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The first phase (the willing phase) from birth to age 7, sees the formation of the child’s physical body and the development of the will are paramount. This is the stage at which children live through their hands and the Kindergarten child learns by doing. The children learn about themselves, each other, and the world around them by engaging in creative play, music, dance, art craft, and domestic crafts such as baking and cleaning. The routine and repetition help the children to develop self-discipline in a nurturing environment. Soft colors and natural materials surround the children with beauty and inspire their creativity.The second phase (the feeling phase) 7-14 years is when the heart and lungs harmonize. The rhythmic system is developing in conjunction with the feeling of life. Subjects are delivered in a creative and integrated way through the teacher's imaginative life. The children develop a sense of everything being connected to the whole. A belief in truth, beauty, and goodness, and a connection to the world is paramount. The third phase (the thinking phase) from adolescence to adulthood, sees the young person developing their intellect. The emphasis is now on developing powers of reasoning and judgment. The focus lies with developing their abstract thinking and artistic sensitivity. At the core of Steiner’s principles is the belief that true education must encompass the whole child within the context of human development. It is aimed at their spiritual, emotional, intellectual, and physical development in a harmonious and balanced way. View full school

Little Yarra Steiner School is co-educational and based on Christian spiritual principles as given by the Austrian philosopher and educationalist Dr. Rudolf Steiner. By these principles teachers strive in freedom to create the physical and educational environment that can best help the incarnating child to develop such qualities of will, feeling, and thought as will lead them to fulfill their earthly destiny with dignity and confidence. The location for Little Yarra Steiner School began with a gift: in 1986, while the school’s first Kindergarten and Prep group were getting underway in temporary premises in Wesburn, local farmer, Alan Earle, agreed to have the school built on his property along the Little Yarra River. When Alan’s land proved too flood-prone for major building development, he gave his land to be sold so that a more suitable property could be bought for the school. Alan’s gift enabled the purchase of the current property and the school in 1989 was able to move from a small Public Hall to its new home, a beautiful 60-acre block, also along the Little Yarra River, two kilometers south of the center of Yarra Junction. The beauty, central location, and generous size of the property, which was more than what was needed for the school, gave rise to an initial broader long term vision which included a bio-dynamic farm and other cultural initiatives such as a performing arts center, recording studio, artisans workshops, adult education facilities and similar ventures complementary to the school and forming part of a larger spiritually and culturally inspired center arising over time within a supportive community. Since moving to Little Yarra Road with a handful of children in 1989, the school has grown to over 300 students, ranging from Kindergarten through to class 12. With the inception of the first class 12 in 2004, the school has been able to offer an exciting program that embraces Steiner’s indications within the framework of the VCE, as well as an optional Class 12 project successfully pioneered within the Steiner School movement overseas and in Australia. With the consolidation of the primary and completion of the secondary school, the magnitude of Alan Earle’s generous gift can now be seen and appreciated as it continues to bear fruit. View full school

Playgroups are held each week and provide a warm and welcoming space for carers and children. Two playgroups are offered and cater to children from birth to pre-kindergarten. Both playgroups flow to a gentle rhythm that incorporates kneading dough for honey buns, craft, indoor and outdoor free-play, singing, storytelling and fingerplays, and a shared morning tea and lunch (depending on the length of the session).'Stepping Stones' (for 3+yo) offers a longer session and is run as a Rostered Playgroup, enabling parents to leave their child if they are ready, in the care of Playgroup Leader Kelli and rostered parents. This provides an opportunity for the child to experience more independence in a nurturing environment, in preparation for kindergarten. Of course, parents may stay with their children for the duration of the session if they wish. Freshwater Creek Steiner School is an independent non-denominational Primary School, Kindergarten, and Playgroup. We are a small, rural school situated on 12 acres within a farming community close to the tiny township of Freshwater Creek and surf coast beaches. The purpose of Freshwater Creek Steiner School (FCSS) is to provide high-quality child-centered education in the light of the College of Teachers' interpretation of Rudolf Steiner's philosophy of pedagogy. In essence, Rudolf Steiner's education recognizes the soul faculties of the human being which emerge and develop during childhood. Our education is based on engaging the whole child working with the “head”, “heart”, and “hands”. Our curriculum and methodology use these faculties in the teaching of each subject area. In doing so, the faculties themselves are strengthened. Here at Freshwater Creek Steiner School, we aim to provide an education of the highest quality so that our students become balanced