Social and Emotional Aspects of Learning (SEAL)

Our teachers make regular assessments of each student's social and emotional development. This is usually done in a formative way, i.e. based on teacher observation and interaction with the student, not on formal testing.

This SEAL assessment uses a range of indicators based on 'I am statements'. These build upon the Early Years Foundation Stage criteria and extend into an awareness of the core human values that should become increasingly evident during the young person's development.

Although only four judgements are made (My, Myself and Others, Myself and School, Myself and the World), the various sub-sets for each of these four areas support a more in-depth understanding.

The teacher's judgement is expressed as a number from 0-4, on the basis that 0=never, 1=rarely, 2=sometimes, 3=often, 4=always.


I am comfortable and confident in my body, my movements and my immediate environment.

How do we know?

Because the student...

  • Shows control and co-ordination and moves confidently (balance, skipping, spatial awareness);
  • Shows control and co-ordination and age-appropriate fine motor skills (pencil grip, knitting etc.);
  • Shows awareness of risk, safety and boundaries;
  • Is confident to try new activities;
  • Works well independently;
  • Manages hygiene, clothing and personal space well;
  • Is able to reflect on their own learning and behavior.

Myself and Others

I am comfortable and confident in my relationship to others.

How do we know?

Because the student...

  • Is sensitive to needs, views and feelings of others;
  • Works well in a group;
  • Engages confidently with class mates;
  • Is capable of negotiation and compromise;
  • Is able and willing to extend help to others;
  • Has the ability to relate well to adults and children;
  • Seeks support in a variety of ways;
  • Shows awareness of others' feelings and/or needs and is able and willing to extend help to others.

Myself and School

I engage actively and positively with my school work

How do we know?

Because the student...

  • Has a high level of attendance and punctuality;
  • Engages enthusiastically with lesson content;
  • Maintains a high level of good behavior;
  • Listens well and responds to instructions;
  • Respects classroom and school rules;
  • Values their learning and tries to complete and present it with care;
  • Organises themselves, their work, books and equipment;
  • Persists when they find things hard.

Myself and the World

I have a sense of my place in the wider community and the world at large

How do we know?

Because the student...

  • Respects the need for fairness, rules and boundaries;
  • Respects and can relate to difference;
  • Is able to reflect on their actions and how they may affect others;
  • Demonstrates an understanding of society at large;
  • Able to take on responsibility and to take risks;
  • Demonstrates aspiration;
  • Demonstrates empathy.


As a state-funded Steiner school we are required to administer SATS at the end of class 5.

SATs assume that the national curriculum has been used during preceding years. Although there are large areas of over-lap between the Steiner curriculum and the national curriculum, our later start to formal learning means SATs results in Steiner schools are generally lower than in comparable but non-Steiner schools.

This slower start is an important part of our approach to education, and one reason why outcomes and results further up the school (for example GCSEs) are often higher than for students who have made an early start.

SATs results 2017

Upper School Options

CORE SUBJECTS: Compulsory, AQA is the awarding body for GCSE's

English Language (GCSE) Maths (GCSE) Science - Synergy, Double Award (GCSE) Art & Design (GCSE) or
French (GCSE)

OPTIONS - Choose one from each box

Drama (GCSE) or
History (GCSE)
Music (BTEC) or
Geography (GCSE)
English Literature (GCSE) or
Landcraft (GCSE)