Dear Parents,

We just had a bigger flurry of snow and the children have run out excitedly into their break times.

I bring your attention to the A38 traffic cameras (see link below) which show that the A38 from Plymouth past Lee Mill and Ivybridge is already completely covered in snow:

• http://www.trafficcameras.uk/a38/

Please consider whether your school journey is affected by snow and make arrangements to avoid delays and being late.

The school remains open as usual until further notice at this time but I advise that you check back as the MET Office is updating its warnings frequently and we have news of other local schools beginning to close due to heating failures, transport issues etc.

We continue to get our information from the following sources:

• http://www.metoffice.gov.uk/public/weather/forecast/gbvrh0cxc#
• http://www.bbc.co.uk/news/live/uk-england-devon-43129090
  
• https://new.devon.gov.uk/schools/closure/
  

Marcus Link
School Business Manager

Watch this space for weather and possible school closure announcements.

At this time, unless notified otherwise please assume that the school is open as usual.

We use the Met Office website to inform our decision. Use this link for the latest updates in the Dartington area: ​https://www.metoffice.gov.uk/public/weather/forecast/gbvrh0cxc#

2006 - 2011
​This new edition of the Devon school's history appears in its 30th year of life.  What began long ago on Bantham Beach with a metal detector, evolved through a beautiful Manor House called Sandwell, now stands as a mature and much wiser initiative at its home at Hood Manor in Dartington.
 
This new chapter picks up the story in 2006 which proved to be a quieter year before the dramas of 2007 were to unfold.
 
The site of the burnt out Hall (April 26th, 2004) was always a sobering reminder of how quickly the fortunes of a school can change if the consciousness has lapses.  Even though the insurance money had been sitting in the school's account for quite some time, great care was being taken with plans to replace the old much loved hall. It became clear that the new one would not be on exactly the same spot. 
 
A whole new complex including hall, three classrooms, a handwork room and a music room began to emerge as a new vision.  The school was thinking big.  We were very fortunate to engage one of our parents, Mark Daley, a trained architect to draw up the plans. We were also grateful that a former parent and leading building contractor in the area, Alistair Jackson, submitted a price for the total construction which was modest by today's standards.  His deep connection with the school moved him to forego the usual sort of profits that building firms expect. 
 
The third key man in the new project was Keith Butcher, a parent, who agreed to be Project Manager, representing the school every day on site.  His too was an invaluable contribution where the normal decent pay for every hour of work was abandoned and where Keith placed himself selflessly at the disposal of the ambitious project over many months and helped steer it through many challenging moments to a successful conclusion in September 2007.
 
The school site functioned very well during the building operations.  Lorries, cranes, vans and many skilled men came and went with a minimum of disruption to the life of the school.  The children had the added thrill of seeing an impressive building growing week by week: it was especially those who would be in classes 6, 7 and 8 who were most excited, since this was where their new classrooms would be. 
 
It was also good news that Judith Byford was going to return to teach eurythmy in the impressive new classroom-cum-hall.  In the first days of September feverish preparations were made with a gigantic final effort by the builders to make the building ready, complete with desks, chairs, blackboards and of course working toilets.
 
However, before we continue our story into the autumn of 2007, we have to look back at the tremors that shook the school in the late winter, spring and early summer of 2007. We had the picture of a new building emerging at one place on site but a kind of demolition activity in other areas. Trust between some human beings weakened. Tensions broke out in some groups, pockets of deep dis-satisfaction were not well managed.  A critical letter attacking some of our teachers was circulated in the school car park, it caused offence and fuelled rumour and mistrust. Several teachers put in their resignations. In this time of ferment the Council had to take on a much more active role since other organs of the school were under attack to a certain extent. 
 
The Council set up two new groups, one called Truth and Reconciliation, which was very aware of the wonderful South African model under Desmond Tutu, and they attempted to reconcile the differing versions of events and help people make peace again.  The second group was called the Moving Forward group and was a bold attempt to diagnose what organs of the school could still function well and which others could be superseded  It was recommended that the College of Teachers be disbanded as its work had been so heavily overloaded with business, finance, building plans and personnel issues and there was insufficient time to penetrate this with enough clarity and dynamism. It was also proposed that the Mandate system be extended and strengthened so that it played a much more vital role in school affairs.
 