adult individuals, having developed a clarity of thinking, the sensitivity of feeling, and strength of will to enable children to participate fully and constructively in contemporary Australian society. Our Mission Inspire within the children a love of learning, a morality that strives for goodness, an appreciation of beauty, and a pursuit of truth. Inspire a sense of wonder and a healthy positive connection to the world, arising from a knowledge of and responsibility toward the individuality of themselves and each other. Inspire a sense of the spiritual dimension for life as well as a healthy respect for the physical. Provide an education of the highest quality so that our students become balanced adult individuals, having developed a clarity of thinking, the sensitivity of feeling, and strength of will. Provide our students with the knowledge, skills and values, and strength which will enable them to work competently in the world and to participate fully and constructively in the society contemporary Australia. Develop in our students a desire to extend learning throughout their lives and values which will enable them to find a path in life. View full school

Based upon the principles of the internationally recognized Steiner Waldorf curriculum, we aim to develop responsible, free-thinking young people who can contribute to society with initiative and purpose. Steiner described his ideal of a comprehensive education as one that encompasses everyone regardless of social or religious background. The basis of this ‘art of education was – and still is – a deep understanding of the physical, emotional, intellectual, and spiritual needs of the developing human being. The philosophy (Anthroposophy) behind education can be applied to all walks of life and it is out of this that the teachers work. The philosophy itself, however, is not taught to the children. From Kindergarten to the final year (Class 12) subject matter is linked to a child’s developmental stage, which both inspires and motivates the pupils. Teachers teach to the whole child – and each lesson is revealed in a three-fold manner: through the intellectual capacities (thinking), artistic and emotional capacities (feeling), and practical skill-building capacities (willing). All subjects are linked, and each lesson integrates academic work with fine arts and practical arts so that a child is not only intellectually engaged but emotionally and aesthetically invested in their learning. This holistic approach to education, something which Curriculum for Excellence is striving to achieve, provides our pupils with several key benefits. Formal learning (desk-based learning) is delayed until the age of six or seven years allowing pupils to develop literacy, numeracy, and social skills through play-based learning in Kindergarten. When they enter the Lower School, our pupils are ready to embrace formal learning. Classes are therefore arranged in Class Ages which differ from other schools. Secondary education flows naturally from what has been taught before, and with the school located in the beautiful grounds of one single campus, the transition between the Lower School and Upper School is seamless. The curriculum addresses all the multiple intelligences, including emotional literacy and kinaesthetic learning, while bringing into balance the attributes of the right and left hemispheres of the brain. This develops analytical, logical and reasoning skills as education has always done, but also focuses on the development of imagination, creativity, memory, and flexible thinking – skills highly prized in today’s society. Unique to Steiner Schools, Main Lessons are topic blocks that are studied daily for up to two hours over four weeks. Main Lessons link subject matter to the phases of child development, which motivates and inspires a love of learning. Using cross-subject learning, Main Lessons creates a deep, rich, and broad appreciation for the topic being studied and enables our pupils to develop a broader understanding of the world in which we live. We understand the importance of becoming responsible global citizens and French and German are taught from the age of six years. At the age of 14 years, pupils undertake an extended exchange program with Steiner Schools in France and Germany. The school community also benefits from the many visiting students who attend from all over the world. Our school offers a range of after-school clubs designed to meet the varying interests of our pupils, including sports such as basketball, cricket, table tennis, and even circus skills. Many pupils opt to take part in the Duke of Edinburgh Award scheme. View full school

St. Paul’s Steiner School is an independent, non-selective, and non-denominational school for children aged 3-14 years old. Housed in a beautiful 19th-century church in central London, St. Paul’s is a Steiner-Waldorf School. We provide an education that supports the development of well-rounded human beings who are resourceful, creative, responsible, and curious ready to meet the challenges of the 21st century with the problem-solving skills required for a sustainable future. OUR MISSION: "To educate the whole child in a healthy and balanced manner and to address the physical, emotional, and intellectual capacities of the developing child through an age-appropriate curriculum". OUR AIM: "We aim to educate today’s children so that they will be equipped to be creative authors of their own lives and sculptors of the planet’s future free and able to pursue their chosen path in life". The Steiner teaching methodology and curriculum are internationally recognized. They address many contemporary concerns, including respect for childhood, extended engagement of the adolescent in