primary school guide 2013 2014

Primary

School Guide

2013-

2014

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Primary School Guide 2013-2014The International School of The Hague

*This school guide has been designed and composed according to Dutch regulations, following the guideline as stated in art. 13

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Table of Contents

“Learning – The Heart of The International School of The Hague” 5

ISH Primary Learning Policy: 6

The Philosophy of The International School of The Hague: Our Mission Statement 8

School Fees 9

Expectations of Students, Staff and Parents/Guardians 9

Communication with Parents/Guardians 10

Curriculum Information, Specialist Lessons and Learning Support 10

Languages 12

Assessment, Reporting and Parent - Teacher Meetings 13

The Primary School Day 14

Attendance Procedures 14

Leave of Absence 15

Schedule of Events and Holidays, Day Care and After School Care 15

Contact Us 17

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“Learning is The Heart of The International School of The Hague”This year The International School of The Hague celebrates its tenth anniversary. It is home to more than 500 children between the ages of four and eleven, representing more than 80 nationalities, speaking more than 60 languages. Our teaching and non-teaching staff also represent a number of nationalities and are employed for their international outlook. Our diverse international community is reflected in our definition of ‘International Mindedness’

‘At The ISH we are proud of who we are and value sharing and celebrating this together. We understand that our actions and decisions can impact beyond ourselves. We reflect and act to find solutions, individually and collaboratively, with the support of our Personal Goals. ‘ January 2013

Specialist staff are employed to teach Physical Education, Dutch, Music and ICT. In addition we have a Learning Support department where specially trained teachers support the learning of children with specific educational requirements. We also have an English as an Additional Language (EAL) department who support the learning of those children who are not yet fluent in English. The continued development of the children’s mother tongue is a strong focus and all teachers plan opportunities within the curriculum for this to take place. We also provide the prospect of attending after-school mother tongue classes in a number of languages.

We are one of more than 1500 schools worldwide using the International Primary Curriculum (IPC). In 2009 The International School of The Hague became the first school in the world to be accredited for IPC at ‘Mastering’ level and in 2013 became the first school in the world to be re-awarded accreditation at ‘Mastering’ level.

After completing Year 6 our children move onto secondary education, provided by our own secondary school. Having both Primary and Secondary schools sharing the same campus provides many opportunities for collaboration making the transition as seamless as possible.

Our school has a strong focus on learning and incorporates recent brain-based research and multiple intelligence theory into daily classroom practice. Our definition of learning is the driving force behind all we do.

‘Learning at ISH is a rigorous, continuous process where, through purposeful thinking, experience, enquiry and enjoyment we develop the values, skills, knowledge and understanding to be learners for life.’ January 2013

I hope you find this School Guide informative, useful and relevant to your child’s learning at The International School of The Hague.

K. G. Rae

Med. BA Cert Ed

Primary School Principal

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ISH Primary Learning Policy:

“Learning - The Heart of The

At ISH we learn by:Recognising and valuing all learning styles and multiple intelligences and celebrating individual differences

Encouraging students to reflect upon and enhance their personal development through the ISH Personal Goals

Aiming for all children to be environmentally aware and responsible through the inclusion of sustainability issues in the curriculum and involvement in community projects

Recognising that e-learning will continue to develop and committing to furthering our knowledge, skills and understanding through electronic means

Using research into neuroscience and social psychology to influence our teaching

How do we accelerate learning?At ISH we accelerate learning through:

Providing a high quality learning environment to assist our students in reaching their full potential

Building and maintaining a network of positive relationships within the ISH community

Facilitating progression, using informative, reflective and evaluative cross-curricular planning

Engaging children in learning by using a variety of strategies to meet the individual needs of the child

Actively encouraging parental involvement in all aspects of the child’s learning and school life

Promoting each child’s ownership of the learning process

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International School of The Hague”

How do we monitor learning?At ISH we monitor learning by:

Using effective plenaries to encourage the children to reflect upon their own learning

Valuing and monitoring different types of learning through planned formal and informal formative assessments

Analysing and evaluating key summative assessments

Regularly setting targets that are shared and reviewed with children and parents

Sharing success criteria with the children and encouraging them to critically and sensitively assess their own work and that of others