The third step was to appoint for the first time an Educational Co-ordinator and who better fitted that new role but Alan Swindell.
 
As if the several months' drama, when the tectonic plates of the school moved in new directions were not enough, the staff had to face their first Ofsted inspection soon after returning from their much needed summer holidays in 2007.  Up to that point the school had had only the mildest inspection every year or so involving a lady with a shiny handbag and rather high heels who appeared for barely a day: she had seemed more concerned about the state of the class registers and the absence slips than the niceties of Steiner Education.  The Ofsted team were professionals who were well aware that they were coming to a very different sort of school and so some of their boxes would be untickable!  The outcomes in their report brought huge sighs of relief.  Overall the school's work was judged to be of good quality and one area merited the adjective 'outstanding', namely the spiritual, moral and cultural development of the pupils (which is anyway at the very heart of the education).  The school only 'failed' in three areas and these related to details to do with the premises.
 
With the new building open, with new internal systems in place, with a new mood of trust between people and with eurythmy, a vibrant Michaelmas Festival, a memorable piano recital by Jenny Quick, talks and the lovely Christmas plays filling the Greenwood Hall (as the decision was it should be called), the year 2007 ended on a really optimistic note  The school had taken major steps in its maturing.
 
In 2008 came the first serious thoughts about State Funding.  We had heard that the Hereford Waldorf School had been the first to apply for Academy status and was making steady progress with its application.  Our school had a visit from Sylvie Sklan, a main liaison person between the Steiner Schools' Fellowship and the government authorities.  It was however only in 2010 that our thoughts accelerated.  With a new government in place in May 2010 and the policy of Free Schools launched  we were very happy that Martin Whitlock was willing to take on the Mandate for State Funding and follow it through.  More about this later.
 
The year 2008 was characterised by very sincere efforts by everyone to make new structures work.  Although the old College of Teachers' function was missed by some teachers, the Mandate Circle, led by the indefatigable Mark Eyers, gained in strength with good numbers of people committed to attend regularly, and Alan's skills and insights brought very major benefits in his role co-ordinating many aspects of the education to a much higher standard than hitherto. 
 
We had also a new Music Teacher in Kate Howard, who brought all the flair and positivity to her role after those years when music did not have the profile it deserved in the school.  She has that all too rare ability to convince everyone that they can sing their hearts out. She could probably teach a corncrake to sing prettily!
 
Another person who deserves a special tribute is Sue Charman.  For some three years she had brought a new dynamism to the school's fund raising and brought results which we had only dreamt of up to then.  Working unpaid she infused her enormous energy (should we all become vegans?)  into many areas and this included ways of subsidising school trips.  Great thanks go to Sue for all this hard work which ended with the Advent Market 2008.    Sue as a creative artist also brought some important innovations – The Mummers Plays, The Shadow Puppets, and several Class Plays which she wrote.  She also inaugurated the first Winter Storytelling Festival at school.  Many of these events were also woven into her fund raising activities and were much appreciated.  Of course, there are many other unsung volunteers in the life of the school – apologies to them – but our history would be a very long one, were they all to be thanked. 
 
Turning now to the year 2009, we see the school still in good fettle.  Even though Britain had just come out of the worst recession in living memory and many jobs were disappearing our parent body seemed wonderfully resilient in sustaining the school with their contributions (even if there was still blood, sweat and tears behind many a cheque or standing order).  Anxiety that our school might face a financial crisis proved unfounded.
 
We said goodbye to Martin Whitlock as Administrator in late spring 2009, although as we have seen he remained active in a voluntary role long after that.  This is a man who in his years in the school's administration often walked where angels feared to tread. 
Back in 2001/2 he had helped engineer along with Mark Eyers a smooth transition to a much better and productive contributions system.  Beginning in Spring 2005, he threaded his way through delicate and sometimes painful negotiations leading to a fairer and more transparent wages system. 
 
