About Us

About Clover Hill

The Clover Hill School is an emerging Early Childhood Center that is inspired by Waldorf Education. We offer three programs: a Mixed-Age Kindergarten for 3 to 6 year olds; Gentle Beginnings for 2 3/4 to 3 1/2 year olds to ease the transition from home to Kindergarten; and Growing Together for moms, dads and care givers with children 2 months to 3 years of age. We offer a full play-based program appropriate for each age group with organic food served at snacktimes. Our campus includes beautiful renovated classrooms and a private play yard located at Christ Episcopal Church in East Norwalk, CT.

The School was organized in 2003 and is a recognized 501(c) (3) entity. Since its inception, we have vigorously pursued our mission of bring education inspired by the Waldorf philosophy to lower Fairfield County, the only portion of the Tri-State Region (NY, NJ and CT) that was without a Waldorf presence. Waldorf Education, which is non-denominational and non-sectarian, began in Germany in 1919 and is the fastest growing private educational system in the world. There are 250 Waldorf schools in the United States alone.

Mission Statement

The Clover Hill School is inspired by the proven ideals and methods of Waldorf education, developed by Rudolf Steiner. We are devoted to protecting childhood and to providing an education that serves the needs of the developing human being. Our classical education addresses the whole child, including the head, the heart and the hands.

Our approach, validated by research, goes far beyond the conventional wisdom of the day which emphasizes standardized instruction and testing focused on the intellect. Its flawed mantra is "the more and earlier the better". Instead, we seek to develop the capacities needed to thrive in our modern world, including skillful hands, moral courage, and independent thinking. We recognize each child as a being of body, soul and spirit.

The School aims to inspire a love of learning so that each student is academically prepared for the next steps in life, and is also given opportunities for the unfolding of their unique gifts. Further, we believe we can help to meet the needs of the growing child by providing ongoing opportunities for adult education through parent workshops, lectures, study groups, and teacher development programs.

We recognize that an active external community surrounds and supports the families of the School. We seek to foster and enrich this community through public events, community outreach, and the celebration of seasonal festivals. Overall, the School aims to serve the lower Fairfield and proximate Westchester County area by being an active and responsible contributor to the community at large.

The Meaning of Our Name

Establishing the school that became Clover Hill was a long-held and cherished dream for a particular grouping of Anthroposophists who came together in 1973 to study the teachings of Rudolf Steiner. Steiner founded Waldorf education as well as Anthroposophy, the philosophy inspiring its creation. They envisioned a day when they would bring forth a school truly based on Rudolf Steiner's Anthroposophical principles. This group is now known as The Michaelic Anthroposophical Group of Connecticut. A number of the forty members either had or have sought training in Waldorf education, and many of them now serve as teachers, advisors and board members of the School.

In 2004, members of the Group formed a Council to cultivate the vision of the School's incarnation and lead the School through its pioneering stage. They wanted the name of the School to carry a deep meaning and be connected to the community that it would serve. They noted that the area was filled with clovers during the spring and summer months.

In the clover plant and its symbiotic relationship with the honey bee, the Council found a fitting symbol. They saw the Waldorf curriculum, festival celebrations, community activities and the sincere striving of teachers as gifts of love that will be transformed by the children, like busy bees, into gifts for the world.

Those in the public school reform movement have some important things to learn from what Waldorf educators have been doing for many years. It's an enormously impressive effort toward quality education, and schools would be well advised to familiarize themselves with the basic assumptions that underlie the Waldorf movement.
Ernest Boyer, President, Carnegie Foundation for the Advancement of Teaching