Monitoring the development of children’s attributes and attitudes

Involving parents in the monitoring process

Regularly and consistently respond to children’s work

Using horizontal and vertical moderation

How do we continue learning?At ISH we seek to continue children’s learning by:

Meeting with our secondary school colleagues and agreeing specific transition principles (including regular reviews of this process)

Facilitating the transition process from class to class, from primary to secondary (including teacher exchanges, transfer of information etc.) and school to school

Ensuring children maintain a portfolio of their work

Ensuring our parent community are fully informed and involved in the learning process

Promoting effective staff development and feedback

Being open to and aware of innovation and research

Implementing a successful teacher induction programme

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The Philosophy of The International School of The Hague: Our Mission StatementWe seek:- to develop our students’ full potential

- to be a community school based on honesty, fairness and respect

- to foster global awareness and an understanding of international interdependence

- to prepare students to be lifelong learners

- to promote a healthy and well-balanced lifestyle

- to make an active contribution to global, international and local communities

We aim for our students to be:INQUIRING; our students develop their natural curiosity and enjoy posing questions to enhance their knowledge and understanding.

ADAPTABLE; our students approach new tasks with confidence, anticipating the unfamiliarity of new terrains, cultures and ideas and embracing these challenges.

RESILIENT; our students will persevere with a task and are capable of putting disappointment aside when they are not successful straight away.

PRINCIPLED; our students can develop a moral standpoint on local and global issues and feel compelled to act in order to make a difference. The students also show respect for other moral positions.

COMMUNICATORS; the ISH student can communicate in both verbal (often in more than one language) and non-verbal ways, and is able to adapt their communication to different contexts and audiences.

CREATIVE; by using a range of different thinking strategies our students can be creative in solving simple and complex problems.

COOPERATIVE; the ISH student can identify a range of different roles in collaborative group situations and is able to adopt any of these roles. The student is able to work alongside and in cooperation with their peers.

RESPECTFUL; our students know about the different needs of others and their environment. They respect these needs and can act according to this knowledge.

We believe that this is best achieved by:

- pursuing academic success

- developing physical and creative ability

- using international curricula

- working in partnership with our students and their families

- valuing the language and culture of The Netherlands as a rich learning resource

- fostering and encouraging international– mindedness

- responding sensitively to the full range of students’ educational needs

- recognising the importance of Mother Tongue languages and supporting their development

- encouraging students to take part in a range of activities outside the formal curriculum

- interacting with global, international and local communities through the exchange of resources and knowledge

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School FeesPRIMARY EDUCATION In Primary School there is an inclusive fee, which covers all educational visits from Reception to Year 6.

Children who arrived before August 1st 2009 - €4690

Children who arrived after August 1st 2009 - €5715

The fee structure for Pre-Reception is calculated separately and is available on request.

Expectations of Students, Staff and Parents/GuardiansThe ISH is a school community comprising many different nationalities and cultures. Within this community we celebrate and respect the race, culture, religion and nationality of all members. These expectations are reflected in our ‘Golden Rules’ which were produced collaboratively and are displayed in classes in a number of different languages as a visual aid. They are also shared with all children at the beginning of the school year and to new children as they join the school.

ISH Golden RulesBe Careful and Safe

Be Kind and Helpful

Be Honest

Listen to Others

Take care of Properties

Work Hard

Look After our Planet

These rules are reinforced through assemblies, circle time and Personal, Social and Health Education (PSHE).

Home School AgreementOn arrival at The ISH and at the beginning of each subsequent year children, their parents and the class teacher sign our ‘Home School Agreement’. This document outlines the responsibilities of all parties and reflects a commitment from all concerned to work in partnership to positively impact on the children’s holistic learning.

ISH Community HelpersAll Year 6 students are part of our ISH Community Helpers programme. They assist staff in the daily operational tasks of the school and are available to help the younger children.

BuddiesThe Primary children are involved in a Buddies programme. This involves classes pairing up with those from other year groups, to work on projects and/or reading and learning together. The older children learn much about pastoral care and empathy, whilst the younger children love the friendship and relationships that stem from this arrangement.

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Communication with Parents/GuardiansHow we communicateCommunication between home and school plays a vital role in the learning process and at The ISH we have an ‘open door’ policy. There are a number of formal opportunities for communication but parents are also actively encouraged to keep in touch with the teachers informally and to make appointments at any time of the year to discuss anything relating to their child’s learning or welfare. Although brief ‘information giving’ opportunities can take place before or after school, we would always request that parents/guardians make an appointment at a mutually convenient time.