Of course, even Martin cannot make 'silk out of a sow's ears' but the teachers seemed content that their salaries were on a better footing even if they still remained considerably below state teachers' remuneration.  Martin's other big contribution in these years was to ensure that the school had a working IT system.  He was a good trainer, troubleshooter and virtuoso able to handle complex systems.  When the tiny office took over the old handwork room, one could see on many a day, up to eight people beavering away, all with modern technology at their disposal.  Together with Martin's later work on State funding, we all owe him a particular debt of gratitude for his enormous skills, unflagging integrity and an almost Job like patience in dealing with human vagaries.
 
For some 20 years the school has been extending its links with mainland Europe and beyond.  The Summer Language School has grown in strength from its very modest beginnings in the 1990's to a thriving operation attracting about 48 students.  They come from all over Europe and sometimes as far as Japan, Brazil and the Ukraine.  A maximum of nine speakers of a particular foreign language are allowed to attend.  In 2011 there are speakers of 12 different European languages, bringing a wonderful richness of background.  In addition to this there are many visiting students from afar in our Classes 8, 9 and 10. 
 
This year there were three dozen of them, including a few exchanges.  Whole classes visit us from time to time.  The Class 7 from the Strasbourg Steiner School come regularly, so do students from Weimar.  Young Italians are also frequent visitors but this happens under a private arrangement, separate from the school's administration.  Our own older students are intrepid travellers, visiting the Weimar and Pforzheim schools every year and Class 9 cycle through Northern France under Andrew Holdstock's careful supervision (who incidentally has done wonders in our school to raise awareness and develop skills to do with bicycles).  Other Class trips, especially Class 8, often ventured deep into the continent.  
 
All this means that we feel like an international school.  It adds immense value to our students' experience and broadens their horizons, especially in the upper classes.  Elizabeth Byrnes, Rolf Ericsson and now Susannah Chapman are owed a real debt of gratitude for all their valiant efforts in recent years because about 10 per cent of the school's total income now comes from overseas students – around £100 000 ! In addition to this, many host families use their income to pay their school fees.
 
There are many other aspects of life at Hood Manor that deserve to be honoured and described in much more detail than is possible in a short history of the school.  Think of all the memorable Festivals!  Think of the expanding role of the Outdoor Classroom! (Praised very warmly by senior teachers from Kevicc).  Think of the new adventurous developments in Early Years with so much of the morning spent out of doors in all weathers!  Never forget the dozens of memorable class plays, nor the hundreds of inspired lessons flowing through every school year!  All this belongs to the real lifeblood of the school.
 
When we now turn to the year 2009 into 2010 we see Jeff van Zyl taking over from Alan Swindell as Educational Co-ordinator.  Alan's three years in his final post laid fine foundations and stabilised many important processes which belong to a healthy school.  His many years as a class teacher had become legendary.  Dozens and dozens of pupils (plus Plymouth University students) have benefited from his inspiring lessons, his imagination, his wit and his mercurial thinking.  Large numbers of meetings with colleagues drew on Alan's insights and acute power of analysis.  Having started his first class in 1982, in the days at Sandwell Manor and having worked continuously at our school until 2009 (apart from a couple of years or so in Holland), Alan deserves our great appreciation for his invaluable work building up our school.
 
In June 2010 the school had a further government inspection, which turned out to be even better than the first.  The garden activities and other features of our Outdoor Classroom drew special praise and won an 'outstanding'.  One may be grateful that the Inspectors made no adverse comments on our curriculum even though it deviates in so many ways from the State model.  They remained quietly respectful of the way we do things.
 
During the latter part of 2010 into 2011, student numbers in the school remained buoyant, between 300 and 308, reflecting confidence in the Devon school from far afield.  Christina Edlund-Plater continued her sterling work in her office drawing in new families, helping people to bear the often long wait for a place and smoothing their final entry into the school.  The healthy school numbers are in part a compliment to her good work.
 
