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London Waldorf School

   
7 Beaufort Street, London, Ontario, N6G 1A5

ADD TO SHORTLIST   Website
Curriculum:
Waldorf,  Waldorf
Grades (Gender):
Nursery/Toddler (18 months) to Gr. 8 (Coed)
Tuition:
$6,330 to 13,780/year
Main Language:
English
Avg. Class Size:
Varies
Enrolment:
Day: 170 (Gr. NS - 8)

School Address
7 Beaufort Street, London, Ontario, N6G 1A5

About this school:

highlights

London Waldorf School is a vibrant learning community where education, based on a deep understanding of the developing child, integrates the intellectual with the artistic, the practical with the beautiful-fostering the ability to engage more fully in the world.

"Our highest endeavour must be to develop free human beings who are able to themselves to impart purpose and direction to their lives" -Rudolf Steiner

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Our Take: London Waldorf School

our take

Families are drawn to Waldorf programs for a number of reasons, though prime among them is how it posits the learner. The school rightly includes a nice quote on their website from Yeats: “Education is not the filling of a pail, but the lighting of a fire.” It’s particularly apt. The school begins with the understanding that children aren’t insufficient unformed adults, but people in their own right. The program then addresses them as such, prizing the curiosities and the perspectives that they bring with them into the school each day. It’s less about filling them with knowledge than it is helping them to reach their academic potentials. The children, in turn, see themselves in that way, and build a confidence in who they are and their place in the world around them. The instructional spaces are created with that in mind, i.e., to build a sense of a shared experience, rather than, in more didactic settings, a sense of sitting at the foot of a master. A close relationship with nature is fostered, as is a close relation to community. The school gathers each morning to sing the school song, and parents are both welcome and encouraged. It’s charming, and the results are clear. A visit to the school when it’s in session is recommended. 






Academics


Curriculum Waldorf

Primary Curriculum: Waldorf

Often conflated with Montessori schools (incorrectly), Waldorf schools focus on developing the "whole child" -- emphasizing collaborative, hands-on learning, along with the arts and music, which are integrated into all areas of study. Waldorf schools are unmistakably "progressive". Their intellectual forefather is Rudolf Steiner, who believed the educator's first task should be to help students develop an aesthetic appreciation for life and learning. If you want to learn more about Waldorf education, check out our comprehensive guide.


What London Waldorf School says: We offer a vibrant learning community which is based on the idea that children need to be met with a rich, developmentally appropriate curriculum in order to unfold their potential. Our classical curriculum is based on a deep understanding of the developing child and fosters human capacities by integrating the intellectual with the artistic, the practical with the beautiful. Class teachers teach the core curriculum (Language Arts, Math, History, Geography, and Sciences, including artistic and musical activities and an annual play) and stay with their class for eight years, which allows for building healthy relationships with students and parents. Subject teachers enrich the program with two secondary languages (French, German), movement activities (Games, Phys Ed), artistic activities (Music, Strings in Grade Three and Four, Art) and practical activities (Handwork, Crafts, Gardening), and in the upper grades additional Math, Language Arts, and Global Study lessons. Grade Eight culminates in yearlong projects that are presented to the school community. Outdoor adventures, camping trips, outings to concerts, theatres, and museums, and a Grade Eight trip complement the curriculum.

  • Approach:
    Focus
    Academic


  • Pedagogies and subject courses:

  • Mathematics Traditional Math

      Traditional Math typically teaches a method or algorithm FIRST, and THEN teaches the applications for the method. Traditional algorithms are emphasized and practiced regularly: repetition and drills are frequently used to ensure foundational mastery in the underlying mathematical procedures. The traditional approach to math views math education as akin to building a logical edifice: each brick depends on the support of the previously laid ones, which represent mastery over a particular procedure or method. Traditional Math begins by giving students a tool, and then challenges students to practice using that tool an applied way, with progressively challenging problems. In this sense Traditional Math aims to establish procedural understanding before conceptual and applied understanding.
      Learn about the different mathematics approaches  


    • What London Waldorf School says: As a core main lesson subject, the key concepts of mathematics are taught by the class teachers. To broaden children's knowledge, the main lesson concepts are repeated in different ways by subject teachers during their lessons in art, movement, handwork, French and German. In the early grades, students experience an inherent understanding of numbers, both qualitative and quantitative. The four mathematical operations are worked on with rigorous practice and through imaginative stories, drawing pictures, movement and song. This knowledge is deepened in the higher grades with increasing complexity, timetabled skills classes and regular assessment supporting ongoing skill development and preparedness for Grade Nine mathematics in public school.