learning, sustainability, community building, and social renewal. In the early years, the Steiner kindergarten provides time and space for the development of pre-literacy skills, social and emotional competence in a warm and secure learning environment where the qualities of childhood are nurtured. Formal learning begins as the child rises 7 years of age, and formative assessment rather than testing is practiced throughout. GCSE and A level examinations can be taken alongside the full curriculum, sometimes a year later than in state schools and with less associated stress. Results compare favorably with national average passes at GCSE and A-Level. The project was funded in 1994, occupying the current site, St Paul’s, a previously derelict church, at the junction of Essex and St Paul’s Roads in Islington from 1995. The original intention was to restore the building as a home for a Steiner School and a resource committed to lifelong learning for the local community. Each year a new classroom has been built and in 2007 the first students who graduated from Class VIII to go on to complete their education at local state schools or other Steiner Schools around the country. The School currently provides services to around 160 families through inclusive school, kindergarten, and parent & child group schemes. St Paul’s has a unique location between some of the most exclusive homes in London and some of the most troubled and deprived estates. St Paul’s is situated on the borders of Hackney and Islington and 70% of the school’s users come from these boroughs. The Community Resource has been developed in tandem with the school. The large and beautiful nave provides an outstanding space and has hosted a variety of activities. It has developed a program of events and workshops that include fairs, markets, theatrical productions, dance, and music. The building is also used for a variety of other community needs including evening classes and meetings. We intend for the sessions to be a nourishing experience for both parent and child. Often it is the child’s first experience of being in a group through this, they begin to learn social skills such as playing alongside others and sharing. Through their natural forces of imitation, they join in seasonal songs, verses, and movement at circle time they enjoy a social snack together around the table and they learn to sit and watch a little seasonal puppet story. There is lots of time to play. We provide very simple toys that are handcrafted from natural materials, which feed the senses and nurture the imagination. Alongside the Steiner Waldorf curriculum, we work with and integrate the Statutory Framework for the early year's foundation stage (setting the standards for learning, development, and care for children from birth to five.) This is commonly known as the EYFS. The EYFS covers seven areas of learning. Of these, the three prime areas are Physical Development, Personal, Social and Emotional Development, and Communication and Language.) The four secondary areas of learning are Mathematics, Literacy, Understanding the World, and Expressive Arts and Design. There are some areas of the EYFS that Steiner Waldorf Kindergartens have exemptions from or modifications to. There is complete exemption from the whole of the Literacy aspect plus modifications to Mathematics, Understanding the World, and Expressive Arts and Design. These exemptions are because we do not actively teach Literacy and Numeracy in the Early Years, nor do we use computer technology in the Kindergarten. View full school

The St Michael Steiner School was founded in 2001 by teachers who have many years of experience of living and working in London. Our guiding vision was, and remains, a modern, urban Steiner school that addresses the needs of children who are growing up in this city. We want our children to feel part of the community, not that they are living in a sheltered oasis. The cosmopolitan nature of life in London brings the children into daily contact with people from many different backgrounds so that the need for interest in and understanding for others is not just taught but experienced. By nurturing in the children a deep respect for all human beings and an enthusiastic and active interest in the world, we aim to help them orientate themselves towards whatever comes to meet them in life, while they are growing and when they are adults. Our school is a mainstream Steiner Waldorf school, distinct from Rudolf Steiner Special schools. We recognize that all children have individual needs and admit children with ‘Special Educational Needs’ wherever possible, given the nature of the building we occupy, the make-up of the group that the particular child would enter, and the availability of additional classroom support if needed. Children with SEN are fully integrated into their classes and we watch their development carefully and try to give them all the support they need to develop and balance the abilities they have brought into the world. Parents of children with SEN must understand that we will work with their children in a way that is significantly different from that used in other schools and that they can support us. We believe that the child is aware of the trust and confidence that parents have (or don’t have) in their teachers. In regular meetings with parents, we listen to concerns and try to find the best ways to help the children. All discussions at these meetings are confidential and records are kept. There are important aspects of Steiner Waldorf education that have a positive effect on all children but which are indispensable for children with SEN. In addition to the benefits of the Class Teacher system and Main Lesson blocks described earlier, teaching