- Communication books/homework diaries

- Meet the Teacher Evening

- Parent-Teacher consultations

- Written reports

- Weekly Blogs from the Principal

- Class information letters outlining IPC work to be done during that term

- Weekly year group blogs

- Staff e-mail addresses available for parents to contact teachers

- Class representatives communicate with parents via email

- PTA meetings attended by parents and staff

- Questionnaires seeking parental opinion

- Assistant Principals available for consultation

- E-mails

- Website

- Moodle online learning platform

- Two Open Days per annum

There are two formal occasions each year to discuss your child’s progress in depth and future targets for development. You will be invited by letter for a consultation with the teacher in November and April. Sign up boards for meeting with specialist staff are posted in the weeks preceding the consultations. In addition your child has a communication book (Reception – Year 2) and a homework diary (Year 3 – Year 6) in which short, non-confidential notes can be exchanged between home and school. Staff email addresses are communicated at the start of the school year. Parents should always refer to their child’s class teacher as first point of contact. Then, if necessary, they may communicate with the appropriate Assistant Principal.

Curriculum Information, Specialist Lessons and Learning SupportThe International Primary Curriculum (IPC)The IPC (www.greatlearning.com) is recognised as an approved curriculum by the Dutch ministry of education. It is now in operation in over 1500 schools worldwide. During the year, class teachers will deliver a range of complimentary subjects that are linked into a themed unit of study. Over an extended period of time, usually around 5-7 weeks, a single unit of study will allow the teacher to deliver a number of learning goals drawn from the IPC. The learning goals of the curriculum are split into four age bands covering the primary years. Within each age band there are three strands of Learning Goals: Subject Goals, Personal Goals and International Goals. Subjects include history, geography, science, art, design, IT, PE,

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music and society. Through the units of work, links are made to the host and home countries. Your child’s teacher will inform you about which units of work the class will study during the year. It will be clear which Learning Goals are being addressed in that unit of study. Parents will have many opportunities to be involved with their children in the IPC work. The point at which children actually start working towards the Milepost 1 goals of the Main IPC Programme will depend on their individual circumstances and needs. It will also depend on the professional judgement of their teachers. Almost all children will start this process by the time they are six and many may start younger than this. Alongside the learning objectives to be covered, every unit will be introduced by a letter to parents, explaining what the children will be learning. Some advice/suggestions on parental involvement will also be included.

Early Years (3-5)Children in Pre-Reception, Reception and Year 1 (until the end of Term 1) follow a specially designed programme, called the Early Years Foundation Stage and is composed of: 1 Personal Development, 2 Language and Personal Development, 3 Mathematical Development, 4 Exploring and Understanding, 5 Information Communication Technology, 6 Physical Development, 7 Creative Development.

In addition, because of the unique nature of our school we also have: English as an Additional Language and Dutch

PE KitIt is school policy that all children are required to wear PE shirt (available for purchase from the school book store), shorts or tracksuit trousers, gym shoes and socks (please vary according to weather). If your child is in Year 4, please ensure they bring appropriate swimwear consisting of a swimming costume, towel and swimming cap (optional).

Specialist LessonsIn some cases children are taught by specialist teachers. The details depend on the age of the child. Please check your individual child’s timetable for details.

PE DUTCH MUSICYEAR 1 2 x 40 min. 2 x 40 min. 1 x 20 min.

YEAR 21 x 60 min.1 x 40 min.

3 x 40 min. 1 x 20 min.


3 x 40 min. 1 x 40 min.

YEAR 41 x 60 min.1 x 45 min. (swimming)

3 x 40 min. 1 x 40 min.


3 x 40 min. 1 x 40 min.

YEAR 6 1 x 100 min. 3 x 40 min. 1 x 40 min.

Learning Support Centre (LSC)

We all learn in different ways. The LSC department at ISH tries to help students to integrate and participate in the international programme offered at our school by using their unique learning styles. LSC support is provided through a variety of methods, for a variety of reasons; in some cases our pupils are taught on an individual or small group basis during a necessary period of time. We are working according to the “response-to-intervention” approach. This approach seeks to prevent severe difficulties through early intervention, frequent progress management, and increasingly intensive interventions for children who continue to experience difficulty. Outside school professionals, agencies and Dutch institutions are also involved with some cases. The department is supported by a learning support teacher, one orthopedagoog and one psychologist.