    • Textbooks and supplementary materials: In the early grades, students create their own learning materials. Beginning in Grade Five, JUMP Math workbooks are used.

    • Calculator policy: Our classrooms do not use screen technology because we believe it compromises children's potential to learn for themselves and develop problem-solving skills.


    Early Reading Balanced Literacy

      Balanced reading programs are typically Whole Language programs with supplementary phonics training. This training might be incidental, or it might take the form of mini-lessons.
      Learn about the different early reading approaches  


    • What London Waldorf School says: Our curriculum is based on a fundamental belief that childhood should not be rushed and therefore we do not expect children to read before they are developmentally ready. Our early childhood programs emphasize learning through play and provide a nurturing environment rich with stories, plays, songs and poetry to foster a love of language and the power of stories. Hearing advanced and complex language from teachers helps young children have an understanding of phonetics, rhythm, plot, setting, and story structure. These are all key to story comprehension so that children deeply understand language and love to read rather than memorizing patterns of letters. Grade one students work on clear speech with daily recitations of poems, tongue twisters and songs.

    • DIBELS Testing: This school does not use DIBELS testing to assess reading progress.

    • What London Waldorf School says: This information is not currently available.


    Writing Equal balance

      Programs that balance systematic and process approaches equally likely have an emphasis on giving young students ample opportunities to write, while providing supplementary class-wide instruction in grammar, parts of sentences, and various writing strategies.
      Learn about the different writing approaches  


    • What London Waldorf School says: The Waldorf curriculum places a strong emphasis on hand-writing skills particularly on cursive writing which begins in grade three. Students fill their lesson books with handwriting and illustrations regarding their new knowledge about the focus subjects such as ancient cultures, botany, physiology or physics. This requires a deep understanding of each topic in order to summarize and illustrate what was learned. In grade one students are introduced to letters, and learn the vowels and consonants, often through story images. They also learn phonics and the writing of short sentences. In grade two, students compose abbreviated stories from folk tales, begin learning grammar and punctuation, short and long vowel sounds, vowel and consonant blends, and word families.


    Science Inquiry

      Inquiry-based science emphasizes teaching science as a way of thinking or practice, and therefore tries to get students “doing” science as much as possible -- and not just “learning” it. Students still learn foundational scientific ideas and content (and build on this knowledge progressively); however, relative to expository science instruction, inquiry-based programs have students spend more time developing and executing their own experiments (empirical and theoretical). Students are frequently challenged to develop critical and scientific-thinking skills by developing their own well-reasoned hypothesis and finding ways to test those hypotheses. Projects and experiments are emphasized over textbook learning. Skills are emphasized over breadth of knowledge.
      Learn about the different science approaches  


    • Teaching approach: Waldorf emphasizes sense-based science. In grades one to five, students develop an awareness of their environment informally through sensory, hands-on experiences of nature during walks and recess times, through gardening classes, and later through the study of botany and zoology. These experiences lay the foundations for the capacity to wonder and to observe, the beginning of any discovery process. In the upper grades, as the students are introduced to physics, chemistry, geology, astronomy, meteorology, physiology, and human anatomy, the students build on this ability to pay attention to the phenomena they observe and begin to make sense of the world, looking at possible relationships at play and bringing flexibility and critical thinking to the development of concepts.

