Learning with the Head, Heart and Hand

Develops adults who

  • think clearly and independently
  • feel emotionally connected to their work and the world at large
  • are willing to take initiative to achieve their goals and to contribute to the world.

In a Waldorf education teachers provide a learning environment where students engage with topics through active physical engagement, artistic immersion and intellectual diligence.

Whilst all three elements are always present, the balance changes through the student’s school journey.

The emphasis in kindergarten is on exploring the world through physical engagement; exploring through moving, balancing, touching, experiencing the world, with all its physical, social/emotional and intellectual aspects, practically.

The emphasis in the Lower School years is on exploring topics through artistic engagement, while continuing the practical approach to learning.

The emphasis in the Upper School is on exploring topics through intellectual debate and logical thinking, while continuing the practical and artistic approach to learning


Kindergarten (ages 3-6) is a warm, informal and inviting environment providing physical and emotional security through the rhythms and routines of the day and through self-directed play.

We create a space in which children can experience the goodness of the world and become absorbed in free imaginative play, which is the real work in childhood.

Children delight in the freedom of play inside and outside, in all weather! Splashing in puddles. Building dens. Sowing seeds. In these everyday rhythms, children maintain their childhood, as they grow physically and in understanding. They enjoy limitless inspirations for their imagination and apply their innate curiosity to learn by experimenting, while also developing resilience and a deep appreciation for their environment.

Storytelling is woven throughout our day. Stories which help them question, spark imagination, stir courage and compassion, and a spirit of gratitude. We have unhurried days for children to notice the stories told and those quietly spoken from both within their own inner world, and the natural world around them.

More than anything, we believe children need to love and be loved. Our partnership with parents provides insight into each child’s uniqueness and is essential to our nurturing children who are happy, healthy and secure in every aspect.

Lower School

Our Lower School begins from the ages of 6-7. At this age, children learn, grow and flourish under the loving and secure care and direction of the Class Teacher. Lessons begin to become more structured with a variety of creative opportunities available. Practical and creative activities are part and parcel of every lesson. Movement, music, drawing are part of the learning process, whether the lesson is Maths, English, History or Science.

Languages, music, painting, woodwork, drama, yoga, gardening, sports and much more give pupils a holistic education in the hand, heart, and head.

Lower School helps to foster a love of learning and a sense of community and purpose in the children. Their classmates, teacher and even the parents of their friends become a close and caring community. Meaningful school trips are selected to support character development and experiential learning, supporting the topics taught in Main Lesson.

A community and project led approach instills the desire and aspiration in pupils to contribute to improving the world. Innovation, creative thinking and problem-solving are key aspects of our curriculum.

Upper School


Upper school Pupils at Langley Hill Independent School will continue to follow the Steiner/Waldorf Curriculum as well as embark on their exam studies. At a time when most young people become specialised as a result of their exam choices, pupils at Langley hill Independent School continue to study a broad spectrum of arts, sciences, crafts and humanities in addition to their national exam subjects. They are able to do so because of the Main Lesson programme which includes the study of Ancient, Medieval and Modern History; Philosophy; Organic Chemistry; History of Art; Economic Geography; Surveying; Physics; History of Architecture; and Geology. Artistic and practical subjects also continue to be timetabled for all pupils. As a result, irrespective of whether pupils veer towards the arts or the sciences in their exam choices, they continue to receive a valuable grounding across all subjects.


National exams are taken in Classes 10, 11 and 12. The particular mix of exam boards and subjects is not yet decided and will arise from the study of which exam will best fit into the Steiner curriculum and allow the most latitude for study. Langley Hill Independent School is also interested to explore how the wonderful variety and depth of work students produce through the Steiner/Waldorf curriculum could be accredited.


Steiner/Waldorf students go on to a wide variety of colleges and universities and continue on to a wide diversity of professions, including medicine, law, science, engineering, computer technology, the arts, social science, government and teaching for all age groups.

A study in the United States* looked at the destinations for Steiner/Waldorf graduates.

  • 94% attended colleges or universities.
  • 47% chose humanities or arts as a major
  • 42% chose science or Maths as a major
  • 89% are highly satisfied in their choice of occupation
  • 91% are active in lifelong education
  • 92% placed a high value on critical thinking
  • 90% highly values tolerance of other viewpoints.

Information from



  • Title: Survey of Waldorf Graduates, Phase II Research and Analysis: Douglas Gerwin and David Mitchell Statistical Analysis: Ida Oberman, PhD, and Yasuyo Abe, PhD Survey Administrator: Arthur Pittis Editors: David Mitchell and Douglas Gerwin Layout: David Mitchell Proofreader: Ann Erwin © 2007 by Research Institute for Waldorf Education ISBN: 978-1-888365-82-5
  • Title: Survey of Waldorf Graduates, Phase III Editors: David Mitchell and Douglas Gerwin Contributors: Jon McAlice, Bo Dahlin Layout: David Mitchell Proofreader: Ann Erwin © 2008 by Research Institute for Waldorf Education ISBN: 978-1-888365-87-0