School Guide 2020-2021 - International Education in Hilversum for ages 4 - 12 since 1986 'Quality for All and All for Quality' - IPS Hilversum
←
→
Page content transcription
If your browser does not render page correctly, please read the page content below
School Guide 2020–2021
International Education in Hilversum for ages 4 – 12 since 1986
‘Quality for All and All for Quality’
IPS Hilversum School Guide 2020-2021; IPS School leadership team
1 Introduction and contents
This School Guide has been developed to give parents and guardians a description of IPS Hilversum, the
education we offer, our vision, methodology and what you may expect to find in our school.
In the School Guide addendum, specific information is given concerning each school year. This
includes staff composition, the holiday schedule, study days and curriculum.
The school guide is adapted annually and made available to the parents. The guide is particularly
useful as an information source for new parents who are in the process of finding a school for their
child.
OUR MISSION STATEMENT:
Our mission at the International Primary School Hilversum, as an IB World School, is to develop
internationally minded global citizens, encompassing students of all nationalities through an inquirybased
approach, within the Dutch state system.
We provide each student with a diverse, intercultural education in a safe, supportive environment that
promotes self-discipline, agency, motivation and excellence in learning through the English language
while drawing on multilingual resources.
‘Quality for All and All for Quality’
The motto above ‘Quality for All and All for Quality’ represents all we stand for and value. This motto is
the essence of our mission statement which itself encompasses the school’s vision and ambitions.
On behalf of our Board, the parent and staff members of the School Council and the whole school
team I wish you and the children a successful and enjoyable school year.
Robert Westlake
Principal
This School Guide has been approved by the School Council (Medezeggenschapsraad).
Date: June 2020
1
Contents
Page nr
1 Introduction and contents 1
2 Contact 3
3 Mission Statement, Goals, Beliefs and Legal Objectives 4
4 Explanation of the organisational structure of the Board, Stip Hilversum 8
5 A Safe School & a Safe Environment 9
6 The school locations & organisatons 10
7 The students, year group placement 12
8 Student Admission Regulations IPS Hilversum 12
8.1 Admission policy for students with Special needs & Learning Support 13
9 Curriculum – The Primary Years Programme of the International Baccalaureate 14
9.1 The Curriculum: ELA, Dutch, Home language groups 16
10 The school times 18
10.1 The school week 19
11 The library 19
12 Assessment & student monitoring 20
12.1 Student monitoring system
12.2
Inclusive education / passend onderwijs
13 School Reports 21
14 Transition to secondary education 21
15 School Attendance 22
16 Leave of absence regulations 23
17 Communication with parents & Essential agreements 24
18 School Council (Medezeggenschapsraad – MR) 27
19 Parents’ Support Group (PSG) 28
20 Voluntary parental contribution 28
21 Student Health and Care 28
- After school care
- Reporting allergies
- School doctor, speech therapy, motor skills therapy
22 Health and Safety 30
23 School policies and procedures 30
24 IPS Hilversum addendum for school year 2020 – 2021 30
Statement of approval for the School Guide 2020- 2021 31
24 IPS Hilversum addendum for school year 2020 – 2021 32
2
2 Contact
Rembrandt location Mondrian Location
Rembrandt building & main office Frans Hals building Mondrian
Rembrandtlaan 30 Frans Halslaan 57a Minckelerstraat 36
1213 BH Hilversum 1213 BK Hilversum 1221 KH Hilversum
Telephone: 31(0)35 621 6053 31(0)35 693 0641 31(0)35 622 6026
email info@ipshilversum.nl mondrian@ipshilversum.nl
Website: www.ipshilversum.nl
Principal, IPS Hilversum The school Board, STIP Stichting Primair
Mr. Robert Westlake Openbaar Onderwijs Hilversum
principal@ipshilversum.nl Managing Director
Geert Looyschelder
Admissions info@stiphilversum.nl Oude
admissions@ipshilversum.nl Enghweg 2
1213VB Hilversum
Finance Telephone 035 6221370
finance@ipshilversum.nl
Important Resources and Contact Details for all your questions about the Dutch school system
The Ministry of Education, Culture & Science www.minocw.nl/english/index.html Tel: +31 0703081985
PO Box 16375
2500 BJ Den Haag
The Netherlands
For further information (available in Dutch), please see Parents Information Centre: www.5010.nl
3
3 Mission Statement, Goals, Beliefs and Legal Objectives
‘Quality for All and All for Quality’
The motto above ‘Quality for All and All for Quality’ represents all we stand for and value. This motto is the
essence of our mission statement which itself encompasses the school’s vision and ambitions.
MISSION STATEMENT:
Our mission at the International Primary School Hilversum, as an IB World School, is to develop internationally
minded global citizens, encompassing students of all nationalities through an inquiry-based approach, within the
Dutch state system.
We provide each student with a diverse, intercultural education in a safe, supportive environment that promotes
self-discipline, agency, motivation and excellence in learning through the English language while drawing on
multilingual resources.
The terms mission, vision and ambitions, or goals & objectives, are commonly used but an organisation’s
understanding of them needs to be clearly defined before they can be fully understood by others,
meaningfully evaluated or knowingly achieved.
• Our mission is why we are significant and what we want to achieve for society.
• Our vision is how we view the world and our normative framework.
• Our ambitions, aims & objectives are what we want to achieve.
We view a strategic plan as an outline of how we intend to realise the ambitions, goals & objectives
arising from our vision and mission.
It is for this reason, the first section of this document is devoted to the mission, vision, aims & objectives
of our school and those of the following three organisations that we are part of.
Stichting Primair Hilversum (STIP) www.stiphilversum.nl
This is our local school Board that is responsible for some 15 schools spread over 19 locations in
Hilversum.