    • Topics covered in curriculum:

      Subject = offered
      Biology
      Chemistry
      Ecology
      Geology
      Meteorology
      Physics
      Physiology
      Zoology
    • Treatment of evolution:

      Evolution as consensus theory
      Evolution as one of many equally viable theories
      Evolution is not taught

    Literature Traditional

      In traditional literature programs students focus on decoding the mechanics of texts: plot, characterization, and themes. These texts tend to include a balance of contemporary and “classic” literature. When studying a past work, students investigate its historical context -- but only insofar as this adds understanding to the work itself. Past works are therefore studied “on their own terms”, and not merely as historical artifacts to be deconstructed: traditional literature programs are firmly rooted in the humanities, and carry the belief that great literature can reveal fundamental and universal truths about the human condition. These programs emphasize class discussions and critical essay writing, and aim to develop in students critical thinking, communication skills, and a cultivated taste and ethos.
      Learn about the different literature approaches  


    • What London Waldorf School says: Literature programs are rooted in the humanities and through experiential learning in multiple subject lessons. Our comprehensive approach discusses fundamental concepts, universal and cultural themes to encourage intellectual flexibility, creative thinking, independent judgement, and moral discernment. The cultural context of stories is further explored with practical work, field trips and theatrical productions. The chosen literature for each grade reflects the children's developmental stages and offers lessons to be learned that are directly related to their own evolving awareness of the world and their place within it.


    Social Studies Core Knowledge

      Usually focused on teaching history and geography at an early age, the core knowledge approach uses story, drama, reading, and discussion to teach about significant people, places, and events. Breadth of content and knowledge is emphasized. The curriculum is often organized according to the underlying logic of the content: history might be taught sequentially, for example (as students move through the grades).
      Learn about the different social studies approaches  


    • What London Waldorf School says: The story of humankind is a crucial theme in our curriculum, brought to life imaginatively through stories and biographies, poetry, music, drama, and visual arts in order to foster an awareness of the human condition around the world. From folk tales and legends reflecting common archetypes and a variety of worldviews, the children transition to a more systematic study of ancient cultures in India, Persia, Mesopotamia, Egypt, Greece and Rome before exploring the Middle Ages. The study of geography encompasses physical landscapes and their relationship with cultural traditions. It begins with the immersion in human activities that transform and use the earth (farming, building) before the focus shifts to regional geography (from the Ice Ages to indigenous cultures and more recent settlers), North America’s landscapes and economic relationships, as well as geographical, cultural and historical patterns in Europe or South America.


    Humanities and Social Sciences Equal Balance

      These programs represent an equal balance between the perennialist and pragmatic approach to teaching the humanities and social sciences.
      Learn about the different humanities and social sciences approaches  


    • What London Waldorf School says: In the upper grades, the curriculum focuses on illuminating the context of historical events and geographical explorations. The study of the Renaissance and the Age of Exploration, illustrated through biographies of important personalities, engage the students’ adventurous spirit as well as the burgeoning ability for critical thought. Political and technological revolutions, colonization, WWI and II, and Canadian history confront the students with large-scale historical change and provide a context for exploring the role of the individual in a rapidly changing world. Global studies add to the students’ cultural literacy by exploring the perspectives of diverse physical, economic, social, and cultural landscapes.


    Foreign Languages Equal Balance

      These programs feature an equal blend of the audio-lingual and communicative styles of language instruction.
      Learn about the different foreign languages approaches  


    • What London Waldorf School says: Students experience a different view of the world and humanity through learning other languages. Differences are expressed in tenses, tonal elements, sounds of vowels and consonants, rhythm, vocabulary and sentence structure. Learning another language contributes to a more complete experience of civilization and the world. It complements individual development by practicing perseverance and strengthening the capacity of observation, flexibility in thinking, and interest in other cultures. German is studied from grades one to five. French begins in grade one and because public school students take French in grade nine, there is a stronger emphasis on French in grades seven and eight. Foreign language teachers work with class teachers to address pedagogical questions and to coordinate with the main lesson work.

    • Languages Offered: • French • German


    Fine Arts Equal Balance

      These programs have an equal emphasis on receptive and creative learning.
      Learn about the different fine arts approaches  


    • Program offers:

      Subject = offered
      Acting
      Dance
      Drama/Theatre
      Graphic Design
      Music
      Visual Arts
    • Visual studio philosophy:

      Expressive
      Disciplined
    • What London Waldorf School says: The aim of the fine arts program is to support the students’ physical and emotional development and to enrich their academic work through painting, drawing and modelling. Grades 1 to 5 have art lessons once a week reflecting the subject of the main lesson. Artistic work permeates all facets of the main lesson and many subject lessons. As students progress through grades 6 to 8 all artistic work becomes more refined and detailed reflecting the development of the students and the curriculum. By the end of their grade 8 year students have the opportunity to work with a variety of artistic material and gain a comfort level in the artistic realm.


