Change is tough for any organisation. Education, in particular – a sector not always known for its agility and adaptability – poses a unique combination of hurdles. As Executive Director of Waldorf UK, the national representative body for Steiner Waldorf education in the UK, I speak from experience. In 2019, our association faced an existential crisis when Ofsted rated three-quarters of our member schools either ‘Inadequate’ or ‘Requires Improvement’. It was a pivotal moment that demanded a profound re-examination of everything we did and how we were doing it.
The first German Steiner school opened in 1919, and British Waldorf education marks its 100th anniversary in 2025. But we had to face up to the fact that it had lost its way. As part of a newly appointed team, we were given a clear mandate to navigate and support schools through a transformation that was essential for Steiner Waldorf education to survive in the UK and be relevant for today’s children.
Our crisis response had to address the weaknesses identified in Ofsted inspections, but in a way that enhanced rather than undermined Waldorf pedagogy. Many criticisms were familiar, reflecting issues that had circulated in our schools for several years. A genuine, wide-ranging reflection on everything we did was necessary, whilst simultaneously taking care to preserve the positive aspects of what makes our approach unique.
Immediate work was done to improve safeguarding and compliance with other statutory requirements. Waldorf UK commissioned an extensive consultation with our schools to see what they felt was needed in the medium term. Subsequently, the new team created a wide-ranging CPD programme to upskill teachers and support school leaders.
