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London Waldorf School

7 Beaufort Street, London, Ontario, N6G 1A5

Waldorf,  Waldorf
Grades (Gender):
Nursery/Toddler (18 months) to 8 (Coed)
$4,130 to $12,140 /year
Main Language:
Avg. Class Size:
Day: 170 (Gr. NS - 8)

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

About this school:


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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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.

  • Approach:

  • 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. Awareness of the world depends on our capacity to sense and pay attention to the phenomena surrounding us. It also depends on the student being able to organize the world into an understandable experience. In grades one to five students develop an awareness of their environment and their relationship to it through the study of zoology, botany, gardening and farming. This is facilitated through hands-on activities and experiences and these important sensory experiences develop capacities for later observations and the development of scientific concepts. In later grades, the development of concepts calls for flexibility as well as rigour of thought at a time when students are trying to consciously make sense of their world. Building the foundation for these capacities is the goal of the sciences taught in grades six, seven and eight including physics, chemistry, geology, astronomy and meterology.

    • Topics covered in curriculum:

      Subject = offered
    • 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: Our social studies are a balance of the Core Knowledge and the Expanding Communities approaches. In geography, we foster an understanding of the students' own surroundings and an awareness of different cultures and human conditions throughout the world. We give the picture of earth and civilization as being inseparable and sharing a need for sustainability. The school's diversity offers an opportunity for abundant first-hand knowledge of many cultures. The teaching of history lives strongly in story-telling, bringing vivid images and using biographies to illustrate specific eras and the role played by individuals in the context of geography, technological, economical and cultural developments. Students also experience historical eras through music, art, poetry and field trips.

    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: As students move into and adjust to early adolescence in grades seven and eight, teachers nurture their growing capacity for independent critical thought and encourage them to creatively express themselves. They are given biographies of striving individuals who made an impression on the world and took responsibility for their actions. The elements of reasoning and self-reflection are steadily emerging at this age and the curriculum supports this development. The history curriculum covers the Middle Ages, Renaissance, the Age of Discovery, and from the 17th century to modern times focusing on the profound social consequences of the revolutions of several eras. Studying world geography brings together physical, cultural, spiritual, and political conditions to create a vivid picture of the earth as a totality. Our membership in the global community of Waldorf schools supports this perspective.

    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
      Graphic Design
      Visual Arts
    • Visual studio philosophy:

    • 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
      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:
    Topics We begin covering this topic at: Begins in Ontario
    Body parts K Gr. 1
    Nutrition K Gr. 1
    Human development Gr. 4 Gr. 1
    Puberty Gr. 7 Gr. 4
    Sexual health and hygiene Gr. 7 Gr. 4
    Reproduction Gr. 7 Gr. 5
    Pregnancy Gr. 7 Gr. 7
    Sexually transmitted infections Gr. 7 Gr. 7
    Sex and decision-making Gr. 7 Gr. 7
    Contraception Gr. 7 Gr. 8
    Consent Gr. 7 Gr. 9
    Sexual orientation Gr. 7 Gr. 8
    Gender identity Gr. 7 Gr. 8
    Misconceptions relating to sexuality Gr. 7 Gr. 10
    Relationships and intimacy Gr. 7 Gr. 8
    Bias and stereotyping about sex Gr. 7 Gr. 12
    Sexual harassment Gr. 7 Gr. 9
    Body image issues Gr. 7 Gr. 7
    Mental illness Gr. 7 Gr. 11
    Social justice and diversity Gr. 7

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

    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.


    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.


    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: This information is not currently available.

    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: We do not see school culture as needing to be exclusively either rigorous or supportive. Our culture is rigorous but also balanced with respect and support for the three stages of childhood development. This means our academic expectations revolve around the specific needs of each stage and do not require students to be rushed through childhood. Our children are engaged with activities of interest that are relevant to their current development needs. At each stage, our teachers aim to provide balance for the 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 Limited


    London Waldorf School offers 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

    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
    London Waldorf School 0 mins0 mins0 mins0 mins0 mins0 mins15 mins30 mins30 mins30 mins30 mins
    Site Average0 mins2 mins6 mins16 mins18 mins24 mins29 mins34 mins41 mins54 mins58 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

    Recess Policy

    Non-lunch recessFrequency 1/day 1/day 1/day 1/day 1/day 1/day 1/day 1/day 1/day 1/day 1/day
    Location Outside Outside Outside Outside Outside Outside Outside Outside Outside Outside Outside
    Amount 60 60 30 45 45 45 45 45 45 45 45
    Lunch recessAmount 30 30 60 15 15 15 15 15 15 15 15

    What London Waldorf School says: Toddler and Preschool children are outside before lunch each day, and again after their afternoon nap. Kindergarten classes stay outside in the morning and at the end of the day. All other grades go out for recess mid-morning and after lunch. Recess is always spent outside except during the most inclement weather (thunderstorms and/or extreme cold). Our commitment to providing children ample time to be outdoors during recess, and throughout the rest of the day helps them to connect to their environment, and to become more resilient and robust. We often have a skating rink in the Winter, and nature walks are common. The school is located on 3.5 acres of land, giving children abundant opportunities for exploration, play and fun. Recess gives the children opportunities to develop balance, coordination, and spatial awareness, as well as time to practice social skills, self-control, executive functioning, and creative problem solving.


    What London Waldorf School says:

    This information is not currently available.

    • Sports OfferedCompetitiveRecreational
      Ice Hockey
      Track & Field
    • Clubs offered: None

    Tuition & Financial Aid


    This information is not currently available.

    Need-based financial aid

    This information is not currently available.

    Merit based Scholarships

    This information is not currently available.


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

    Student distribution: This information is not currently available.



    This information is not currently available.


    • The Associated Waldorf School (AWSNA) Associations

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    London Waldorf School