Dutch International Schools- Primary and Secondary (DIS) www.dutchinternationalschools.nl This
is a national organisation responsible for international education in The Netherlands in English,
within the Dutch educational programme and intended for specific ‘international’ target groups.
International Baccalaureate Organisation® (IB) www.ibo.org
The International Baccalaureate Organisation is a non-profit educational foundation, motivated by its
mission, focused on the student. We are an authorised IB World School and fall under the region Africa,
Europe and the Middle East (IBAEM) for this international organisation.
The alignment of our school’s mission statement to that of the three organisations: Stichting Primair
Hilversum (STIP), Dutch International Schools primary and secondary (DIS) and the International
Baccalaureate Organisation® (IB) is essential for us to maintain an individual identity whilst recognising
the significant connections that are essential to our identity. The connections strengthen our mission
and our vision while clarifying our ambitions, goals and objectives.
4
.......3 Mission Statement, Goals, Beliefs and Legal Objectives Stichting Primair Hilversum (STIP) Mission (translated from Dutch) Stip Hilversum sees its mission as providing public accessible primary education for children aged 4 to 12 irrespective of origin, culture or religion. A balanced spread of and diversity within Hilversum's public primary education is an important task for the board. In addition, Stip Hilversum sees it as its mission to strengthen Englishlanguage primary education in Hilversum, through the International Primary School, IPS Hilversum, and the Bilingual Primary Education departments within the regular schools. Stip Hilversum continuously strives for good, multiform public education. Every child deserves a good education that opens up a world for all children. In our Stip schools, children acquire knowledge and skills that will benefit them throughout their lives. They get to know the world in all its variety and complexity and develop themselves, as individuals, in a rapidly changing world. The Stip schools therefore also help children acquire 21st century skills such as working together, communicating, using ICT, creativity and critical and problem-solving thinking. The foundation's mission is to offer optimal development opportunities to all students in the area in order to develop the talents present to the maximum within an appropriate learning route with respect for social, cultural and religious aspects. In addition, the quality of all schools must meet the formulated quality standards. Otherwise, schools may differ to a maximum. In this way, the board offers schools the space to search for their 'own' identity and school culture within the set frameworks. In principle, public primary education Hilversum welcomes every student. Depending on the student and the circumstances in which the school is located, there are limits to this accessibility. For example, if the bandwidth of care at school is not sufficient for the care required for the registered student. In the context of appropriate education, the school will then look for the appropriate support and care for the student. The children, parents and staff of the schools are participants in the Dutch democratic society. A school is a small society, but it is large enough to put democracy into practice. Representation in decision-making, transparent communication, respect for each other and accountability are important parts of this democracy that we want to see put into practice in our schools. Improving the quality of education remains an important task for the board and the schools. This not only means that the schools meet the requirements of the inspectorate, but that a large part of the Stip schools dare to raise their ambitions. In addition, we have the assignment to guide our students with all their talents in their development and to prepare them for 21st century society. We focus not only on their cognitive, intellectual talents, but also on the practical, social-emotional and creative talents of our students. Above all, we offer our students a safe school climate, in which children - with respect for each other - can be who they want to be. Good education requires professional, excellent and curious teachers, and other staff, who work together within their school and within the foundation to learn from and with each other. For the full Dutch version, please see the Addendum, Appendix X, published in Dutch. Or www.stiphilversum.nl The mission, vision and ambition of STIP Hilversum, encompass those of the IPS Hilversum reflecting a quest for quality in all that it does. There are connections but no conflicts, and it is the alignment in mission & vision that makes it possible for our school to function optimally with STIP as its board. 5
.......3 Mission Statement, Goals, Beliefs and Legal Objectives
Dutch International Schools (DIS)
We provide internationally oriented education known in Dutch as Internationaal Georiënteerd Onderwijs (IGO). In
doing so we aim to prepare our students for success at university and life beyond in the world, in a safe and
caring environment.
Our goals
First and foremost, international education aims to meet the needs and wishes of the Dutch and international
business communities and their employees, and to provide fitting education for children with a Dutch or foreign
nationality, who, after a stay in the Netherlands, will leave the country again and will then attend English
language education. International Education is also meant for children who have settled permanently or
temporarily in the Netherlands after a stay abroad, but there are more possibilities and requirements for students
to enrol in DIS. A significant part of our goal is to provide these children with such education that they are
prepared optimally for either the transition to English language education abroad or a possible transition to full
Dutch education. An additional aim is to provide them with adequate knowledge of the Dutch language to enable
them (either temporarily or permanently) to participate in Dutch society.
State funded Dutch education
In the Netherlands, there are two types of international education: private schools and subsidized schools, i.e.
Dutch International Schools. DIS are financially supported by the Dutch government, which makes it possible to
charge relatively low school fees in comparison with private international and foreign educational facilities,
making DIS affordable to nearly anyone.
Because of government funding, DIS operate within the framework of the Dutch educational system and differs in
this way from private international and foreign educational facilities. But we also possess a number of
distinguishing qualities, such as the active international character and that we are subject to the inspection
carried out on a regular basis by the Dutch authorities. This encourages us to work on quality programs and
quality management.
English language of instruction
English is the language of instruction in Dutch International Schools. The use of English is not an aim in itself (as it is
in bilingual education), but rather the means of educating specific groups for internationally recognised
qualifications. All DIS schools value and support the importance of a student’s mother tongue. Each DIS school has
a language policy, which describes the language pathways supported at the school.
Community connected
DIS find it very important to connect with our local community. Being internationally orientated schools, but
rooted in this country, DIS focuses on both a global society, as well as connecting with our local Dutch
community. This way students connect their own local world – by studying the Dutch language and culture – with
the international world.
The mission of Dutch International Schools encompasses those of the IPS Hilversum and our very existence is
dependent upon close alignment to its basic principles, aims and ambitions. We are a Dutch International (primary)
School by definition.
