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Teacher quits after Ringwood independent school pupils self-harm during art class
Updated 11:48am Monday 5th August 2013 in News
A TEACHER resigned from an independent Hampshire school after pupils cut themselves with blades as part of a history of art lesson.
The incident took place under the part-time teacher’s guidance at Ringwood Waldorf School.
She was suspended and later quit while school bosses investigated the incident.
Yesterday school administrator Nigel Revill said: “We can confirm an incident took place during an art history lesson on March 19 during which a part-time teacher, subsequently suspended pending a full investigation, acted independently without our knowledge.
“The teacher concerned resigned during the disciplinary process before a disciplinary hearing could take place.
“The teacher is no longer employed by the school and we have no plans to reinstate her.”
The school, which charges between £3,610 and £7,500 a year, insists the incident was isolated and that it is no longer under investigation.
Mr Revill said the incident should not detract from “the excellent quality of daily teaching in a supportive, nurturing educational environment for 240 students.”
Ringwood Waldorf School, based on the principles of philosopher Rudolf Steiner, is privately run and takes pupils aged three to 16.
The teacher was reported to the School Inspection Service (SIS), which monitors independent schools, and Dorset County Council’s safeguarding team.
Mr Revill said both organisations confirmed to the school it had acted correctly in the steps taken to address the issue.
He added: “This gives us comfort that, despite the unfortunate fact that an incident took place, our internal procedures and safeguarding processes are working accurately.
“Meanwhile, we take on board the observation from the local authority and SIS that we should have informed them at the earliest available opportunity.”
Steiner schools use alternative education methods and encourage an artistic element in all lessons.
The Ringwood school’s website states: “This education recognises childhood as a journey that needs to leave time for the unfolding of the three soul forces – thinking, feeling and willing – in the maturing child.”
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