through stories, descriptive language and mental images involve the child’s imagination and feeling of life. The child becomes immersed in what he is learning, subjects are related to one another and are understood more deeply. This in turn means that he can remember what he has learned because the world he is learning about is not composed of many isolated bits of information that have to be remembered individually, but is experienced as a cohesive whole of which he is part. We do not use textbooks in the Lower or Middle School in the High School the students have access to textbooks for research, but teachers still present their lessons verbally. This means that children who cannot read can access their lessons and can join in with discussions and ask questions. Recitation of poetry and prose is a daily part of the curriculum. The children learn poems and speeches by heart. Clear enunciation and voice quality are stressed and we use tongue twisters and other vocal exercises. This helps with vocabulary, grammar but also with spelling as, if words are spoken clearly, it is easier to hear how they are constructed. Skills such as drawing, painting, and craftwork are valued as highly as academic ones and are part of every subject. This gives every child an opportunity to shine and builds confidence and self-esteem. In Steiner Waldorf schools we work with Child Study, a concentrated study of one child at a time, undertaken by all the teachers in the school. During this time, the teachers observe the chosen child, meet together to discuss what they have noticed, consult parents, look at the child’s work and study his/her background and early life. Every child in the school is studied in turn. This means that all the teachers know all the children well and are more able to notice when a child needs support. We offer differentiated learning opportunities to help each child to develop at his/her pace e.g.taking into account learning English as a second or third language (seen as an obvious advantage, rather than necessarily a learning difficulty), and also those who may have particular learning difficulties. It is not assumed that all children will progress at the same rate or reach the same level, but that all will progress. View full school

From humble beginnings, the Central Coast Rudolf Steiner School began its journey in 1995. A mudbrick cottage housed a kindergarten of eight children and Patricia Dodman, a dedicated Steiner teacher with a dream to bring Rudolf Steiner education to the NSW Central Coast. A challenging journey has seen the school move from that house in Holgate to the Ourimbah campus of Newcastle University and then onto a vacant block at North Gosford. Finally, in 2006, we moved with 163 students into our permanent home– seven acres of rural land with a brick house and a big green shed in Fountaindale. The years since have seen great changes to that open pasture we settled into. The building of Steiner early childhood rooms, a high school visual arts classroom and science lab conversion of the house into high school classrooms, the shed into offices and a music room and the garage into a woodwork room building of a new library, toilet block, and impressive performance and sports facilities. Gardens flourish and a nature-based playground is added every year. We now have over 270 students. Behind the physical changes are years of tireless effort from an evolving community of dedicated staff members and committed parents, always working to build on that original vision of bringing Rudolf Steiner education to the NSW Central Coast. Our vision is a school that provides a contemporary education, empowering students to meet their future with clarity, courage, compassion, and creativity. ‘Our highest endeavor must be to develop free human beings who are able of themselves to impart purpose and direction to their lives.’- Steiner Our mission is to provide an educational pathway, which inspires an intrinsic love of learning and a capacity for imagination. In protecting the beauty of childhood, we provide a healthy foundation for the unfolding of individual potential. We cultivate resilience, confidence, and creative thinking in our students. We aim to develop strong, articulate, and empathetic individuals capable of changing the world for the better. Reverence for the human being underpins all that we do at Central Coast Rudolf Steiner School. We show respectful kindness to others and take pride in both the quality and purpose of our work. We believe that a learning environment imbued with care, beauty, and goodness helps students to flourish. In enrolling a child at Central Coast Rudolf Steiner School, parents and guardians enter into a partnership with the school based on mutual respect and responsibility. Parents and guardians at the Central Coast Rudolf Steiner School are expected to commit to upholding our ethos. The Central Coast Steiner Early Kindergarten offers a three-day program that gently introduces the child to a calm, unhurried approach to learning. Our beautiful, home-like environment is a place where each individual is lovingly nurtured. At this stage, what the child learns is mainly imparted through example and the day is about doing everyday tasks together- such as baking the bread for morning tea. Artistic activities, such as painting, drawing, craft, puppetry, and storytelling foster the child’s imagination. A deep love of Mother Nature is awakened as the changing seasons are observed and celebrated. The program gives generous opportunities for free imaginative play. Play is not only a child’s real work in life, it is the foundation of creativity yet to come. We also work very strongly with rhythm and repetition to help the children feel safe