6.......3 Mission Statement, Goals, Beliefs and Legal Objectives International Baccalaureate Organisation® (IB) The IB's mission Since it was founded in 1968, the IB’s mission has been built on a cornerstone of creating a better world through education. We believe that now more than ever, and are committed to ensuring that our educational programmes reflect this for the benefit of IB schools and students. The International Baccalaureate® (IB) is more than its educational programmes and certificates. At our heart we are motivated by a mission to create a better world through education. We value our hard-earned reputation for quality, for high standards and for pedagogical leadership. We achieve our goals by working with partners and by actively involving our stakeholders, particularly teachers. We promote intercultural understanding and respect, not as an alternative to a sense of cultural and national identity, but as an essential part of life in the 21st century. All of this is captured in our mission statement: The International Baccalaureate® aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect. To this end the organization works with schools, governments and international organizations to develop challenging programmes of international education and rigorous assessment. These programmes encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right. We are supported by IB teachers and coordinators who develop and promote the IB’s curriculums in over 5,000 schools globally every day, in over 150 countries around the world. In 1992, we became a founding member of the International Schools Curriculum Project (ISCP). A number of staff from our school helped in the development of the ISCP curriculum framework. This framework for an international curriculum for all schools was recognised for its significance by the IB and, in 1999, it became known as the Primary Years Programme (3-12 years), the third of the IB programmes forming the base to the Middle Years Programme (11-16 years), Diploma Programme (16-18 years) and Career-related Programme (16-19 years). We were authorised as an IB World School in January 2000 offering the Primary Years Programme. This status is dependent upon the school meeting the Rules for IB World Schools: Primary Years Programme, General Regulations: Primary Years Programme and the Standards and Practices, determined by the IB. Conclusion Through the alignment and annual review of the connections between the three organisations, we strengthen our mission and our vision while clarifying our ambitions, goals and objectives. International Baccalaureate Organisation® (IB) 7
4 Explanation of the organisational structure of the Board, Stip Hilversum
Stichting Primair Hilversum, Foundation for Public Primary Education, Hilversum
As of 1st August 2010, there is within the ‘Stichting Primair Hilversum (Foundation for Primary Public
Education Hilversum) a separation between the functions of the Management Board and the internal
Supervisory Board (Raad van Toezicht). The role and responsibilities of the authority (bevoegd gezag) are thus
transferred to the Managing Director. The management body has, from this date, also an internal supervisory
function and exercises internal supervision of the Managing Director.
Both bodies each have a specific role. The Managing Director has the role of authority, ultimate responsibility and
liability for the management of the schools. The members of the supervisory board are responsible and
accountable for the manner in which they exercise supervision over the Managing Director.
Supervisory board: The Managing Director, Mr. Geert Looyschelder, is
supported by the bureau’s management staff regarding
Dhr. R.P.J.(Rob) van Breemen (chair) strategic policy development:
Dhr. H. (Hans) de Bruin (vice-chair)
Dhr. P. Buisman Ms. Caroline van Veen: Quality and education
Mevr. C.Herben Ms. Inge Boers: Finance
Mevr. A. Vermeulen Ms. Ellen van den Boogert: Staffing/HR
Visiting address
Oude Enghweg 2
1217 JC Hilversum35) 622 13 70
Tel. (035) 622 13 70
Email: info@stiphilversum.nl
The hierarchical structure of the organisation in the supervisory model, schematic display.
85 Safe School and a Safe Environment
We believe that every child should enjoy going to school. In order to achieve this, it is essential that the school
create a safe, welcoming, peaceful and ordered environment. This applies not only to the children attending
the International Primary School Hilversum, but equally important to all the other members of the school
community – the teachers, assistants, management and parents. We use our Golden Rules, Code of Conduct
and Bullying Policy for creating and maintaining such an environment.
The Golden Rules
These are agreements regarding behaviour and conduct, expressed in simple terms that can be understood by
all children attending our school.
• Everyone has the right to be treated equally
• Everyone has the right to be respected as they are
• Everyone has the right to be listened to
• Everyone has the right to let a teacher know if they are being bullied in any way
Code of Conduct
This general code of conduct describes the rules that apply to all persons appointed by STIP or persons that
are involved with the organisation in any way whatsoever. This includes the dress code as STIP considers
employees as having a role model function for students. In addition to this, IPS Hilversum has the four Golden
Rules that can be understood by its students and are in alignment with the general code of conduct.
Bullying Policy
Whenever and wherever bullying occurs it is always a significant problem. Bullying has a very negative effect
on the victim, and also on the bully. It is a serious issue that has to be addressed by all concerned.
The policy document is for the prevention of or dealing with of any issues that could be regarded as
bullying. The multicultural nature of our school brings with it situations where varying interpretations of
what is bullying can play an important role. It is therefore essential that the whole school community react
appropriately to any incidents that are interpreted as bullying.
A policy document will not ensure that bullying never occurs. This document is intended to provide clear
guidelines of expectations regarding behaviour for all members of our the IPS community
If bullying does occur then this policy document is intended to provide an outline of suggestions for
students and parents in addition to guidelines on procedures for staff and other adults working with
students in our school. This policy includes detailed information on the Golden Rules.
Privacy
IPS Hilversum considers privacy as being fundamental to a safe and healthy school climate. The school has
reviewed its existing privacy policies to bring them into alignment with the General Data Protection
Regulations introduced in May 2018. A number of policy documents are available from the Principal and
further documentation is being added, as clarification of expectations is made known.
When parents sign in agreement to the schools Terms and conditions they accept that it is the school’s legal
duty to provide requested information to government ministries. This is usually age and nationality
information only. Stip Hilversum is in the process of publishing its own privacy documents and these will
be added in the Addendum as soon as they are available.
