• Safeguarding

    Our Safeguarding Policies can be found below.

    Bristol Steiner School recognises its legal duty under s.175/157 Education Act 2002 to work with other agencies in safeguarding and promoting the welfare of children and young people and protecting them from “significant harm”. These duties are defined by:

    Bristol Steiner School adheres to the Guidance for Safer Working Practice for those Working with Children and Young People in Education Settings (2019)


    Click here to view the full document.


    A reliable and up-to-date resources on emotional health for your children – https://www.happymaps.co.uk


  • Safeguarding & Child Protection Policy

  • E-Safety

    E-Safety Guidance

    Bristol Steiner School believes it is essential for e-Safety guidance to be given to the pupils on a regular and meaningful basis. Though we do not teach ICT in school this does not restrict us from delivering a comprehensive E-Safety Curriculum to ensure that all our pupils develop a secure understanding of E-Safety. Educating pupils on the dangers of technologies that may be encountered outside school is also done in Religion/ PSHE lessons, Main lessons, NSPCC workshops and Assemblies.


    Children must be made aware of the risk associated with IT. The risks associated with use of ICT by children can be grouped into the following categories:

    • Content: exposure to inappropriate images, pornography, information advocating violence, racism or illegal and anti-social behaviour that cannot be evaluated in a critical manner.
    • Contact: chat rooms, social networking sites, adults seeking to gain the trust of young people (“grooming”) with a view to sexually abusing them and risk of cyber-bullying and disclosing personal information (addresses, mobile numbers, photos, etc.)
    • Commerce: vulnerability to unregulated commercial activity, potentially resulting in serious financial consequences for themselves and parents and vulnerability to fraud or identity theft.
    • Culture: involvement in inappropriate, anti-social or illegal activities or exposure to unsuitable materials or inappropriate social networks using information in a way which breaches copyright laws.

    Children are ‘digital natives’ – but parents need to protect them on the web.

    It’s increasingly difficult to stay ahead of the curve when it comes to technology, especially when you are a parent trying to keep your children safe as they grow up immersed in this digital world. Cybercrime, grooming, sexting, social media — where to start?


    Research released for 2017’s Safer Internet Day in the UK revealed that one in five children surveyed had been bullied with online images or videos. Additionally, roughly 70% of kids had seen images and videos “not suitable for their age” while surfing the web.


    To help parents feel confident their children are safe and protected when they’re online here’s a practical list of how to keep children safe when online:


    Use free filtering technology/safe modes

    Most online services these days come with privacy or safe modes built-in, it’s important to switch them on for your child. Filtering tech can block harmful websites, age-restricted games, forums, chatrooms and anything else you choose. Some applications can do everything from create weekly reports for you about browsing to log the keystrokes on a device. The extent of the control needed is up to you but beware – if you come on too strict you will likely be met with rebellion.


    Monitor your child’s internet history for every device they use

    You don’t have to be the police state in the house, instead, make a point of checking the internet search history at the end of the day to make everything viewed is satisfactory. This is easiest if you create your child a dedicated account on a home computer or device. Note, they may learn how to delete their own records, so like most options you have this is not a full-proof choice.


    Only let your child on computers or devices where you can see them

    This will largely depend on the age of your child, but for the young ones it is advised to only let them use a computer, smartphone or tablet in a place where it can be monitored by an adult. When used alongside web filtering this can be an effective method of keeping an eye on what is being searched for, viewed or watched on the web.

    The internet can be fun, but is not always suitable for kids.


    Talk about the internet and be open about what’s out there

    On the internet a 50-year-old man can pose as a 15-year-old girl, chatrooms can be used for grooming and personal information is given away at the click of a mouse. Yet it is also a place for discovery, a tool to help with homework and a way to learn more about the world. Parents and children need to communicate and talk about what the internet is, what is isn’t, and how to recognise the more lurid aspects of it.


    Know your child is probably smarter than you when it comes to the internet

    Parents, when growing up you had VHS, cassette tapes and dial up. In comparison, your kids have Snapchat, Facebook, virtual reality, streaming services and online gaming. They have grown up in a world of touchscreens and data plans, a world where content is free and personal information means little. The world has changed, and you are likely behind the times. Don’t accept it, just be aware of it. The key in all this is not to rely on technology to solve your problems, but use it as a compliment to good old-fashioned education.


    See also –






  • E-Safety Policy

  • SEND

    Support for Children with Special Educational Needs and/or Disabilities at Bristol Steiner School


    At Bristol Steiner School the Headteacher currently holds the role of Special Educational Needs Coordinator (SENCO). This allows a joined-up approach to the oversight of the day-to-day operation of the school’s SEND policy.

    Where a pupil is identified as having SEN, the Bristol Steiner School will take action to remove barriers to learning. This SEN support takes the form of a graduated approach which consists of a four-part cycle of:

    1. Assess
    2. Plan
    3. Do
    4. Review

    As part of our graduated response, this four-part cycle of ‘Assess, Plan, Do, Review’ should always be in evidence. In the first instance pupils are supported through in-class provision for all when teachers consider the individual needs of children using the cycle described above. The benchmark for determining the need for additional or different support will be the child’s progress relative to that of their peers and will consider the need to:

    • close the attainment gap between the child and their peers
    • prevent the attainment gap growing wider
    • ensure access to the full curriculum
    • demonstrate an improvement in self-help, social or personal skills
    • demonstrate improvements in children’s behaviour

    If the pupil makes less progress than expected, they may receive in-class support. This may include literacy, numeracy, physical, anthroposophical and social inclusion initiatives to raise their achievement. The SENCO would be increasingly involved, consulting with the teachers and parents and the process may culminate with the child’s name being placed on the SEN register. An ‘Individual Development Plan’ may be implemented.


    This can take many forms, for example: extra movement breaks, teacher-based small group work for literacy or numeracy support, individual learning support intervention, extra gross motor support that is delivered as part of a games lesson. Teachers use ‘Individual Development Plans’ or ‘Individual Behaviour Plans’ to record and monitor progress against specific, measurable, achievable, realistic and time bound (SMART) targets. Teachers review targets every half term and liaise closely with parents about their child’s progress.


    The school also employs an experienced SEN teacher to give 1 to 1 tuition to children who are recorded on the SEND register and are in need of specific intervention work outside of their usual class group. The SEN teacher works closely with teachers to deliver bespoke 1 to 1 lessons to maximise their time out of class and to narrow the gap in attainment rapidly.


    Following Steiner principles, BSS may consider carrying out a ‘Child Study’. This is a review of a child who needs special consideration because of learning/behavioural difficulties, special qualities, or to characterise a particular age or stage of development. This takes place in Teachers’ and Staff meetings to build a shared picture of the child.

  • Special Educational Needs & Disability (SEND) Policy