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LanguagesDutchChildren in all age groups learn Dutch from a native speaking teacher. In each year group, there are three to four classes, differentiated according to ability from Year 2 onwards. Children learn to speak the language and learn about the history, culture and geography of The Netherlands.

English as an Additional Language (EAL)The EAL programme is specifically designed to teach English skills as well as enabling children to access the Primary Curriculum topics more easily. For our children for whom English is not their first language, the curriculum is supported by five EAL teachers. Children are taught within the class setting or in a small group. EAL support begins in Reception classes.

Mother Tongue in the CurriculumNormally your Mother Tongue is the language you have been using with your children since they were born, the language you have used to speak to them when they were babies, to send them to sleep, to tell them their first stories, to comfort them when they are afraid or hurt or the language that will come out naturally if you have to suddenly stop them if in danger or when you are not happy with them, the same language spoken by your own parents.

It is crucial for children to develop their own Mother Tongue (MT). It is the language they use to communicate with their family and friends, it facilitates a possible rehabilitation to their home country, national school or university and it gives them access to their own culture and family background. Research shows that a strong mother tongue helps in the development of a strong second language.

At the International School of The Hague we recognise the importance of children maintaining their own Mother Tongue and our vision is: “Every child is empowered to develop his/her mother tongue within our curriculum”. We have two different programmes running at ISH Primary: for the entire primary school, a Mother Tongue within the Curriculum Programme which takes place during school time, and for some languages we have an additional After School Mother Tongue Class.

The teachers plan a number of opportunities for the children to use their ‘Mother Tongue’ during IPC lessons. For one hour a week year groups reorganise themselves so that wherever possible children are able to work with others who share their mother tongue. Either individually or in groups children will participate in a variety of meaningful activities for example researching, preparing presentations, sharing their thoughts through speaking and listening etc. Students from our secondary school join us during this special time to support the learning using their mother tongues.

We also warmly encourage parents to join us during these sessions to support the activities in their own mother language.

Mother Tongue After School ProgrammeDuring the After School Mother Tongue programme, children focus on the expansion of Cognitive Academic Language Proficiency (CALP: the “academic” vocabulary) and the development of reading and writing skills. When they are ready, they develop verbs and spelling and follow a reading programme. They receive a report on their progress twice a year. We usually have Arabic, Dutch, French, Portuguese, German and Spanish classes, additional languages classes are opened according to demand and are subject to the availability of qualified tutors. These classes give a chance to around 22% of our children to develop their Mother Tongue further. We are always happy to look at possibilities to open and support a new language group.

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Assessment, Reporting and Parent - Teacher MeetingsAssessmentAssessment plays a key role in the learning process at ISH and falls into one of two categories, assessment for learning and assessment of learning. Assessment for learning is a formative process that takes place on a daily basis within the classroom and is used to plan the next steps along the learning journey. Assessment of learning is a summative process and is used to measure pupil achievement and monitor progress. At the end of the academic year all of our Year 6 children are assessed using standardised tests produced by the National Foundation for Educational Research (NFER). NFER is the United Kingdom’s largest independent provider of research, assessment and information services for education. These provide us with various forms of data including National Curriculum levels in mathematics and English. We use this information alongside our other assessments to monitor and track the children as they progress.

In England there are eight National Curriculum levels with the lowest being 1 and the highest being 8. The expectation is that most children at the end of Year 6 will have achieved level 4 or above. The figures below do not take account of the children’s starting point and it is quite possible that for some children achieving level 3 at the end of Year 6 is a real success bearing in mind where they were when they started their schooling.

Mathematics 4+ 5 +

ISH 98% 63%

NATIONAL RESULTS for ENGLAND 80% 35%

English 4+ 5+

ISH 95% 51%


Writing 4+ 5+

ISH 92% 20%


Reporting on and Tracking the Progress of your ChildFor children in Reception - Year 6, there are a number of opportunities to receive feedback about the progress your child is making. These include Parent Teacher Consultations and written reports.