96 The School Locations and Organisation
The three sites of IPS Hilversum are located on the south side of the centre of Hilversum on the
Rembrandtlaan & the Frans Halslaan and to the east of the centre on the Minckelerstraat. The buildings are
educationally and administratively fully integrated and fall under the responsibility of IPS Hilversum
management. The main school office is housed at the Rembrandtlaan location.
The Rembrandt location: The Rembrandtlaan - groups 5 - 8:
Designed by William Dudok, it is a listed monument built in 1919. We occupy 12 classrooms divided over two
floors. There is a library as well as a number of rooms used for English Language Acquisition (ELA), Learning
Support and Dutch, the Host Country Language (HCL). All classes have an interactive white board/touch
screen. Computers are on a wireless network with a large number of laptops and iPads available for use in the
classrooms or corridor areas.
The main administration office and Principal’s office are located downstairs on the left of the school entrance.
The building has a gymnasium/hall that is shared with BINK, a Pre-School/after school organisation, also
housed on the premises. The After School Care centre, Bink Kinderopvang* Hilversum, uses three rooms
inside the building as well as the Pre-School’s accommodation for their activities. The Rembrandt building was
renovated in 2001 and restored to its original design. The building was repainted internally and externally in
2014. The fire & alarm system was renewed in March 2006 and is serviced annually. *
https://binkkinderopvang.nl/vestigingen/hilversum/ tel: 035 647 2289
The Frans Halslaan - groups Early Years - 4: The building was purposely renovated and modernised for the
school’s use in 2005. The exterior of the building was repainted in 2018, and in 2013, the heating system
was updated along with the air-conditioning unit in the infant gym.
There are eight classrooms throughout the school building. Seven classes have a direct outside exit. The
school has an upgraded network for classroom computers, interactive white boards/touch screens and Wi-
Fi. The building also contains a gym hall, modified for young children, a spacious library and staff room. A
number of smaller rooms have been added to provide an office for the head of location, a room designated
for Learning Support, an English Language Acquisition room, a room for the caretaker and a stock room.
The Mondrian location – groups Early Years to 8: This location accommodates up to 13 classes for all age
groups. It is also a traditional Dudok building. All classrooms are equipped with new furniture, Interactive
Smartboards or touch screens. There are also general study and media facilities. There is a large sports
complex close to the school that is used by all classes from group 3 to 8 during the week.
Class distribution 2020-2021: (NB: The effects of COvid-19 on enrolments is uncertain at publication)
Rembrandt location Blue and Yellow Groups Mondrian location Green and Purple Groups
Frans Halslaan Rembrandtlaan
Early Years – 2 classrooms Group 5 - 2 classes Early Years – 1 classroom Group 5 - 2 classes
Group 2 - 1 class Group 6 - 2 classes Group 2 - 2 classes Group 6 - 1 class
Group 3 - 2 classes Group 7 - 2 classes Group 3 - 2 classes Group 7 - 2 classes
Group 4 - 2 classes Group 8 - 3 classrooms Group 4 - 1 class Group 8 - 1 class
10................6 The School Locations and Organisation
With the school being spread across three buildings, a new perspective on organisation was needed. In 2018,
a leadership team was formed consisting of the principal and three sector leaders with specific
responsibilities.
Claire Bethlehem: Lower Primary Sector responsible for Early Years, groups 2 & 3 and Frans Halslaan site.
Lorraine Rea: Middle Primary Sector responsible for admissions, groups 4, 5 & 6 and the Mondrian site.
Helen Suter-Sleyffers: Upper Primary Sector responsible for the groups 7 & 8 and the Rembrandtlaan site.
Robert Westlake: Principal, with responsibility for the ‘fourth’ sector for support staff and all three sites.
This leadership team receives support and advice from the school’s pedagogical leadership team that consists
of the two learning support coordinators and the IB PYP coordinator.
Lower Primary Sector: There are two classrooms for each age group based at Mondrian and at the Frans
Halslaan. Providing they are toilet trained, children may start as soon as they turn 4 years old. The Early Years
groups have two teachers and two teacher assistants spread across two classrooms to accommodate growth
throughout the year. When entering school, the children start with two pre-visits and the first week of
attendance is for half days only. In cooperation with the teacher, the child can build up to a week of full days
when they are ready. Many children spend longer than a year in the Early Years, as they need to have turned
5 years of age by 31 October, the school year BEFORE transfer to group 2. Therefore, if your child is born after
this date they will remain in Early Years after the summer to ensure they are developmentally prepared in all
aspects. The Early Years children are taught through active, play (inquiry) based learning. Groups 2 and 3
develop the inquiry-based learning and work towards independent learning and discovery through a range of
challenging and enjoyable activities. The children are encouraged to be global citizens and respectful of their
classmates and their environment.
Middle Primary Sector: This sector is spread across all three sites. This age range is a wonderful period of
development within a primary school where students are no longer wide-eyed novices. They have
developed many skills since starting school that they continue to build on before entering the final primary
years. In the period from seven to ten years of age, the students are beginning to apply logic and reasoning
to concrete events and demonstrate tremendous growth, both in and out of school. They have begun to
reason more accurately and can make logical arguments. They are using problem solving strategies for
different situations as well as considering another’s point of view, and effectively communicating their own
ideas. This is also becoming less teacher/parent driven and more self-regulating. Supporting and guiding the
students, whilst maintaining the necessary limits and boundaries that they still require as they continue on
their developmental journey makes this an exciting and rewarding period.
