The Art of Learning

Cultivating agile minds for an unpredictable world.

At Waldorf Cambridge, education is not a race to a finish line; it is a journey of becoming. We believe that for a child to truly excel, their education must be as dynamic as they are. Our curriculum is a carefully choreographed blend of intellectual rigour, artistic expression, and practical mastery—designed to ensure that students don’t just memorise facts, but develop the capacity to think for themselves.

While traditional systems often prioritise standardised outcomes, we prioritise the individual learner. From the first crayon stroke in Kindergarten to the complex scientific theories explored in the Upper School, our teaching is "alive." We replace passive observation with active participation, turning every lesson into an immersive experience that resonates with the child’s developmental stage.

Why our approach works:

• Interdisciplinary Depth: We don’t teach subjects in isolation. Maths is found in music; history is explored through drama; science is grounded in the natural world.

• The "Main Lesson" Experience: Students dive deep into a single subject for several weeks, allowing for profound focus and true expertise rather than surface-level skimming.

• Beyond the Desk: Our classrooms extend into the workshops, the gardens, and the city of Cambridge itself, proving that real-world skills are built through real-world action.

We are not just preparing our students for exams; we are preparing them for life. We nurture the resilience, the creativity, and the clarity of thought they will need to shape the future.

Articles and Press

A report was published in 2005 called "Steiner Schools in England" by Philip Woods, Martin Ashley and Glenys Woods of the University of West of England, Bristol. One of the recommendations in this report is quoted below and could be taken as a summary of some of the differences between Steiner and maintained-sector approaches to education:

"Government, LEAs, maintained and Steiner schools and the SWSF to explore the potential of the following to inform practice in maintained schools:

• early introduction and approach to modern foreign languages
• the combination of class and subject teaching for younger children
• development of speaking and listening through an emphasis on oral work
• the development of a good pace in lessons through an emphasis on rhythm
• the emphasis on child development in guiding the curriculum and examinations
• the approach to art and creativity
• the attention given to teachers’ reflective activity and heightened awareness (in collective child study for example)
• collegial structure of leadership and management, including collegial study."

The Cambridge Primary Review is an independent enquiry into the condition and  future of primary education in England. It is based at the University of Cambridge, supported by Esmée Fairbairn Foundation and directed by Professor Robin Alexander. One recommendation of the review is for school education (not Early Years/kindergarten) to start at age 6. This is exactly what happens at a Steiner  school.

In this section of the website you will find articles relating to Steiner education from the press in the form of newspaper cuttings and online articles.

Recommended Books

The Wellspring Bookshop

 You are your Child’s First Teacher  Rahmina Baldwin Darcy (Hawthorn Press)

The Incarnating Child  Joan Almon (Hawthorn Press)

School as a Journey  Torin M. Finser (Steiner Books)

The Education of the Child  Rudolf Steiner (Steiner Books)

Education Towards Freedom  Frans Calgren (Floris Books)

Waldorf Education  Christopher Clouder (Floris Books)

All Year Round  Ann Druitt, Christine Fynes-Clinton (Hawthorn Press)

Games Children Play  Kim Brooking-Payne (Hawthorn Press)