and at home in their new environment. Gradually this daily and weekly rhythm strengthens a feeling of security and belonging. All is well with the world. The Central Coast Steiner Kindergarten offers a play-based curriculum that fosters the child’s physical, social, emotional, and cognitive development. The kindergarten is orderly, beautiful, and calm, inviting the child to engage in learning in a secure, creative and inspiring environment. Our play materials are natural and open-ended- allowing the child’s imagination to come alive. Through active investigation of the natural environment in our beautiful gardens and beyond, the child’s innate sense of wonder is kept alive. A reverence for the rhythm of the seasons and the beauty of our world lays the basis for future environmental stewardship. Building strong foundations for literacy, we develop a genuine love of language through verse, song, rhythms, rhymes, and stories. The child experiences a rich variety of oral language activities. These are accompanied by movement so that the child’s fine and gross motor skills are developed. Foundations for numeracy are laid by an understanding of numbers, developing through play, verses, stories, craft, and daily activities. Our arts and craft activities- such as beeswax modeling, finger knitting, weaving, sewing, and painting- develop dexterity and an appreciation of beauty and craftsmanship. Healthy social relationships are nurtured through a balance of free play and structured activities. Children in the Central Coast Rudolf Steiner Kindergarten learn to share, to take turns, and to listen to one another in a caring way. They engage in practical activities such as cooking and gardening. The child’s desire to learn by doing is fulfilled. A sense of clear, unpressured achievement strengthens the child’s will and self-esteem. It is not only the “what” that is important, but the “how”. We actively develop good learning habits and a sense of gratitude. We want to establish an environment that is considerate and respectful so that school becomes a special, valued place. Our kindergarten year is attuned to the developmental needs of the child. It is a time when healthy foundations for formal academic learning are laid. View full school

Cardiff Steiner School is a non-selective, independent school in Cardiff for boys and girls aged 3 to 18. Our small, caring, and supportive school offers an inspiring and nurturing education based on the needs of the ‘whole child's – academic, physical, emotional, and spiritual. We currently have provision for children aged 3 to 15 (age 3 to 14 by 1st September 2017) with the School growing with them, up to age 18 by 2020. With the Steiner Waldorf curriculum, we draw on a 90-year-old teaching tradition – integrating arts and academics into a rich, balanced education that ignites a passion for learning. We focus not simply on the college your child will attend, but rather the person your child will become: a curious, compassionate, critical thinker ready to meet the challenges of our changing world. We are set in a beautiful Victorian building in north Cardiff – the capital city of Wales, UK. With over 1,000 Steiner Schools in 60 different countries and 37 in the UK alone, Cardiff Steiner School is part of the largest and fastest-growing independent school system in the world. From age 6 the children study a rich and balanced range of subjects including all recognized subjects of the national curriculum as well as those specific to the Steiner curriculum. Steiner education uniquely meets the needs of each child at distinct stages of their development – cultivating self-motivated, creative, critical thinkers who can adapt to the challenging and changing circumstances of the 21st century. By modeling and fostering cooperation and community, children develop a deep sense of social responsibility and connection with each other, the School, and the world around them. We have two mixed-age kindergartens for 3 to 6-year-olds, Lower School for children aged 6 to 14 years and our new Upper School for children age 14 to 18 years (now enrolling children who are 13 or 14 by 1st September 2017, with the School growing with them up to age 18 by 2020). We also run four Parent and Toddler groups for over 100 children aged 0 to 3 in local communities around Cardiff. We are an Associate School of the Steiner Waldorf Schools Fellowship, the member association of all Steiner Schools in the UK, and are registered with the Welsh Government as an independent day school, inspected by Estyn. Founded in 1997 by a dedicated group of parents who sought a child-centered education for their children, we have grown and matured into the established school you see today. We opened our classes for children age 6 upwards in September 2012, building on the firm foundations of 15 years as a successful and thriving Kindergarten. We have a team of 25 dedicated and experienced staff providing Steiner Waldorf Education to children from Cardiff and the surrounding areas. We are an English-medium school, though children experience Welsh through songs and stories. Our holistic and organic approach promotes a healthy, ethical childhood – these are all ideas that remain with the children through to adult life. We try to be ethical in everything that we do from homemade organic snacks and recycling to ethical banking with the Co-op. View full school