Upper Primary Sector: The learning in Group 7 and 8 builds upon the work done in previous years and
prepares the students for the next stage of their educational journey in Secondary school. Learning takes
place in class, but also takes advantage of local and national opportunities - such as museums, galleries and
guest speakers – to make their learning engaging and relevant to their lives. They continue to explore the
transdisciplinary themes, using the Inquiry cycle, culminating in the Exhibition in Group 8. The Exhibition
demonstrates student agency, enables children to take action on an issue meaningful to them, and celebrates
the learning and skills development that the children have experienced throughout the school as a whole.
The ‘fourth’ sector: This consists of all our learning support, English Language Acquisition and Dutch
language staff. The many teaching assistants are appreciated and depended upon every lesson of the week
and the administrative team is the silent but strong lubricant that keeps the school running smoothly in
more ways than can be put on paper.
117 The Students
Within IPS Hilversum, classes are organised in a way that best meets the requirements of our mission. From
our international perspective and transitional community, we have chosen a single-age grouping.
Nevertheless, since we also commit ourselves to continuous development, a student may be placed in an
alternative group after an initial evaluation period of 3 weeks. This will be after a full conference with the
parents. In certain cases, an alternative educational placement may be recommended.
Group Expected age range
Early years Children may enter the Early Years group as soon as they are 4 years of age. Children becoming 4
years old after 31 October 2020 will continue in the Early Years group for the whole of school year
2021-2022.
Group-2 5 to 6 years A child should have become 5 years old before 1 November 2020
Group-3 6 to 7 years Group-4 7 to 8 years Group-5 8 to 9 years
Group-6 9 to 10 years Group-7 10 to 11 years Group-8 11 to 12 years
As our students have diverse needs and backgrounds, including number of years previous schooling, the
above is used as a guideline for groups 2 to 8. Each child is unique and therefore placement is based on
catering for the child’s best needs and is done so in consultation with parents.
8 Student Admission Regulations IPS Hilversum
Before any application for admission can be processed the registration fee of €250 must have been received
(or proof of payment) together with a signed and fully completed registration form.
• The school enrolls children aged from 4 to 12 years.
• The school can accept children of non-Dutch nationality temporarily resident in the region. A company
letter indicating this temporary status is requested.
• The school can accept children of Dutch nationality if written proof is provided that their future
education and location is expected to be in a country other than The Netherlands, and they will attend
another international or English speaking educational establishment within one to two years. Any
extension to this period must be discussed with the principal.
• The school can accept children of Dutch nationality who are returning to The Netherlands having already
attended International education or received education in English for a period of at least two years and
wish to continue their primary education in English. The age of the child will be taken into consideration.
• The school cannot accept children of Dutch or other Nationalities living in the Netherlands on a
permanent basis.
12........ 8 Student Admission Regulations IPS Hilversum
Regulations
International Primary & Secondary Schools are state funded and therefore have to comply with regulations on
admission of students. For Dutch International Primary Schools, these rules are to be found in the Primary
Schools Act (Wet Primair Onderwijs), article 40 paragraph 5. The Dutch International Schools agreed with the
Ministry of Education that they would align the principles of student admission.
In essence, both regulations state that a student can only be admitted to an international department if
he/she complies with one of the following three conditions:
1. The student has a non-Dutch nationality and has a parent that is working in The Netherlands for a
limited time;
2. The student has Dutch nationality and has lived and gone to school abroad for at least two years
because a parent was stationed abroad;
3. The student has Dutch nationality and has a parent, with whom the student will be living, who will be
stationed abroad within two years and for at least two years. This is to be proven by a written
statement from the parent’s employer.
Admission: The student has to meet one of the conditions above at the date he/she is admitted to a Dutch
International School.
Primary-Secondary: In the Dutch international educational system, there is a relevant distinction between
primary and secondary schools. This means that a student who finishes the primary school curriculum cannot
automatically enter the secondary school curriculum. He/she has to be officially admitted to the secondary
school and at that moment has to meet (again) one of the conditions for admittance as mentioned above.
School policy: The conditions for admittance are relevant in the relationship between the school and the
Dutch government but do not give parents a right to admission or stay of a student. Within the government
conditions, schools can still have individual policies on admittance, reference and expulsion.
Student administration: The Dutch International Primary & Secondary Schools have to be sure that a
student complies with the conditions for admission and have to be able to prove that to the government
(i.e. Inspectorate).
All documents should be signed and dated before admission.
8.1 Admission policy for children with special needs and learning support
Reports and relevant testing details need to be supplied before admission.
Details of the child’s difficulties/requirements need to be clarified and discussed with the Learning Support
Coordinator before admission.
Internal assessment may be required before admission to the school. If assessment indicates
additional support is needed, the school will outline how that support will be provided.
When, after a period of no less than six weeks in school, we feel we cannot meet the academic, social-
emotional or physical needs of your child, we reserve the right to transfer your child to an establishment
that we, the school, believe can better accommodate these needs, or ask that you do so. This may be within
the Dutch system.
139 The Curriculum: The Primary Years Programme of the International Baccalaureate
The IB Primary Years Programme (PYP) focuses on the growth of the developing child, affecting hearts as well
as minds and addressing social, physical, emotional and cultural needs in addition to academic welfare. This
programme was designed and written by international educationalists, combining the best research and
practice from a range of national systems with a wealth of knowledge and experience from international
schools. The result was a significant, relevant, challenging and engaging educational programme that is being
implemented by an ever-increasing number of international and national schools throughout the world.
The IB also offers the Middle Years Programme for 11 to 16 year-olds, the Diploma Programme for the 16 to 19
year olds and the Career-Related Programme, also for 16-19 year olds who wish to engage in career-related
learning. Together, the four programmes form a coherent sequence of international education emphasising
intellectual, personal, emotional and social growth. Exposure to the Primary Years Programme is not a
prerequisite for the Middle Years or Diploma Programmes but serves as excellent preparation since learner
profile, philosophy, styles of learning and overall goals are consistent.