    Computers and Technology Light integration

      Computers are used in the classroom from time to time, but integrating technology into everything students do is not a dominant focus. Digital literacy is understood to be a legitimate skill in the 21st century, but not one that should distract from teaching the subject at hand, or more fundamental skills and literacies. The idea is today’s students, being “digital natives”, are likely exposed to computers and new media enough outside the classroom: the role of the school, rather, should be to develop competencies that may otherwise get missed.
      Learn about the different computers and technology approaches  


    • What London Waldorf School says: For the age of our students, the transfer of knowledge and the development of capacities for learning are closely connected to the teacher, not technology. Working with an oral tradition, personal relationships and human interaction are enhanced and the subject becomes alive for the student through the interest, engagement and knowledge of the teacher. This approach allows for the emotional, intellectual and physical engagement of the student and the strengthening of their perseverance and will. For their ages, a computer is considered impersonal compared to the connection they feel to the material when it is experienced in music, poetry, science experiments, story-telling and creating their own main lesson books by hand. Students in the upper grades are given the opportunity to use the internet and other resources for research projects. Other media are occasionally used to provide a visual impression or illustration related to a main lesson.

    • Program covers:

      Subject = offered
      Computer science
      Robotics
      Web design

    Physical Education
    • What London Waldorf School says: Physical movement is closely tied to neurological development and forms a fundamental component of a Waldorf curriculum. Starting as early as preschool, our students spend abundant time outside in our natural playground. In the early grades, stepping, rhythm, clapping and recitation are part of the daily routine during main and subject lessons. Movement classes include activities and games to strengthen individual balance, spatial awareness, gross motor muscles and fine motor movements. In the middle and upper grades team sports are taught. Grade 5 participates in the Greek Olympics in New York State with neighbouring Waldorf Schools.


    Sex and Health Education Doesn’t follow Ontario curriculum
    Topics covered in sex and health education: This information is not currently available.

    What London Waldorf School says: Grade 5 is when conversations begin about body image and changes that are happening in the body.

    Approach:
    Mostly value-neutral

    By and large, we teach sex education free of any particular moral or ethical standpoint. We try not to impose any particular values or value systems (such as social, political, or ideological values) on our students when teaching sex and related issues.


    Fairly value-based

    Sex education is sometimes taught from a particular moral or ethical standpoint. Sometimes particular values or value systems (such as social, political, or ideological values) are invoked when teaching sex and related issues.

    Traditional

    This includes a range of positions. A traditional approach might, for example, go as far as emphasizing the nuclear family and complete abstinence from sex before marriage. Alternatively, this approach might simply involve placing less emphasis on sex outside of the context of marriage and more emphasis on abstinence. Or finally, it might just involve focusing less on sex outside of the context of marriage.

    Progressive

    This might mean more emphasis is placed on the importance of such things as social equality, diversity, and choice in sex education.


    What London Waldorf School says: This information is not currently available.



    Preschool/K Curriculum Waldorf

    • Play-based
    • Montessori
    • Waldorf
    • Reggio Emilia
    • Academic

    Highly group-oriented and with a strong emphasis on creative and imaginative play, Waldorf preschool and Kindergarten programs have very little to no emphasis on academics. A Waldorf environment will often feel more like a home than a traditional classroom -- the goal being to instill comfort and and a sense of predictability in students’ day. This emphasis on comfort and predictability also manifests through a heavy use of repetition: for example, teachers might read the same story multiple days in a row. Waldorf schools ask parents to refrain from offering children TV or computers at home, and aim to develop in children a connection to the natural world. If you want to learn more about Waldorf education, check out our comprehensive guide.

    If you want to learn more about preschool education, check out our comprehensive guide. You can also read our in-depth answers to important preschool questions: What is preschool? What are the main preschool programs? What are the main pros and cons of preschool? What do children learn in preschool? How much does preschool cost?  What makes for a great preschool?