We are an independent, co-educational and non-denominational Steiner Waldorf Early Years Centre located in Hornsey/Crouch End in North London, an area with wonderful parks and woodlands such as Highgate and Queen’s Woods. Our school, in common with other Steiner Waldorf settings, takes the educational writings of Rudolf Steiner as its starting point. Our work also entails positive dialogue with other early years’ practitioners, school inspectors, and the relevant authorities or institutions. The North London Rudolf Steiner School is a Steiner Waldorf Early Childhood setting, which provides experiential, play-based education as a basis for effective lifelong learning for young children from 0 to 7 years. We aim to provide a caring, supportive and creative community, which nurtures all aspects of child development as a foundation for healthy, confident, well-balanced adults. The North London Rudolf Steiner School opened its doors to some fifty children in September 1985, with two Kindergartens and Class 1 and 2 (7 and 8-year-olds), after work by many people that began in the 1970s. Since this time, the school has gone through several changes of which the most significant was to concentrate on early years education. The school currently comprises three Kindergartens, one Playgroup, and four Parent & Child groups. In our school, children find time and space for an unhurried, playful childhood. They unfold as individuals and develop without pressure in a warm and nourishing environment. Secure in the home-like setting and reassuring rhythms of the day, they are free to explore the world around them. Free play with simple natural materials brings the joy of discovery and the flowering of the imagination. With plenty of time for play, children can engage deeply and creatively in it, building up physical abilities, concentration, and problem-solving skills. Children of different ages play together, learning from each other and discovering how to balance the needs of the individual and the group. Alongside the play, the classrooms and garden are full of real work and artistic activity, following the seasonal rhythms of the year. Imitation, the young child’s natural way of learning, flourishes as the adults purposefully work and make things around them. Children thrive as they help make bread, wash dolls’ clothes, push heavy barrows in the garden or prepare the snack for sharing later. The North London Rudolf Steiner School is a full member of the Steiner Waldorf Schools’ Fellowship (SWSF) and a recognized SWSF Early Years’ provider. Steiner Waldorf education is a unique and distinctive approach to educating children. Steiner Waldorf education is a unique and distinctive approach to educating children. Steiner Education respects the essential nature of childhood and enables each child to develop the abilities and confidence needed for life. This is achieved through an integrated curriculum, which is responsive to the developmental phases in childhood. Subjects are introduced at age-appropriate stages and formal learning does not begin until age 6/7. Our methods emphasize the whole development of the child, including the child’s spiritual, physical, and moral well-being as well as academic progress and education for ‘Head, Hands and Heart’, which nurtures children in becoming balanced, well rounded, confident individuals. Steiner schools are always co-educational and welcome children from all cultures and faiths. Rudolf Steiner’s philosophical ideas, known as Anthroposophy, are not taught at Steiner schools but form part of the teachers’ training. The ‘Juniper, Rosehip & Rowan’ Kindergartens function as mixed age groups for pre-school children between the ages of three to six or rising seven years. The purpose of a mixed age group is to provide a traditional large family atmosphere, helping children to acquire social skills through experience and imitation. The first 7 years of childhood is the period of greatest physical growth and a time when the structures in the brain are still being formed and refined. In Kindergarten we recognize that the young child’s primary modes of learning are moving, doing, experiencing, and imitating. We provide nourishing opportunities for children to learn experientially and feel the joy of discovery. The young child’s natural creativity, curiosity, and sense of wonder, qualities essential for life-long learning, are fostered through a curriculum rich in natural, imaginative content. The range of activities offered promotes exploration of the world, concentration, perseverance, dexterity, strength, coordination, and creativity as well as cognitive and language development. The listening skills, attention, mathematical awareness, and language skills which form the foundations for literacy and numeracy are developed through stories, songs, and rhymes and age-appropriate domestic work and craft projects. These also facilitate the development of large and small motor skills. Our emphasis on free play develops self-confidence and life-long social skills and the flexibility which will enable them to meet life's challenges with confidence. The oldest Kindergarten children have special projects and drawing books, as well as privileges, responsibilities, and expectations of behavior, all of which help to prepare them for more formal schooling at age 6+. Children in our school thrive on daily outdoor experiences in all weathers. The garden area encompasses a purpose-built outdoor classroom that can be used for woodwork and other such tasks. It also houses an earth oven where the children bake bread. The rhythms of each season in nature are very much a part of the life of our school. The school has a sheltered outdoor area for play and work where the children can climb, hide in bushes, sit in a quiet den, play in the sand or dig in the digging area. There are composting areas, water butts, and vegetable and herb beds. The outside area also includes a purpose-built outside classroom which can be used for woodwork and other such tasks. It houses an earth oven where the children bake bread. View full school