will show respect to all members of the

Tallowood community, including the staff and parents that are helping to guide them as

well as their peers. We expect our students to develop a high standard of politeness and

appropriate behavior at school and while representing the school in outside activities and

traveling on school buses. At Tallowood we believe that this is achieved not just through

the application of a Behavior Management Policy but also through the positive

reinforcement of our daily student welfare and Pastoral Care practices.

Any teachers, parents or volunteers working with and around the students are asked to

read summarized versions of pertinent policies before commencing work at school. This

allows for a clear, safe and active learning environment for the students, teachers,

parents and volunteers. Copies are also available in our office. The Principal and Teaching

staff monitors the well-being of students at regular staff meetings and address any

concerns to the parents in a timely manner.

C. Policies for Student Behavior

The 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. This is achieved in a

very wholesome manner through staff vigilance and attention, paid to each individual and

the class as a whole. This is very manageable in a small school. 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, will incorporate procedural fairness and natural

justice.

The full text of the school's Behaviour Management policy and associated procedures is

provided to all members of the school community upon enrolment and through the staff

handbook, the parent information booklet and the casual teachers, parents and volunteer

information packs. A copy is also available in the policy folder in the office.

D. Communication Pathways and Steps for Resolution of Issues for Parents at

Tallowood Steiner School.

The school’s policy for dealing with complaints and grievances includes processes for

raising and responding to matters of concern identified by parents. These processes

incorporate the principles of procedural fairness and natural justice.

The full text of the school’s policy and processes for complaints and grievances resolution

is provided in the Enrolment Package, staff handbook, in the policies folder in the office

and in the information packages for casual teachers, parents and volunteers.

E. Workplace Health & Safety Policy

In an ongoing commitment to high Workplace Health and Safety standards, Tallowood

Steiner School is committed to the highest standards of WHS compliance, to ensure a

safe environment for all students, staff, parents and community members. Staff and

Management foster and promote a safe, secure and hygienic environment at Tallowood

and Management and Board engage in ongoing review of all our WHS procedures and

policies. We engage outside professional consultation for compliance advice, as needed to

ensure that we are up to date with changing compliance issues. The full text of the

Workplace Health & Safety Policy and all the relevant documents and forms are available

for all staff, parents and workers to view in the office.

Summary Financial Information The operation of Tallowood School is dependent on funding from the Federal and State

governments. This funding is calculated on a per student basis and therefore our student

numbers are critical to the school’s financial viability. The school fees paid by parents are

also a vital component to our administration budget. In order to remain a low fee school it

is essential that our parent body agree to support our school by attending regular working

bees or alternatively, make a financial contribution, and also participate in fundraising

efforts. Our school community must also take a hands on professional role in the

Tallowood Steiner School Association, which is the Authorized Authority for the school.

In 2013 our school parents raised $3253.00 through fundraising efforts.

FACILITIES AND RESOURCES: With the successful application of a Capital works grant funded by the Australian

Government under the Capital Grants Programme, construction began in January 2013 with

an upgrade to stormwater drainage facilities to mitigate damage from future flooding

events in the area. In April the construction of a breezeway roofing project joined our

Kindergarten classroom with the Class 1 & 2 room, also encompassing the toilet block. Now

fully protected from weather, re-rendering of the mud brick toilet block being was

completed. In October a 2nd breezeway was constructed joining our Library and Hall. Our

car park was resurfaced through local community company donations and parent donated

time and equipment.

INITATIVES PROMOTING RESPECT AND RESPONSIBILITY:

Respect and responsibility for one’s own actions and their impact on the school,

home and society are an integral part of the methodology and pedagogy of Steiner

Education. Weekly meetings in the Primary School will continue to play a significant role in

monitoring the social health of the group and the well-being of each individual in the group.

The student’s maturing awareness of themselves as decision makers and their ability to

increasingly take responsibility for their actions is actively cultivated and developed,

ensuring that Tallowood maintains a high standard of behavior amongst its students and a

respectful profile within the larger community. In addition to this, 2 weekly assemblies will

continue to be conducted in 2013, with a whole school focus on the implementation of our

Virtues Program.