    What London Waldorf School says: Children and parents make an immediate connection to the nurturing environment of our early childhood classrooms. Teachers and assistants enhance the deep sense of wonder, joy and imagination of young children with enriching stories and activities. We support cognitive engagement through play, the true ‘work’ of the child, to create a love of learning, problem-solving skills and creativity. Social skills are developed through group activities, often outdoors in our natural playground. Our toddler and preschool programs are licensed by the provincial government, with a hot lunch program provided by Growing Chefs!.


    Curriculum Pace Standard-enriched

    • Standard-enriched
    • Accelerated
    • Student-paced

    Broadly-speaking, the main curriculum -- like that of most schools -- paces the provincially-outlined one. This pace is steady and set by the teachers and school. The curriculum might still be enriched in various ways: covering topics more in-depth and with more vigor than the provincial one, or covering a broader selection of topics.

    Flexible pacing:

    Flexible pacing style = offered
    Subject-streaming (tracking)
    Multi-age classrooms as standard
    Ability-grouping (in-class) as common
    Frequent use of cyber-learning (at-their-own-pace)
    Regular guided independent study opportunities
    Differentiated assessment

    What London Waldorf School says about flexible pacing: This information is not currently available.


    Academic Culture Rigorous

    • Rigorous
    • Supportive

    A school with a “rigorous” academic culture places a high value on academic performance, and expects their students to do the same. This does not mean the school is uncaring, unsupportive, or non-responsive -- far from it. A school can have a rigorous academic culture and still provide excellent individual support. It does mean, however, the school places a particular emphasis on performance -- seeking the best students and challenging them to the fullest extent -- relative to a normal baseline. High expectations and standards – and a challenging yet rewarding curriculum – are the common themes here. Keep in mind this classification is more relevant for the older grades: few Kindergarten classrooms, for example, would be called “rigorous”.

    What London Waldorf School says: Our school culture is rigorous in terms of educating the whole child and focuses on building human capacities through academic, artistic, and practical skills geared to each stage of child development. We have high expectations of our students in terms of reaching their full potential. Our teachers provide an enriching, multidimensional learning environment for each child’s gifts and challenges, cultivating an enthusiasm for learning and an age-appropriate interest in the world.


    Developmental Priorities Balanced

    Primary Developmental Priority: Balanced
    Equal attention is paid to a balance of priorities: intellectual, emotional, social, and physical.

    What London Waldorf School says: The Waldorf curriculum and teaching methods are designed to nurture intellectual flexibility, creative thinking, independent judgement, moral discernment, refined written and oral communication skills, and the ability to collaborate effectively. Children will have the same teacher over several years, sometimes from grade one to grade eight, to allow a deeper support and understanding of each student's needs. It is the goal of a Waldorf teacher to cultivate a sense of wonder and to inspire children to embrace life with enthusiasm, initiative, and purpose.


    Special Needs Support No support

    No support

    London Waldorf School offers no/limited support for students with learning difficulties or special needs.

    • Academic Support:
      Support Type = offered
      Learning strategy and study counselling; habit formation
      Extra support and minor accommodations for children experiencing subclinical difficulties
    • Mild but clinically diagnosed ADHD
      Support Type = offered
      Accommodations
      Modifications
      Extra support
    • Support for moderate-to-severe special needs:
      Special needs
      ADHD (moderate to severe)
      Learning disabilities
      Dyslexia (Language-Based Learning Disability)
      Auditory Processing Disorder (APD)
      Dyscalculia
      Dysgraphia
      Language Processing Disorder
      Nonverbal Learning Disorders (NLD)
      Visual Perceptual/Visual Motor Deficit
      Developmental
      Autism
      Asperger's Syndrome
      Down syndrome
      Intellectual disability
      Williams syndrome
      Behavioral and Emotional
      Troubled behaviour / troubled teens
      Clinical Depression
      Clinical anxiety
      Suicidal thoughts
      Drug and alcohol abuse
      Oppositional Defiant Disorder (ODD)
      Physical
      Multiple sclerosis
      Cerebral palsy
      Muscular dystrophy
      Spina Bifida
      Dyspraxia (Developmental Coordination Disorder)
      Blindness
      Deafness
      Cystic Fibrosis
      Multiple physical
    • Forms of support delivery:
      Support Type = offered
      A regular class with indirect support
      A regular class with resource assistance
      A regular class with withdrawal assistance
      A special education class with partial integration
      A full-time special education class
    • Additional Support:
      Support Type = offered
      Social skills programs
      Occupational therapy
      Psychotherapy
      Speech-language therapy

    Gifted Learner Support No Support

    London Waldorf School does not offer any specialized programming for gifted learners.