Along with your child’s class teacher, specialist staff will be available for meetings on or around the dates of the Parent Teacher Consultations. Class Teachers will also make time to meet with parents outside of these more formal occasions. Staff from the LSC Department will arrange separate parent consultations. For children in Pre-Reception, parent consultations will be held in January and reports issued only at the end of the school year.

Overview of ReportingAt key points in the year, teachers discuss together the progress of each individual student in Review Meetings. These discussions take place with school management, LSC and EAL staff.

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The Primary School DayScheduleISH primary staff will assume responsibility for your child at 08:15 by supervising them in the school playground. Children enter the school building when their teacher comes to collect their class from the playground.

RECEPTION – YEAR 6

Line up 08:25

SCHOOL STARTS 08:30

LUNCH* 1200 - 13:00

LESSONS END * 15:00

*PLEASE NOTE THAT ON WEDNESDAY LESSONS FINISH AT 12:30 FOR ALL CHILDREN.

During the lunch-time recess, your child will be supervised by staff, supported by lunchtime supervisors, while they play and eat their lunch. Clubs and activities may also be offered at lunchtimes. Children are supervised by staff during morning and breaks.

Pre Reception and Reception children are required to bring a healthy and nutritious packed lunch every day except Wednesday. The option of a hot lunch is available to Primary children from Year 1 - Year 6. Please avoid sending children to school with sweets, glass containers or fizzy drinks. We are not able to refrigerate packed lunches or to warm up food. We encourage all children to bring to school a drink in a watertight container, to keep on their table throughout the day.

Attendance ProceduresArrival at School and AbsenceParents are responsible for the arrival of their children, at the correct time. You will be contacted if your child consistently arrives late. Please provide an explanation for their late arrival. If a student is late for school he/she must report to the Primary Office on arrival to sign in before joining lessons. A parental note should accompany a student who is late because of an external appointment. Persistent unexcused lateness will be followed up. If your child is not in school and we have not heard from you by 9:15 we shall need to contact you to ensure your child’s safety. Please telephone the school office before 09:00 if your child will miss school due to illness or any other reason. If your child is absent for more than one day due to illness, a call to the school office must be made each day. If we have been informed that their absence will be for a specific period of time there is no need to call each day. Please see the “Leave of absence” section for more information on requests for leave.

Collecting Children from SchoolTeachers will personally hand your child to you at the end of the school day, or to an authorised adult whom you have placed in charge of your child. Children should be collected from school, in the playground, within 5 minutes of closing time. Supervision will end at 15:15. Please wait outside for your children. Any child who has to leave school for an appointment during school hours must be collected by a parent or guardian who must report to the administration office and sign their child out. If the child returns during the school day, again, the office must be informed. If you wish your child to leave school and travel home alone at the end of each day, you must request a gate pass for them. This can be done through the school office by completing the appropriate form. This arrangement will be renewed annually and is only available to children in Years 3 - 6. Students with a gate pass must leave the school premisses once dismissed from lessons.

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Leave of AbsenceSpecial Leave from SchoolIf a student must be absent for reasons other than illness, doctor, hospital, dentist or orthodontist appointments, a “Request for Special Leave” form should be completed and returned to the administration office at least four weeks prior to the requested leave date. Special leave may only be granted up to a maximum of 10 days. The ISH reserves the right to deny a request for special leave. ISH is bound to Dutch regulations (leerplicht) in this respect.

Medical AppointmentsAny student, who must leave school during the school day for medical or similar appointments, should bring a note of explanation to the primary office beforehand or upon arrival at school (in the case of an early morning appointment). In addition, students sign in/out at primary office.

Schedule of Events and Holidays, Day Care and After School CareSchedule of Events and HolidaysFor an up to date schedule please view our online calendar located on our website: www.ishthehague.nl

After-School Care, Reception - Year 6After-school care (ASC) is provided by Zein Child Care Group, www.zeinchildcare.nl/ish, [email protected] or by Villa Bloom, www.villabloom.nl, [email protected]. Children are given a meal, provided with assistance with their homework and also given the opportunity to participate in a range of activities, both sporting and artistic. Staff will be given a list of children who will attend after-school care. Zein ASC Lower School children are taken by an assistant from classrooms to ASC room in Year 1 corridor and US children are dismissed to Zein teachers, near the flower table (library), in the Glasshouse. Villa Bloom children are dismissed to Villa Bloom teachers, near flower table (Speellokaal) in the Glasshouse too. The children should sit quietly while the after-school care coordinators on duty check the names on the list with those present.