Back in July 2009, Martin Whitlock had submitted, with the school's full agreement, an application for Free School status to the Department for Education.  There was great anticipation in many families that by September 2011 they might at last be released from the heavy burden of paying for education.  The answer came early in 2011 and it was a 'No' (together with all the other 14 Steiner schools who had applied for State funding).  We believed that the main reason was our lack of vacancies and therefore we were deemed as ‘not value for money'.  This decision triggered off a flurry of meetings to decide which was the best course the school should take to try to guarantee its sustainability.  The teachers spent two days discussing deep issues about compromises, uncertainties and threats to the curriculum.  There were two very well attended meetings, the second one being the AGM of the Association and many parents had the opportunity to state their preferred option: a new application submitted by June 1st, 2011; start a new Free School in the area; put more effort in sources of alternative funding; or stay as we are?  The Council sifted through all the viewpoints and decided not to recommend a fresh application that year, giving the teachers more time to consider their position.
 
When a new chapter of the School's history gets written it will be very interesting to see the outcomes of all these intense discussions and the decisions that come from them.
 
On a very different note 2011 was also an anniversary year, the 150th year since Rudolf Steiner was born.  It was well celebrated in seven contrasting public events, offering Eurythmy, drama, illustrated talks and a wonderful glimpse of the world of the Nature Spirits.  On the heels of this came the filming by Jonathan Stedall in June of aspects of life at Hood Manor.  He is making a comprehensive documentary of the life and work of Rudolf Steiner (for showing in 2012) and we are proud to be included in it.
 
John Platt with his 15th Shakespeare production (Romeo and Juliet, performed in June 2011) was rewarded for his efforts by gaining acceptance for the Open Stages project of the Royal Shakespeare Company as one of the 300 amateur groups throughout the UK performing Shakespeare.  Members of Hood Players have had the opportunity to attend Skills Exchange Workshops run by the RSC, in Truro.  Hood Players are seen as one of the 18 most promising amateur groups in the South West.
 
For some, 2011 brought bitter disappointment (No State Funding!) but for others real relief.  Perhaps the State route is not the way for us.  2011 was a very stimulating and challenging one and our next chapter (to be published in 2016) will lift the veil on all those future events, as yet cloaked in darkness.
​

In 2016, Class 9  looked at the theme of how technology can, and has been used in the past to inform people of things that are being hidden from them. To this end they set about researching what really happens in producing the food we eat.

This is a selection some of the Class 9 students work in IT. It demonstrates their skills in word processing, referencing, and researching on the internet as the main focus was acquiring the IT skills to produce these articles. If you have questions regarding the factual accuracy of the articles, please take it up with the authors.

The students involved in the project were: India Gray, Maisie Weston Lake, Will Morrow, Manuela Ortiz Pereira, Declan Elsholtz, Tague Houston, Chris Drewell

Their articles are available for download individually below:

​Nicholas White, IT Teacher

MA in Steiner’s Educational Philosophy
Validated by Canterbury Christ Church University, Kent, UK.
By Dr Robert Rose
The MA at Canterbury Christchurch University (CCCU) is in Partnership with the Steiner / Waldorf Schools Fellowship.  We are now recruiting for the new entry for 2017.
The MA began in June 2013 with students from many different backgrounds. All of whom have varying degrees of experience in both Steiner and Mainstream education giving them unique insights into the workings of both. This has lead to some very lively conversations over the last three academic years.
The MA is not a teacher training course as such, but for those who are interested in research-based teaching it may be a key ingredient to the future of Waldorf Education. It is a research-based course which aims to compare Steiner’s essential educational philosophy a contemporary in a context. This could have a fruitful impact on teaching practice as well as on education studies.
The MA is co-taught, with the main tutors being present at all sessions. Teaching with others is a very engaging experience which gives participants insights into the connectedness of Steiner / Waldorf education to the rich variety of educational thought today and shows how all educationalists have similar concerns in common. This is an important part of the MA as it demonstrates how education is not defined by the National Curriculum and that Steiner education has many “kindred spirits” in the World. There is also an excellent working relationship with the tutors from CCCU, something which the participants appreciate and shows that all educationalists are attempting to help humanity.    
The MA is designed to be very manageable, with one weekend per module every term plus reading and an assignment of about 4000 words. The modules can be seen in the brochure located at the Steiner / Waldorf Schools Fellowship website, which can also be attained form me at robertrose1@hotmail.co.uk.
The course begins with the module on “criticality and research” (not as foreboding as it sounds). Different tutors introduce different aspects of research methods. There is a brief introduction to Waldorf Education as a global phenomenon which includes a presentation of the rich variety of Steiner / Waldorf schools around the World. This gives rise to a consideration of the relevance of contemporary research methods to Steiner Education and a brief introduction to Steiner’s own research methods in the context of education.
The second module is on the importance of the teacher Self in education. There are talks and practical exercises on the question of “moral leadership”, together with an introduction to Steiner’s idea of the Self in connection with “ethical individualism” and “self-development” and the significance for teachers. All of this was done in connection with modern research.
The third module is on “theories of child development” in modern research and in connection with Steiner’s ideas of the different human developmental phases. This module contrasts Steiner’s views on child development with other thinkers such as Vygotsky, Bruner and Donaldson.
The fourth module is on the topic of Spiritual and Moral Education. This looks at the Governments directive in this area and Steiner’s possible contribution modern research. The lectures consider Steiner’s idea that this aspect of education is the “most important” and most “central part” of all forms of education and how it is vital in a healthy functioning society.
The fifth module is about Education Policy. In relation to Steiner / Waldorf Curriculum, this considers the questionable criticisms that it is a form of indoctrination. The module provides balanced evidence that Steiner was against indoctrination / pseudoscience and that if anything Steiner / Waldorf Education attempts to expand science.
The sixth module is the topic: Education, Culture and Society. The module takes a broad view in attempting to understand Steiner’s contribution to culture and society – considering how it meshes in with the historical changes since the Enlightenment and what it has to contribute to the further evolution of society.
The seventh module is a research based dissertation and is the culmination of the MA. Participants engage in formulating a research question which is of deepest significance and relevance to them personally. The module begins with a research methods weekend where modern methods are introduced and compared with Steiner’s own methods. These are then individualised in relation to the participant’s personal research question.   
The MA could play an important role in the future of Steiner Teacher education. On the one hand it implicitly addresses many of the criticisms of Steiner / Waldorf education that are currently circulating, but without making them the focus of the study. It affirms the academic credibility of Steiner / Waldorf education as well as the serious way in which academics can understand Steiner (rather than the way of the pseudo-academics who just want to criticise rather than understand). On the other hand, the MA also gives teachers and others the opportunity to get to grips with the core ideas in Steiner and compare them with others, showing similarities as well as differences. This could make an important contribution to Steiner / Waldorf schools movement generally as well as deepen the academic credentials of Steiner Education and Anthroposophy in the World.
The MA could be of value to teachers from Steiner / Waldorf or Mainstream education as well as administrators or simply those interested in the subject. It may also be a good stepping stone for those aspiring to leadership positions in the Steiner / Waldorf Schools movement.
The MA is now recruiting for the next year, so if you would like further information or wish to express an interest in this course please contact:
fiona.stephens@canterbury.ac.uk.
Please cc
robertrose1@hotmail.co.uk
If you would like an informal chat or would like to arrange a meeting, please feel free to contact me.
Dr R. A. Rose.