The General Regulations, Rules for IB World Schools and the IB Standards and Practices are documents that
provide deeper understanding of the relationship between the International Baccalaureate, students and the
learning community. These are available through the school office or the school’s IB Primary Years Programme
coordinator.
The Primary Years Programme is an inquiry-led, transdisciplinary framework for education, focusing on the
whole child as an inquirer. The PYP nurtures academic, social and emotional well-being alongside independent
learning skills in order to foster agentic learners. The internationally designed model in learning considers the
learner, learning and teaching and the learning community within its framework. These pillars are what
underpins the practices in the hopes of creating internationally minded citizens.
The Aim of the international Baccalaureate, in all four of its programmes, is to create international mindedness
within the students, teachers and community. This ideal is imbedded in the learner profile, a series of desired
attributes and dispositions that characterize successful students.
Internationally minded young people are:
• Inquirers
• Thinkers
• Communicators
• Risk-takers
• Knowledgeable
• Principled
• Caring
• Open-minded
• Balanced
• Reflective
14.......9 The Curriculum: IB Primary Years Programme Learning and Teaching A transdisciplinary approach to learning is a fundamental PYP belief that for early and primary year’s learners, continuous integration and connection of prior and new knowledge and experiences is the most meaningful way to broaden understanding about the world. Through this approach, learning is not confined within the boundaries of traditional subjects but is supported and enriched by them. Disciplines that can be embedded into transdisciplinary learning include: - Language - Mathematics - Social Studies - Science - Physical, Social and Personal Education - Arts Transcending conventional boundaries, academic subjects are often embedded into transdisciplinary themes set by the IB. These globally and socially driven themes provide a starting point from which students can examine issues and opportunities as they are being experienced in the real world, providing authentic learning experiences and framing the programme of inquiry. There are six transdisciplinary themes that are followed in all IB PYP schools and across every age group for a varied period, with the exception of the Early Years and Group 2. In these year groups, only four of the transdisciplinary themes must be covered within an academic year. The organizing themes are: Who we are Where we are in place and time How we organize ourselves How we express ourselves How the world works Sharing the planet Through the transdisciplinary themes, key elements of learning are woven into daily teaching. The key elements that underpin the transdisciplinary framework of the PYP include: - Knowledge - Skills - Dispositions - Science - Physical , Social and Personal Education - Arts Within the organizing theme of ‘Who we are’, we have mapped exploration in the holistic well-being of the child into our programme of inquiry. This theme addresses the nature of the self, beliefs and values, personal, physical, mental, social and spiritual health, including families and cultures, rights and responsibilities and what it means to be human. By doing so, this has enabled alignment with our legal obligations as outlined under the Vormingsonderwijs section found in appendix X. Further information, in Dutch, www.vormingsonderwijs.nl. A concept driven inquiry is a powerful vehicle for learning as it promotes meaningful, understanding and challenges students to engage with significant ideas. As conceptual understandings are broad, abstract ideas, these can either be transdisciplinary or subject based. Through various approaches to learning (ATL), which are implicit and explicitly taught throughout the year groups, students begin to co-construct beliefs and understandings, supporting learners in becoming more agentic. Although learning is conceptually driven, language and mathematics are regarded as being essential elements of all inquiry. Their importance has not been devalued but their role has been given greater 15
.......9 The Curriculum: IB Primary Years Programme
relevance by connecting them to areas of inquiry in a meaningful way to further understanding and
application in real world contexts. Their role in the units of inquiry is to facilitate inquiry through language
or mathematics. However, some elements of mathematics and language fall outside the programme of
inquiry, as certain skills need to be introduced and learned in isolation. These specific skills can be and are
taught through stand-alone lessons.
In Group 8, an exhibition is held towards the end of the academic year. The exhibition is a culminating,
collaborative experience and should demonstrate an authentic process of which students have explored,
documented and shared their understanding of an issue or opportunity of personal significance. All
exhibitions are student initiated and designed so that learners take an active role in all aspects of planning,
inquiring, investigating, communicating and assessing their learning. The purpose behind the exhibition is
for students to engage in an in-depth collaborative inquiry that demonstrates the dispositions from the
learner profile and utilises the ATL’s taught throughout their PYP experience.
9.1 The Curriculum: ELA, Dutch, Home language groups
English Language Acquisition (ELA): Sometimes referred to as EAL, English as an Additional Language
English Language Acquisition is offered to students with little or no English Language skills. This is provided
through push-in or pull-out support by a specialist teacher in consultation with the class teacher. Together,
a programme is created to establish communication, security and progress for the individual learner in order
to ensure success in learning and development. Dependent on the child’s needs, support could be provided
in small group or one-on-one.
Our English Language Acquisition (ELA) department supports students who arrive at our school with
limited understanding of the English language. Often these learners are referred to as EAL learners
(English as an Additional Language) with these acronyms being used interchangeable as the terms both
refer to learners whose primary language or language spoken at home is a language other than English
and need support in acquiring the language of instruction. Through the program, we aim to unlock
individual potential, within the context of an IB framework, so learners can achieve success with their
learning.
Our school population consists of 80% ELA learners. With this statistic, we take a whole school approach
and consider all teachers to be ELA teachers. It is in collaboration that our classroom teachers work with our
ELA specialists to support these learners in thinking critically and communicating at their highest possible
level.
As an ELA department, the purpose of our specialists is to support the development of English Language
skills, with a focus on vocabulary development, so all learners are able to access the curriculum in the
language of instruction and at grade level. The skills we aim to develop include Oral Language (listening and
speaking), Visual Language (viewing and presenting), Written Language in reading and Written Language in
writing.
Through the integration of the language learning model, outlined by the IB, we work alongside the classroom
teachers to immerse learners in the interconnected roles in language learning. This encompasses learning
language, learning through language and learning about languages within the learning community.