    Gifted education: If you want to learn more about gifted education, check out our comprehensive guide. It’s the first of its kind: it covers different kinds of gifted schools and programs, and a whole host of issues parents face in finding the right option for their gifted child.

    Homework Policy

    In grade 8, London Waldorf School students perform an average of 30 mins of homework per night.

    Nightly Homework
    NSPSK12345678
    London Waldorf School 0 mins0 mins0 mins0 mins0 mins0 mins15 mins30 mins30 mins30 mins30 mins
    Site Average0 mins2 mins6 mins16 mins17 mins24 mins29 mins34 mins40 mins53 mins57 mins

    Report Card Policy

    How assessments are delivered across the grades:

    Lettered or numbered grades7 to 8
    Prose (narrative)-based feedback1 to 8
    Academic achievement reporting1 to 8
    Habits and behaviour reporting1 to 8
    Parent-teacher meetingsNursery/Toddler to 8

    Class Sizes

    Average class size for each grade:
    Grade NS PS K 1 2 3 4 5 6 7 8
    Size 8 12 18 15 15 15 15 15 15 15 15


    Extracurriculars

    principal
    What London Waldorf School says:

    This information is not currently available.


    • Sports OfferedCompetitiveRecreational
      Baseball
      Basketball
      Ice Hockey
      Lacrosse
      Rowing
      Running
      Soccer
      Softball
      Swimming
      Tennis
      Track & Field
      Volleyball
      Ice Skating
    • Clubs Offered
      Choir
      Community Service

    Tuition & Financial Aid

    Tuition

    Day (2 days/week) Day (3 days/week) Day Day (Half day)
     
    NSPSK12345678
    Day (2 days/week)$6,330
    Day (3 days/week)$9,510$8,380
    Day$13,780$12,140
    Day (Half day)$8,270$7,280


    Discounts

    Discount TypeEnrollment TypeAmount
    2nd child (sibling)all students24%
    3rd child (sibling)all students29%


    Need-based financial aid

    Grade range that need-based aid is offered: NS to 8
    Percentage of grade-eligible students receiving financial aid40%
    Average aid package size$5,000
    Percentage of total enrollment on financial aid40%
    Total aid available$700,000

    Application Deadline:
    Rolling deadline

    More information:
    www.londonwaldorf.ca/ATP

    Application Details:

    We believe in education as a force for social change. London Waldorf School is committed to making Waldorf education affordable to all families. We demonstrate our commitment through our Accessible Tuition Program (ATP). ATP is a community supported process that aids in cultivating a positive and conscious relationship with our collective resources. The primary aim of this program is to ensure that the acceptance of a child into our school does not depend solely on the financial resources of the family. For families that make Waldorf education a priority in their lives, this unique process results in an adjustment of tuition fees according to a family’s household resources. Based on this same principle, families who are able to, contribute more than full tuition fees. Accordingly, we ask all families to give their personal finances very thorough consideration. Then, we sit down with you and together create a conscious consensual agreement in which the school's needs and your family's goals are met. To complete the application process you will need various financial documents including, but not limited to, the following: Most recently completed tax return Child Care Benefit, and Ontario Trillium Benefit data Last year’s Notice of Assessment Recent paystub After gathering these documents, you must complete a budget worksheet and conversation scheduling form. This will ensure you have a clear understanding of your financial picture. After completing the budget worksheet, print it and submit it to the Business Office along with: All of the documents listed above. Your completed conversation scheduling form to request a time to meet with ATP Committee members for a Conversation. The purpose of this meeting is to share information about the school and to come to an agreement regarding your tuition amount. If you are applying before February or after May, an up-to-date conversation schedule will not be available. Instead, please suggest three dates and times that the adults in your home would be available to meet with our ATP Conversationalists. A tuition agreement signed front and back by all parties paying for tuition. A registration fee of $250 per child up to a maximum of $500. Following receipt of these documents, you will be called to confirm your appointment time. These conversations are held with you in person in the school building. Ideally, all individuals responsible for the funding of your child's education at Waldorf should participate in the conversation. We can accommodate separated parents who require separate adjustment conversations. You must find childcare for your children for this conversation. At the end of this conversation, a Tuition Agreement Amendment is signed and payment arrangements are made. This completes the process.



