This is a small, non selective independent school in Canonbury, Islington, offering Steiner Waldorf education from age 3 to 14. The setting is unusual even by London standards, teaching takes place within a Grade II* listed former church building, with the school describing it as a key part of its identity.
The age range matters for parents because this is not a standard “prep to senior” pipeline. Children typically leave after Class VIII (the school’s equivalent of Year 9), then move on to local state secondaries or other independent and Steiner schools depending on family preference and availability. The school notes that the first cohort graduated from Class Eight in 2007, which also anchors expectations around what the school is designed to do well, a strong foundation through early adolescence rather than GCSE delivery.
Leadership is stable by independent sector standards. Anna Retsler is listed as Head Teacher on the school’s staff page, and the most recent statutory inspection materials note a new headteacher was appointed in September 2019.
Families looking here are usually prioritising a particular educational philosophy rather than published exam statistics. That is reflected in the way the school presents itself, curriculum documentation is extensive, but standardised performance measures and league table style outcomes are not the centre of the narrative.
The school’s tone is distinctly community led. Its own history page emphasises parent and volunteer involvement in making the building usable as a school over many years, including phased classroom creation and ongoing restoration work, with a specific example in 2021 when the North Aisle roof was restored using Welsh slate. This story is not window dressing, it signals a culture where families are expected to contribute time, energy, and practical support, and where the physical environment is treated as shared stewardship rather than a service purchased.
The school is explicit about welcoming families of all faiths and none, and that positions it differently from many independent settings housed in religious buildings. There is also a deliberate emphasis on “festivals” and seasonal rhythm as a core part of school life, with curriculum linked celebrations spanning multiple cultural traditions. For parents, this is a practical indicator of what the calendar feels like: school life is punctuated by communal events and performances, not only end of term concerts and sports days.
Those festivals are not described as passive assemblies. Michaelmas, for example, is set out as a whole school event involving food donations, gardening and practical work, outdoor play, and a shared play with singing, acting and poetry. Kindergarten activities on the day include apple juicing, bread making, wool washing and vegetable chopping for soup, while older pupils are described as working in gardens and gathering for a feast. The implication for families is straightforward: hands on activity is part of the school’s identity, and children are expected to participate with their bodies and their attention, not only through written tasks.
Pastoral expectations are also clear in the school’s “mobile free” guidance in its communications. That may seem minor, but it speaks to the boundaries the school wants on site, including safeguarding minded expectations for pick up routines and event culture.
As an independent Steiner Waldorf school, the academic story is primarily about curriculum structure and how learning is organised. The ISI compliance inspection background section sets out the school’s structure as kindergarten (ages 3 to 6), lower school (6 to 11), and middle school (11 to 14), with early years following the Early Years Foundation Stage up to age five, alongside agreed exemptions.
In practice, the subject detail the school publishes gives a clearer sense of what learning looks like day to day than generic statements about “creative curriculum”.
The “Subject Lessons” materials position outdoor learning as integral rather than occasional. Examples given include real tasks such as preparing food and chopping wood, framed within age appropriate risk. The school also sets out behavioural expectations for outdoor work, including explicit boundary teaching and close adult supervision when tools are involved. For parents, that indicates a deliberate approach: freedom is paired with rule clarity, and outdoor sessions are treated as structured learning rather than unstructured playtime.
Middle school drama is described in unusually concrete terms. Class 7 is described as undertaking a storytelling project, often medieval themed, building towards a spring term performance incorporating movement, music, and speech. Class 8 is described as studying a Shakespeare play in the autumn, then developing ideas through workshops, before mounting a full production in the summer term. Pupils are described as responsible not only for acting but also set design, costumes, props, and marketing. The implication is that performance work is used as a vehicle for teamwork, planning, and responsibility, in a way that is closer to a production model than a standard school play.
Handwork is presented as central, with specific techniques named, knitting, sewing, crochet, weaving, and embroidery. The school explicitly links this to fine motor development and concentration. For families, this signals a school day where making, craft, and materials matter, and where tactile competence is treated as a meaningful educational outcome rather than a peripheral enrichment activity.
The school publishes substantial narrative around language learning, with French taught in an “artistic and experiential” way and intended to connect with other subject areas. It also sets out a British Sign Language curriculum through Classes I to V, moving from basic awareness into structure and grammar. Separately, communications indicate after school provision has included German and British Sign Language clubs for different age groups. For parents, the practical point is that language is not treated as a late add on, and communication is framed broadly rather than restricted to spoken and written English.