Safety and Security, School Plan and ParticipationSafety and SecurityWe take the care and welfare of our students extremely seriously. As a result, we have a number of measures in place to safeguard our campus and our children. One of these is the use of visitor badges. All visitors to the school, including parents, must sign in at reception or primary office and collect a visitor badge. This badge must be displayed whilst the visitor is in school and returned to reception when leaving. All staff in school wear identity badges.

School PlanThe ISH has an active and dynamic school development plan. The School Plan of the International School of The Hague is written within the framework of the Strategic Policy Plan of the Rijnlands Lyceum Foundation. It is an active, working document used and updated by staff and management. The ISH Mission and Context Statements state clearly our aims and ambition to be a top class international community school serving the mobile, international population resident in The Hague. The opening of the ISH Primary School in August 2003, marked the first major step towards the fulfilment of our ambitions. We now provide top quality international education for over 500 children and we are privileged to watch them grow into responsible global citizens. The Mission and Context Statements form the basis of all school policies and are the rationale supporting our procedures.

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There are six development groups within the school and every teacher is expected to be a member of at least one. These groups are responsible for producing the initial draft of the school development plan.

• International Primary Curriculum (including Mother Tongue)

• Language Arts

• Mathematics

• Early Years

• Personal Social and Health Education (PSHE)

• Physical Environment and Outdoor Learning

There are also development plans for

• Dutch

• Music

• Physical Education

• Information Communication Technology (ICT)

• Learning Support

• English as an Additional Language (EAL)

ParticipationVarious elements of the school community are represented at regular meetings. These are:

Student Council: Children are elected by their peers to join our Primary Student Council. The Student Council meets with members of staff and represents the views of the children throughout the school. They also organise events and raise money for charity

Participation Council (MR)The Primary School has a Participation Council, which comprises three staff members and three members of the parent community. This group meets on a monthly basis and discusses matters such as school fees, management structure, daily operations and other issues with the school management.

Gemeenschappelijke Medezeggenschapsraad (GMR)The GMR is a legal body within our organisation which provides staff and parents an opportunity to have a voice in the direction we take at the Stichting level. ISH provides two members to this council which meets four times per year. One member must be a parent and the other must be a staff member. GMR members are appointed by the Medezeggenschapsraad of their respective schools. Terms are three years in duration.

Parent Teacher Association (PTA)All parents are members of the PTA, although there is a Board who organise meetings in school and manage events. The support of the parent community is actively encouraged and it is through the concerted efforts of the parents and staff, that we have had many successful events in past years. The PTA also assist new families who have recently arrived in The Hague.

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Contact UsAddressPrimary School

Wijndaelerduin 1

2554 BX Den Haag

Tel: +31 (0)70 338 4567 Fax: +31 (0)70 328 2049

Email [email protected]

Website www.ishthehague.nl

Mailing AddressPO Box 52047

2505 CA Den Haag

AdmissionsIf you have queries regarding admissions and our procedure please would like to contact our admissions department.

Admissions Department

Tel: +31 (0)70 328 1450 Fax: +31 (0)70 328 2049

School Inspector, Complaints RegulationInspectie van het Onderwijs (Inspector of Education)

Dhr. A. de Heer

Europaweg 2

Postbus 501

2711 AH Zoetermeer

Tel: +31 (0)79 320 33 33 Fax: +31 (0)79 320 33 39

Landelijke klachtencommissie voor het algemeen bijzonder onderwijs Secretariaat

Postbus 95572

2509 CN Den Haag

Tel: +31 (0)70 331 5252 email: [email protected]

http://www.rijnlandslyceum.nl/sites/default/files/content/07103%20_DEF_KLACHTENREGELING%20ENG.pdf%20-%20Adobe%20Acrobat%20Standard%20%281%29.pdf

Financial MattersFor financial matters please contact our financial department situated in Wassenaar.

Official Address: Backershagenlaan 5

2243 AB Wassenaar

Postal Address: Postbus 486

2240 AL Wassenaar

Tel: +31 (0)71 573 0910 Fax: +31 (0)71 531 2167

Website www.rijnlandslyceum.nl

The photographs published in this guide have been taken by Christel van Meeuwen.

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primary school guide 2013 2014

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