16……… 9.1 The Curriculum: ELA, Dutch, Home language groups We value the role home and family languages play when learning a new language and recognise it as a tool for affirming cultural identity. Proficiency in home and family languages contribute to the development of a second language. As a department and school, we work to develop a multilingual environment where students feel comfortable to take risks by enabling learners to use their home and family language as a platform to access and make meaning of new learning. Building a multi-linguistic community is key to creating international mindedness and global citizens. The belief that students are agents of their own learning plays a pivotal role in developing competence in the language of instruction. We aim to support learners in sharing their linguistic knowledge and skills with their learning community, enabling them to become more agentic. NB: The above is an extract from the school’s ELA Handbook. Host Country Language (HCL): Dutch is offered to students as the Host Country Language. The aim of the programme is to connect and understand the language and culture of the host country through both small group and whole class settings. When meaningful, the programme makes connections with the unit of inquiry being investigated at that specific time and the concepts being developed within the year group. Dutch in the younger years engages the children through play based learning taught by a native Dutch speaker. Children are introduced to the Dutch language and culture through songs, drama, visual art and games in order to develop their understanding of the host country. As children progress through the years, an emphasis is initially placed on developing age appropriate speaking and listening skills. The intensity of learning will increase as children begin to grasp new understandings of Dutch culture and language, eventually encompassing all areas of language development, including reading and writing. A number of after-school Dutch sessions at both the Rembrandt and Mondrian locations are currently being implemented. These lessons are organised and funded independently by parents and are fully supported by the school. They are expected to continue during 2020-2021 school year. Home and Family Languages: The PYP supports the use of home and family languages in school. These are viewed as part of the learning landscape that shapes our school and the learning community. Children are encouraged to draw from their prior linguistic knowledge regarding learning to help them find similarities and differences between this and the language of instruction, English. To continue to support and strength home or family languages, after school sessions are possible. However, these are organised under parental initiative with the full support of the school. The financial responsibility for these lessons lie with the parent or legal guardian. During recent years, there have been after school sessions for Italian, Spanish, French, German and Dutch but this can change on a yearly basis depending on participants. In addition to this, Home Language Lunches is a new initiative this year where Parent’s host lunch groups where children who speak the same language are able to have lunch and break together that day. 17
10 The School Times
The morning starting times indicate the time the lessons start in the class. Children are expected to be in
school at least five minutes earlier.
Rembrandt location:
Frans Halslaan
Early Years & Group 2 Groups 3 & 4
Mornings Afternoons Mon, Tuesday, Mornings Afternoons
Thurs & Friday
08:55-12:35 13:25-15:15 08:55-12:05 12:55-15:15
3 hours 40 min 1 hour 50 min 3 hours 10 min 2 hours 20 min
08:55-12:55 Wednesday 08:55-12:55
4 hours 4 hours
Total weekly hours for all groups at Frans Hals building/Rembrandt location: 26 hours
Rembrandtlaan
Groups 5 & 6 Groups 7 & 8
Mornings Afternoons Mornings Afternoons
08:45-11:45 12:30-15:00 Mon, Tuesday, 08:45-12:30 13:15-15:00
3 hours 2 ½ hours Thurs & Friday 3 ¾ hours 1 ¾ hours
08:45 – 12:45 Wednesday 08:45 – 12:45
4 hours 4 hours
Total weekly hours for all groups at Rembrandt building/Rembrandt location: 26 hours
Mondrian location:
Early Years, group 2 & group 3 Groups 4 to 8
Mornings Afternoons Mon, Tuesday, Mornings Afternoons
Thurs & Friday
08:45-12:30 13:00-14:45 08:45-12:00 12:30-14:45
3 ¾ hours 1 ¾ hours 3 ¼ hours 2 ¼ hours
08:45 – 12:45 Wednesday 08:45 – 12:45
4 hours 4 hours
Total weekly hours for all groups at Mondrian location: 26 hours
18Lunch arrangements All children bring a packed lunch to school and are supervised during the lunch period in class and during recess outside. There is a pizza arrangement on a Thursday or Friday (depending on location) organised by the Parent Support Group. For some groups, lasagne/pasta is available on another day depending upon the location. 10.1 The School Week Required timetabling by Dutch Government: The school is bound by Dutch regulations to realise the times shown below per discipline per week. The nature of our chosen curriculum, the IB Primary Years Programme, means that many of these disciplines are integrated into unit of inquiry lessons. These units form approximately 50% of the school week and include social studies, social awareness, visual & performing arts in addition to the transdisciplinary strands of language & mathematics. The chart indicates the required and therefore minimum expected timetabling by the Dutch government. In IPS Hilversum, all year groups are timetabled for 26 hours. This is primarily due to the regional nature of the school. 11 Library Both locations, meaning all three buildings, have library facilities for all the children. These are run by a librarian with a number of parental volunteers. Books may be taken home but there is a nominal fee for replacing any lost or damaged books. The librarian and appointed assistants at each location make sure that the books and the resource materials are kept up to date. Together with the class teachers, they encourage the children to develop a love for books and a joy of reading. 19
12 Assessment
Assessment forms an integral part of the Primary Years Programme. There is pre-assessment to
determine what the students know, formative assessment to measure understanding & progress during
teaching and summative assessment at the end of a teaching period. Students also keep portfolios to
show evidence of their learning and progress.
For groups 3 -8, standardised assessments are administered annually at the beginning of the calendar
year for all students. New students also complete these assessments when they join the school while
EAL students will only complete the assessments after consultation with the EAL coordinator regarding
their level of English. These assessments are used internally to measure and monitor progress within
each year and from one year to the next.