Music is described through singing, body percussion, recorder, and gradual introduction of notation, with an emphasis on ensemble. This reads as developmental sequencing rather than early exam style theory. Families who value formal graded music pathways will want to explore what instrumental tuition is available beyond the published core provision, but the baseline offer is clearly integrated into curriculum thinking.
A notable feature here is how much the school documents its curriculum rather than leaving families to infer what “Steiner” means. The curriculum hub provides overarching introductions, policies, and class by class curriculum themes and book lists. The breadth of published material suggests the school expects parents to engage with method as well as outcomes, and it supports families who want transparency about content and progression.
The school also defines its middle school equivalences explicitly, with Class VI aligned to Year 7, Class VII to Year 8, and Class VIII to Year 9. That clarity is helpful when thinking about transitions out at 14, especially for families comparing against mainstream key stage expectations.
Because the upper age is 14, the key transition question is what happens after Class VIII.
The school’s history page notes that the first students graduated from Class Eight in 2007 and went on to complete education at local state schools or other Steiner schools around the country. That is a deliberately broad statement, and families should interpret it as flexibility rather than a guaranteed pathway.
For parents, the practical planning tasks are:
Start conversations early about Year 10 entry elsewhere, since many secondary schools are structured around Year 7 entry and may have limited Year 10 places.
Check how GCSE options are handled at the destination school, especially if your child is moving from a curriculum built around projects and main lesson style learning into a more exam driven model.
Treat transition as a two part process, academic alignment and cultural fit. The school’s rhythm, festivals, and practical curriculum can be a significant shift for a child moving into a more conventional secondary setting.
The FindMySchool local hub pages and comparison tools can help when shortlisting likely Year 10 destinations around Islington and neighbouring boroughs, particularly where admissions policies, transport, and school size are key considerations.
Admissions here are structured as a relationship building process rather than a single annual deadline.
The school sets out a clear sequence:
Attend a tour, with the school explaining this is important because the educational approach is distinctive.
Register to join the waiting list, including payment of a registration fee.
When a place becomes available, the school requests further information and invites an interview.
Children applying for lower and middle school are described as attending a trial week as part of the decision process.
Key financial elements are also explicit:
Registration fee is listed as £120 (with £75 for siblings).
A deposit of £1,000 is stated as required to secure a place.
Tours are described as taking place around twice a term during term time. The school has published tour date lists in some periods, but these change termly, so families should treat the pattern rather than any single list as authoritative.
Two features stand out from the school’s published materials.
First, behavioural expectations are described as explicit and consistent in outdoor contexts, including tool use, boundary setting, and a clear consequence model where unsafe conduct ends the session. That indicates an approach that is more structured than some stereotypes about alternative education suggest.
Second, safeguarding roles are clearly signposted on the staff page, including the designated safeguarding lead and deputies. For families, that transparency is a baseline expectation in 2026, but it still matters as evidence of operational clarity.
The most recent statutory inspection was a compliance inspection, which by design focuses on whether required standards are met rather than offering graded judgements on educational quality. The latest ISI report states the school meets the required standards.
In many independent schools this section becomes a generic list. Here, the stronger evidence is in the way the school embeds what other schools might call extracurricular into core provision and community life.
The festivals programme is detailed and practical. Michaelmas is the clearest example, combining performance, food preparation, gardening work, games, and shared meals, with pupils across age groups contributing in different ways. Martinmas is described through lantern making and an evening lantern walk in the local area. Diwali learning is described as integrated into a Class V main lesson block, including a temple visit and a mandala created in the nave. These details matter because they show that arts, culture, and communal work are not optional extras, they are part of how the school builds belonging and confidence.
Drama is structured as a developmental sequence through the middle school, with speech work several times a week and major collaborative projects. The range of Shakespeare plays listed as past productions signals ambition and a willingness to put complex texts in front of young adolescents, backed by rehearsal and production responsibility.
Wraparound care is formalised through Orchard Group and Lunch Club options that extend the day for younger children, plus an after school care club. Communications have also referenced additional after school clubs such as German and British Sign Language in some periods. For working families, the key point is that wraparound exists, but it may be configured differently by age and term, and it is worth checking the current pattern before relying on it for weekly logistics.