    Merit based Scholarships

    This information is not currently available.


    Enrollment

    Total enrollment 170
    Average enrollment per grade13
    Average class sizeVaries
    Gender (grades)Nursery/Toddler (18 months) to Gr. 8 (Coed)
    Boarding offeredNo

    Student distribution:

    NSPSK12345678
    Day Enrollment

    Admission

    Application

    Admissions Assessments:

    Assessment = requiredGrades
    InterviewNS - 8
    SSAT
    SSAT (out of province)
    Entrance Exam(s)
    Entrance Essay
    Application Fee

    Application Deadlines:

    Day students:
    Rolling


    What London Waldorf School says:

    For All Applications

    All paperwork must be complete and the application fee paid for the application to be considered.
    Teachers will review all applications and then schedule an interview.

    All applications received are subject to an interview and determination by the Teacher that the child is ready for the program, the family is willing to work with the Waldorf philosophy, and that the school is able to meet the needs of the child. Students accepted into the program will be offered a place in class if one is available or be placed in the wait pool if not.

    Families are required to complete a financial contract and submit a deposit of $250 per child up to a maximum of $500 per family within three (3) business days of receiving notification that the child has been accepted in order to secure their space in class. The tuition adjustment process may be entered into at this point if required. 

    Unsecured spaces will be opened to the wait pool.

    Families in the wait pool will be notified as soon as a space becomes available.  At any time, a family could ascertain the position of their child in the wait pool without violating the privacy and confidentiality of others.



    Acceptance

    Acceptance Rate:

    90%

    Type of student London Waldorf School is looking for: Waldorf Education "Education is not the filling of a pail, but the lighting of a fire" William Butler Yeats Our children will inherit a rapidly changing and surprising world. The best preparation we can give them is to provide a multi-dimensional schooling that develops the full range of their human potential. This is Waldorf Education. To contribute fully in tomorrow's world our children will need to be dynamic, resilient individuals who never stop learning. To be both successful and self-fulfilled they will need the following attributes: Creative thinking permeated with imagination, flexibility, and focus Emotional intelligence, empathy, and self-esteem Physical vitality, stamina, and perseverance Spiritual depth borne out of an abiding appreciation and responsibility for nature, for work, and for their fellow human beings All children come into the world with these attributes as potential within them. The whole focus of Waldorf Education is to awaken these capacities and draw them forth within the framework of a sound academic school experience. The entire academic program, including the teaching of math and science, is purposefully integrated with art, movement, and music. These rich curricular experiences enhance the schoolwork, insuring that the students are always engaged in three essential ways: actively, emotionally, and thoughtfully. This comprehensive, three-dimensional focus helps to develop the mastery of skills and the essential capacities that children need for their future. Physical Vitality Our children will be the leaders of tomorrow. They need an education that preserves and strengthens precious assets like their youthful energy and vitality. In the Harvard Business School publication, Geeks and Geezers: How Era, Values, and Defining Moments Shape Leaders, Warren Bennis and Robert Thomas point out that one of the most significant characteristics of influential leaders is their ability to maintain youthfulness in old age. Active, resilient, creative individuals who are able to reinvent themselves continually, become leaders and mentors who never stop learning and growing. Developing lifelong learners is a goal of Waldorf Education. A school should not squander the vitality of young children before the long race of life is run. Students should be actively engaged in hands-on, experiential learning. This active participation supports healthy physical development - indeed, promotes health on many levels. Pallor, nervousness, and lethargy are noticeably absent in a Waldorf School where learning is a joyful, adventurous undertaking. Emotional Intelligence What can we change to help our children fare better in life? What factors are at play, for example, when people of high IQ flounder and those of modest IQ do surprisingly well. The difference quite often lies in the abilities called emotional intelligence, and these skills can be taught." (Daniel Goleman, Emotional Intelligence) The Waldorf way of teaching is consciously designed to foster emotional intelligence. Through a program that is rich in both affective and cognitive experiences, all Waldorf students acquire the ability to express themselves through painting, drama, music, crafts, movement, and writing. All lessons are reinforced through the learning community that is established around each class where one teacher, one group of children, and their parents remain together for eight or more years. But most of all emotional health comes from an education that fosters self-esteem by recognizing that each child brings gifts above and beyond the ones that can be measured on an exam. By developing emotional intelligence and fostering lasting self-esteem, Waldorf Education prepares children for their most important tests, the ones they face after they leave school. Creative Thinking In addition to physical vitality and stamina, in addition to emotional health and resilience, our young people need a creative intelligence that will enable them to be successful problem solvers. Original thinking, permeated with flexibility and imagination, will help individuals face the challenges of the future and imagine the important questions that have yet to be asked. In order to meet the demands of our complex and problematic world, our children need clear, focused thinking supported by good habits of mind. The book, Habits of Mind, published by the Association for Supervision and Curriculum Development, relates a series of attributes that describe what intelligent people do when they are confronted with problems that are seemingly unsolvable. These attributes, such as: Persisting, Managing Impulsivity, Listening with Understanding and Empathy, Thinking Flexibly, Gathering Data Through All Senses, and Responding with Wonderment and Awe, are woven into the Waldorf approach to education. A commitment to the physical, emotional, academic, and spiritual well being of each child is the core of the Waldorf philosophy. This commitment is realized through an educational program that engages students actively in hands-on learning, connects them emotionally and meaningfully with their subjects, their teachers and their fellow students, and thoughtfully fosters attentiveness and receptivity. By promoting this healthy, well-rounded development, Waldorf Schools encourage children to flourish in school and find success and fulfillment in life. By Jack Petrash Nova Institute Further Reading Understanding Waldorf Education: Teaching from the Inside Out by Jack Petrash, Gryphon House Inc.



    Student Entry Points

    Student TypeNSPSK12345678
    Day Acceptance
    (Acceptance rate)
    8 - 12 (95%)6 - 12 (95%)5 - 7 (90%)3 - 5 (90%)2 - 4 (90%)2 - 3 (90%)1 - 2 (90%)1 - 2 (90%)1 - 2 (90%)1 - 2 (90%)1 - 2 (90%)

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    An Unexpected Transformation

    We came to the London Waldorf School in the fall of 2002.  My oldest daughter was in grade 5 and my youngest in grade 1.  At the time, I was most focused on my youngest, a shy, nervous child, who I knew needed a more nurturing environment in which to learn and grow.  And I was right:  over the past two years this child has been transformed into a confident, chatty, happy girl who loves school, learning and life generally.

    In contrast, my older daughter loved school and was always at the top of her class, so I knew she would do well in any school system.  But I was wrong, in that Waldorf brought out a side of her I didn’t even know was there.  It is striking to me the effect of the Waldorf culture of learning on children’s emotional and psychological well-being.  I didn’t know my child could be as relaxed as she has become; I didn’t know she had such a wacky, funny sense of humour, either.  I had never seen the side of her where she couldn’t stop talking about the stories told in main lesson. I remember picking her up one day after school, and seeing her  beaming and carefree, running across the playground to greet me after a games lesson.  I still remember feeling stunned, thinking, “What happened to my child who hates gym and would do anything to get out of running and exercise? ... This school is amazing.”                                    

    The school song says that a Waldorf education gives children roots and wings - and as parents we also do this, striving to ground our children by giving them love, values, confidence, and trust so that they can soar and reach their potential.  What I had not realized before I came here, is how much easier this is to do when you are working in cooperation with a school that shares these very same principles.  

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    • The Associated Waldorf School (AWSNA) Associations


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