While the IBO does not administer or encourage the use of standardised achievement tests, it
recognises that there may be a local, state or national requirement concerning the use of such tests for
many IB World Schools. Some other IB World Schools, not subject to these requirements do choose to
use commercially available tests in order to measure their students performances over time, in areas
defined by the tests but not directly linked to the learning defined in the school’s academic programme.
When analysing test results IPS staff take into consideration the following points:
• The relevance of the assessment to the cohort of students within the school
• The relationship between what is being assessed and the school’s programme
• The impact of assessment on teaching and learning
• The usability of the data produced
12.1 Student Monitoring System
With standardised assessments, we compare our students’ performance with that of a norm group to
determine if the results are above, below or around the average for that group. We also make sure that
progress is made from one year to the next by keeping a cumulative record of group and individual
assessment results.
Standardised assessment and curriculum-based assessment methods should complement each other.
The use of criterion-referenced assessment and curriculum-based assessment will be maintained as a
way to monitor whether the objectives included in the curriculum have been achieved.
Specific arrangements and educational resources
We have two learning support coordinators (Interne Begeleiders) as well as specialist support teachers.
We are also in contact with Unita*, our local ‘Dutch’ special needs facility (zorgplatform).
*Contact : Samenwerkingsverband passend onderwijs Unita www.swvunita.nl
tel: 035 800 10 11
12.2 Inclusive education
From 1 August 2014, there is a new law for inclusive education (passend onderwijs). This means an
obligation for care towards students requiring extra support. Please see addendum for further
information.
2013 School Reports
We have a digital reporting system linked to our planning and recording system. Reports are put online
at the end of each unit of inquiry. The comprehensive skills report is available both mid-year and end of
year. These also function as full school records for students moving to another school. Parents are
therefore able to access all completed reports throughout the year.
14 Transition to secondary education
At the age of 12, after successfully completing the IPS Hilversum Primary Years Programme (PYP), a
student may progress to the International School of Hilversum, the international school of Laren or the
Groot Goylant International Stream VMBO. The IS Hilversum and IS Laren offer the Middle Years
Programme (MYP) for pupils from 11 – 16 years old. The Groot Goylant offers bilingual vocational
education for the first 2 years (12-14 yrs). Our Primary Years Programme (PYP) offers a prerequisite for
the MYP, since the philosophy, styles of learning and teaching and overall goals are consistent. A MYP
certificate can be obtained after four years, to be followed by the two-year course, the International
Baccalaureate Diploma Programme (16 – 18 yrs), if accepted into that programme. In August 2018, a
new international secondary school, IS Laren, opened its doors. This is a positive addition to the
international options for our graduates.
Together with IS Hilversum and IS Laren, we organise an introductory programme for students and
parents. During their final year with us, the group 8 students enrolled at IS Hilversum are able to attend
a full school day at the school to experience the transition. In February, parents/guardians are invited to
an information evening. A description of the curriculum of the school is given and, for clarification,
questions can be addressed.
Of course, there are other secondary education possibilities in an international setting in the
Netherlands or abroad. Also possible is a transfer to Dutch Secondary Education. The school will advise
and support the family as much as possible in making the right choice.
Group 8 outcomes 2019-2020
The group 8 totalled 63 students. The outcomes for all these students are shown below. The students did not take
the Dutch CITO examinations but were accepted on the basis of our school’s assessments and reports.
Level of secondary education Dutch equivalent 2020 2019 2018 2017 2016
IB Middle Years Programme leading to VWO, Lyceum, 41 52 50 41 47
the IB Diploma Programme Gymnasium ….
IB Middle Years Programme*
HAVO 20 17 7 12 11
IB Middle Years Programme vocational VMBO 2 1 2 - 2
Practical education Praktijkonderwijs - 1 - - -
Total number of students 63 71 59 53 60
NB: Most of our IB Middle Years Programme students go on to successfully complete the IB Diploma Programme
2115 School attendance
Compulsory Education:
Compulsory education means that it is mandatory for children to attend school. From the moment that
your child is 5 years of age until the end of the school year they are 16 years of age, your child must
attend school in accordance with the Dutch compulsory education act. As a parent, you are required to
register your child at a school and ensure that they attend. This law applies to everyone resident in the
Netherlands including children who do not have Dutch nationality, refugees or children illegally living in
the country within this age range.
Compulsory education begins at the age of 5 years:
Your child must attend school from the first day of the month after they become 5 years old. If your
child has their 5th birthday in October for example, they must attend school from the 1st November of
the same year.
School attendance for students aged 4 years is not compulsory:
Most children attend school as soon as they are 4 years old. Students aged 4 years however do not fall
under the compulsory law to attend school, also not when they have been enrolled in a school. You will
not be prosecuted if you keep your 4 year old at home. The attendance officer will not act against you
but it is wise to contact the school if you keep your child at home for any reason and any length of time.
Completion:
Completion of compulsory education is until the school year your child reaches the age of 16. If your
child is 16 in February, for example, then your child must complete the school year. A school year is
from 1st August until 31st July. If your child has attended school for 12 years, the period of compulsory
education has been reached. Moving up a group (in special circumstances) counts as a full year.
Exemption from school attendance or enrolment:
In some cases, your child may obtain (temporary) exemption from school attendance or enrolment. The
Compulsory Education Act acknowledges a couple of possibilities. In most cases, the school director
determines if there is a significant reason for absence.
Sickness:
In the event of sickness or lateness, the appropriate location office should be informed before the start
of the school day. Please note that when a child has vomited they should not attend school for at least
24 hours.
Concerns regarding a student’s frequent lateness or absence may be discussed with the Care and advice
team (ZAT/Zorg Advies Team). This is a team of professionals consisting of the school’s Learning support
coordinator, school attendance officer, school doctor, social worker, school management representative
and the school contact coordinator. The team works together with the school to offer advice and
support where necessary. Parents are informed if their child will be discussed.
22You can also read