Fees are published by class and are set per annum for 2025 to 2026, with Class I at £12,600 rising to £13,608 for Classes VII and VIII. (Early years fee information is published separately by the school; parents should consult the school’s published schedule for those details.)
The school publishes additional charges for wraparound, including Orchard Group and Lunch Club and after school club sessions.
On financial support, the school describes Community Supported Fee Assistance (CSFA) as means tested support for eligible families, alongside sibling and staff discounts. It also states that CSFA, staff and sibling discounts amount to around 10% of the school’s yearly income, which gives a sense of scale even though individual award levels are not published.
Fees data coming soon.
published guidance indicates a start at 8:30 and finish at 3:30 for the day, with the school also noting that finish times can vary by class in some phases. Kindergarten hours are published separately as 08:15 to 13:15 on weekdays, with an option to extend via Orchard Group to 15:30.
the school offers Orchard Group and Lunch Club options that extend the day for younger children, and after school care is described in school communications. Costs for additional services are published and charged per session.
term dates for 2025 to 26 are published on the school site, which helps families align planning even if admissions entry dates are rolling.
Canonbury is well served by public transport and walking routes, but parking and drop off logistics are usually the limiting factor in this part of Islington. Families should expect urban constraints and should ask directly about drop off arrangements and any street restrictions affecting pick up times.
This is a through to 14 school. The model assumes a transition after Class VIII, so families need a plan for Year 10 entry elsewhere and should think early about how their child handles shifts into a more exam oriented setting.
Admissions are rolling and relationship led. Tours and waiting lists suit families who can plan ahead; they can feel uncertain if you need a fixed deadline and a clear yes or no timeline.
Community involvement is part of the culture. The school’s own history places significant emphasis on family and volunteer contribution over decades. That can be a strong positive, but it is not for everyone.
Wraparound exists but is structured. There are defined options for extending the day, but availability and patterns can shift by class and term, so verify current arrangements before building childcare plans around them.
St Paul's Steiner School suits families who want a Waldorf education that is practical, arts rich, and intentionally paced, with clear emphasis on festivals, craft, performance, and learning through real tasks. The setting and community culture are central to the experience, and the school’s published curriculum detail gives parents a transparent view of what is taught and why. Best suited to children who thrive with hands on learning and families comfortable planning ahead for a transition at 14 into another secondary route.
The most recent statutory inspection was a compliance inspection in May 2023, which confirmed required standards were met. Families considering fit should focus on whether the Waldorf curriculum approach matches their child’s learning style, and on the practicalities of moving to another secondary route after age 14.
Fees are published per year group, with Class I fees set at £12,600 per annum for 2025 to 26 and fees rising to £13,608 for Classes VII and VIII. The school also publishes separate early years fee information and additional charges for wraparound services, which families should review alongside the core fees.
The school’s admissions process begins with attending a tour, followed by registration to join a waiting list. When a place becomes available, families are invited to provide further information and attend interview stages; for lower and middle school, a trial week is part of the process.
Kindergarten hours are published as 08:15 to 13:15 on weekdays, with an Orchard Group option extending to 15:30. The school also offers Lunch Club options for some classes and after school care provision, with per session charges published on the fees page. Availability and patterns can vary by age and term, so check the current schedule.
The school publishes detailed subject descriptions including handwork (knitting, sewing, weaving and more), structured drama projects through the middle school, outdoor learning with real tasks and tool use under clear behavioural expectations, and language provision including French and British Sign Language.
Get in touch with the school directly
Disclaimer
Information on this page is compiled, analysed, and processed from publicly available sources including the Department for Education (DfE), Ofsted, the Independent Schools Inspectorate (ISI), the Universities of Oxford and Cambridge, Freedom of Information (FOI) requests, and official school websites.
Our rankings, metrics, and assessments are derived from this data using our own methodologies and represent our independent analysis rather than official standings.
While we strive for accuracy, we cannot guarantee that all information is current, complete, or error-free. Data may change without notice, and schools and/or local authorities should be contacted directly to verify any details before making decisions.
FindMySchool does not endorse any particular school, and rankings reflect specific metrics rather than overall quality.
To the fullest extent permitted by law, we accept no liability for any loss or damage arising from reliance on information provided. If you believe any information is inaccurate, please contact us.