Summary of School determined achievement priorities for 2014

TEACHING AND LEARNING

Further development of a Tallowood Steiner School Curriculum, specific to a multi-age

classroom, small school context. This will entail re-writing the curriculum to enable

delivery in 3 teacher school and also updating the curriculum to reflect the new National

Curriculum Outcomes in English and Mathematics.

Continuation of a school Language program.

Continuation of our weekly Manual Arts program in the Primary school.

Continuation of our school Virtues Program, run across 2 Assemblies each week.

Continue weekly swimming lessons in term 1. Surfing and surf awareness lessons for

middle and upper primary students.

STUDENT WELFARE

To ensure that the existing weekly class meetings continue and link in with the Virtues

Program, thus ensuring that the social/emotional welfare and development of the

students is constantly monitored and evaluated.

To continue to build the school numbers through advertising, open days, regular school

news contributions to local newspapers and increasing the visibility of the school

through a school Website.

STAFFING

Depending on enrolment numbers, to employ an additional full time teacher to enable us

to separate the classes into closer age groupings, thus enabling us to implement the

Steiner Curriculum more effectively. Alternatively, if this is not feasible, to employ an

Assistant for the K-1-2 class.

To employ a music teacher to help with the different levels of recorder playing amongst

the students.

Employ a teacher to be fully responsible for implementing and assessing the craft KLA in

the Principal’s classroom, allowing a half day each week for administration time for

Principal.

FACILITIES AND RESOURCES

Adopt new workplace practice in accordance with new WHS act.

Student access to computers in Library or classroom for class 6 students.

Continue to conduct playgroup in accordance with child protection policy.

ADMINISTRATION & FINANCIAL REPORTING

Engage a new Auditor to review charter of accounts used within the school

administration, in line with increased reporting requirements

Extend bookkeeping position to cover a broader range of duties and responsibilities

which includes mandatory government submission, effectively becoming an office

administration role.

Document delegation of duties between board and staff positions

Document duties of each board member position

PROFESSIONAL DEVELOPMENT:

Allowing opportunities for Staff Development is a high priority with funds being allocated

to this area. Staff Development will occur in Management, Curriculum development,

Business Administration, and Governance for the Board of Directors.

Planned PD for 2014:

Vital Years Conference for K-1-2 staff.

On site Steiner Professional Development for K-1-2 staff.

Principal’s attendance at newly formed Regional Steiner Principals group.

Science National Curriculum briefings

Behaviour Management Course for Upper Primary.

Maths in the Classroom middle and upper primary.

Foundations in Rudolf Steiner Education Course (over 2 years) for K-1 teacher.

Creating a sound Spelling Program; Class 2-3 teacher and Class 4-6 teacher.

Principals of Small Schools – AIS – 10th & 11th July 2014

Payroll Intensive Day: Salary Packaging AIS course 16th October 2014

Understanding Key Accounting Standards and Required Disclosure AIS 24th July

2014

AIS Board governance Workshop – 19th July 2014

SCHOOL BASED/IDENTIFIED TEACHER DEVELOPMENT FOR 2014:

Practice based Professional Day with outside Mentor for new K-1 teacher during the

January break and in week 2 of Term 1 2014.

Observational days at other schools for Class k-1 and Class 2-3 teacher.

In-school mentoring, by Principal, for K-1 and 2-3 teachers. This will include

observation days by Principal, discussion of observations by teacher and Principal,

identifying targets for teacher improvement and meeting to discuss implementation

of changes to practice that may have been identified by Principal and teacher.

Timetabled weekly discussions with staff about school based practice in all

curriculum and behavior management areas.

School Contact Information

Tallowood Steiner School Primary K-6

220 Bellingen Rd, Bowraville NSW 2449

Phone; (02) 65647224

Email; principal@tallowood.nsw.edu.au

Website address: www.tallowood.nsw.edu.au