A UK Department for Education and Skills report in 2005 noted significant differences in curriculum and pedagogical approach between Waldorf/Steiner and mainstream schools and suggested that each type of school could learn from the other type’s strengths: in particular, that state schools could benefit from Waldorf education’s
– early introduction and approach to modern foreign languages;
– combination of block (class) and subject teaching for younger children;
– development of speaking and listening through an emphasis on oral work;
– good pacing of lessons through an emphasis on rhythm;
– emphasis on child development guiding the curriculum and examinations;
– approach to art and creativity;
– attention given to teachers’ reflective activity and heightened awareness (in collective child study for example); and
– collegial structure of leadership and management, including collegial study.
Aspects of mainstream practice which could inform good practice in Waldorf schools included: management skills and ways of improving organizational and administrative efficiency; classroom management; work with secondary-school age children; and assessment and record keeping.
A 2008 report by the Cambridge-based Primary Review found that Steiner/Waldorf schools achieved superior academic results to English state schools.