Steiner Education (Teacher) Diploma
At the South Devon Steiner School
A part-time qualification
Starting January 2017
By Dr Robert Rose
The Steiner Education Diploma has been set up provide opportunities for teacher training and development in the South West. We aim to offer a full program that is equivalent to a Postgraduate Certificate in Education and Initial Teacher Training. We are open to all applicants who wish to become teachers or enrich their understanding and experience of Steiner / Waldorf Education.
The Steiner Education Diploma will run at the South Devon Steiner School. In light of this, we are still accepting applications in both Devon and Cornwall and would very much welcome anyone connected with the South Devon Steiner school as well as the Red River school.
The Diploma will be two years part-time with a possible third year for school experience. There will be six taught modules each year with the taught element being over a weekend with personal study and assignments to follow up. There will also be a seventh School Experience module that may be taken each year or as a double module in a third year. Subjects covered will be the Pedagogy & Curriculum; Arts & Crafts; Philosophy & Anthroposophy; School Experience.
The Diploma will be taught by Robert Rose, Anne-Marie Stibbe and John Burnett, who worked together for many years on the Plymouth University degree in Steiner Education. We also hope to engage other experienced Steiner teachers should the opportunity arise, so if you are a teacher and would like to offer something to the course, please feel free to contact us.
We are aware of the current financial situation for many people today so we are offering this course for a total of £2400 spread over two years – about half the cost of other like courses in Britain!
The first weekend of the Diploma is likely to be January 2017, so please apply soon if you wish to participate.
If you are interested, or would like further information, please contact:
Robert Rose at robertrose1@hotmail.co.uk; or phone 01803 840220.

The Advent Fair at the South Devon Steiner School near Dartington saw around 1000 people turning up to soak up the magical winter atmosphere.
 
The fair, described by one attendee as 'calm, peaceful and wonderful' raised around £10,000 for the school. A red vintage Routemaster bus provided a park and ride service, ferrying people from Buckfastleigh, Totnes and Dartington village centre.

The Advent Fair celebrates the start of advent, a reflective time of preparation before Christmas. It coincides with the darkest time of the year when 'it is important to keep one's inner light shining' according to school PA and Fair Coordinator, Kaycee Fordham.

One of the highlights of the day was King Winter's traditional story telling in his 'grotto' with more than 80 people listening. Small children loved the Angel Garden, where they were able to walk a candlelit spiral to meet an 'angel' and receive a gift. They then set sail their wishes on the Advent Wishing Boats, a floating walnut shell containing a beeswax candle, accompanied by soothing harp music.

There was also a great selection of food, from pizza and curries to brownies and gingerbread.

The whole event is run by parents and students, with the older pupils setting up, serving and selling things. Each class focus on an activity and every parent gets involved.
Kaycee said: 'People loved the fair. It was a warm and cosy event with a lovey atmosphere. It really shows how the whole school community can working together'

'Every family contributed a tombola prize, raffle prizes and one handmade gift. The magic is in it being a community event, with everybody coming together.'

Money raised from the fair goes in part to subsidising school trips, with anything remaining going towards school facilities. Throughout the year, the Steiner School also raises funds for external charities including earlier this year raising a substantial sum for the Luck of Birth charity which supports refugees in Greece.

Kaycee added: 'We would like to thank everyone who came down on a wet day to support us and make the day what it was.'

Excerpt from Kingsbridge and Salcombe Gazette, 25th November 2016. Images courtesy of James Purssell.

Class 6 students at South Devon Steiner School practised the art of gratitude last week, creating a beautiful mandala in the school gardens from plants, flowers and produce collected from the grounds.

The project which was led by Art teacher Sandy Smith, was a lesson for the 11-12 year old students in cooperative working, inspired by the recent trend in Turner prizes for collaborative art. Sandy said “The experience of working together was as much an art as the Mandala itself, allowing students to draw their attention to, and feel gratitude for the natural school environment and all the beautiful things they get to do, to help them to become more useful adults to the world, particularly their ability to work together”.

Sandy developed the multi-faceted lesson after learning of a friends’ tradition of walking her land each year and creating a Mandala out of gratitude. The students approached the task sensitively, aiming to ‘take kindly’ from the plants and only what they needed. Sandy said “They worked so enthusiastically and harmoniously, thinking about colour schemes and the names of the plants they used”.
​
Nearing the completion of the Mandala, the class enjoyed their Music lesson outside, where they sang in a four part harmony for a while, then said a verse around their creation to bless it.