School Guide

2019-2020

Rivers International School Arnhem Parnassusstraat 20 6846RB Arnhem (026)3202822 website: www.riversarnhem.com email: [email protected] ​ ​ ​

Contents

Preface Index 1. THE SCHOOL 2. THE DIS AND DE BASIS 3. DEVELOPMENTS 2018/ 2019PLANS FOR 2019-2020 4. SCHOOL TIMES 5. SCHOOL ORGANIZATION 6. SCHOOL FEES 7. ADMISSION 8. TESTING AND ASSESSMENT 9. SOCIAL CARE POLICY 10. SCHOOL ATTENDANCE 11. ABC 12. PARENTS AND CONTACT

Preface

Dear Parents,

Rivers International School Arnhem (Primary Department) School Guide has been produced to give parents and guardians a description of our school, the education we offer, our vision, methodology and what you may expect to find in our school. In the School Guide, you will also find specific information concerning the school year 2019- 2020 e.g. staff composition, the holiday schedule; study days (calendar) curriculum and school times. The School Guide is annually adapted and made available to parents. The guide is also useful as an information source for new parents who are in the process of finding a school for their child. This School Guide has been approved by the School Parent Teacher Council (Medezeggenschapsraad, MR). We wish all children a successful academic year, in terms of both education and their personal and social development, in an environment of safety and respect.

Gill Eaton, Head Rivers Primary

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1. The school

History of the School The Dutch International Schools have their roots in the Dutch Educational system. The ‘Arnhem International School’ ​ was established in 1986 on the initiative of local businesses and government to provide an English-based education, taught in English, for the children of international families within the area. Together with the Secondary International Department we form “Rivers International School Arnhem”. ​ ​ Rivers is one of 15 schools which make up the organisation the DIS http://www.dutchinternationalschools.nl ​ We are also part of the Arnhem Schools group De BasisFluvius http://www.debasisfluvius.com ​ ​ The Secondary department is part of the Quadraam schools. Rivers is not a private school, it is a Government subsidised, non profit Dutch International School. As there is an alignment of our school’s mission statement to that of the two other organisations; it is essential for us to maintain our individual identity whilst recognizing the significance of our connections. The connections strengthen our mission and our vision while clarifying our ambitions, goals and objectives. ​ We are a relatively small school In Arnhem (approx. 210 pupils). The Primary International Department has 11 class groups with an average class size of approximately 22 children. This gives a unique family, community feeling.

The language of instruction is English.

The Name “Rivers” Why Rivers?

Rivers are the birthplaces of human civilisation. Rivers do not only supply water, food and energy but also fertile land and natural barriers against attacks, safety. At the same time, they allow for trade and cultural exchange connecting the local with the regional, even global; making a settlement part of something bigger.

Three main rivers cross Gelderland – Ijssel, Rhine and Waal – connecting places and cities in Gelderland, Netherlands, parts of Europe - all the way to Asia and beyond.

Rivers overcome isolation and connect the world. Life, purity, strength, fertility – many cultures and religions are unified in their views on rivers and water. Rivers have inspired humankind since the beginning of language: “A river is a river, always there, and yet the water flowing through it is never the same water and is never still. It’s always changing and is always on the move. And over time the river itself changes too. It widens and deepens as it rubs and scours, gnaws and kneads, eats and bores its way through the land.”

We as a school play a major part in shaping our students into life-long learners – rivers like learning - flow.

Rivers International School Arnhem makes you curious, allows for associations. It connects spontaneously and yet ​ distinguishes at the same time. It represents who we are, shows our uniqueness. At the same time, whilst highlighting the strong connection to our location Arnhem, we are creating space for the rest of Gelderland and beyond, to identify with.

By making this visible not only via our name but also in a new logo and in the interior design of the building we arrive at a strong, compelling and coherent message for staff and students, prospective parents and investors.

T​ ry this: place your finger on any major river in the world and try to get around the globe by following only rivers. You will

be surprised how far you will get! ​ ​Adrian Chambers

Mission: 2

This school aims to provide a wonderful atmosphere built around friendship, genuine happiness and inspired empowerment. The creation of a stimulating, caring and positive environment is an important element in the vision of our school. The children will share responsibility in the educational process and develop their own talents and abilities. The children will be encouraged, supported and inspired to reach their full potential. The children will develop respect for a healthy and purposeful life, rich in individuality, facing challenges with wisdom and perseverance. They will expand their international awareness and be reflective, caring and balanced in their out- look which will prepare them for a future role in a multicultural world.

Our Vision:

Our core values are: INTEGRITY, COMMUNITY, CREATIVITY. Each department ( Primary, Secondary, preschool) have their own interpretation of the core values

We practice and cultivate Integrity through: Compassion: ​ ​ ​ ​ We are kind, courteous and caring We are respectful of others We are honest

Responsibility: We all take responsibility for our learning We all take care of our environment. We take responsibility and learn from our mistakes

Community Together we form a supportive community ​ We are communicators and take time to listen. Our school is the hub of the International community where families are welcomed We collaborate with others to achieve goals We keep an open mind and appreciate others contributions

Creativity We try to think out of the box ​ We use our individual talents We ask questions to create our own learning opportunities We give inquisitive minds the freedom to explore We challenge ourselves

Our Motto “Explore your worlds` incorporates the many different worlds the children will come to explore: world of the ​ ​ new classroom, the world of new community, world of new languages and experiences.

General The teaching approach at Rivers is based on enquiry based learning and takes into consideration ​ ​ 3

the multiple intelligences of the children. The teaching staff are aware of the different learning styles of the children and strive to provide a multisensory approach, giving opportunities for all children to learn. The school uses the well bench-marked British Curriculum adapted to the needs of International Education. • Due to a very favourable pupil-teacher ratio, the staff is able to build up a close relationship with children and identify specific individual needs. • Specialist teachers for Gym, Dutch, P4C, EAL, Art and Music compliment the expertise and pupil ratio. • All the teachers are trained and qualified to university level in English. • The school has high quality educational materials mainly resourced from the UK and the Netherlands. • Within each class there are children from many different cultural, social and educational backgrounds, and children may arrive or leave at any time during the year. Some children will not speak English on arrival and many children have first languages other than English. • We aim to build on, encourage and develop each child’s abilities by adapting the program to meet individual needs. For example, Dutch lessons are taught by a native Dutch teacher to all pupils in small differentiated groups. This organization allows the class teacher to offer individual attention to the remaining class members. • Staff professional development is encouraged and strong in our school. The International Primary Department works in conjunction with 15 other Dutch International Primary and Secondary Schools in the Netherlands to provide “In Service Training” opportunities for staff. The school also cooperates in-house curriculum development and exchange experiences on educational methods and materials. • There is an extensive enrichment programme for pupils, of after school activities including musical instrument lessons. There are also language classes for parents in Dutch, English, French, Italian and Spanish We employ parents as volunteer classroom assistants to do non-teaching tasks (Volunteergeld). Our team of VCA`s support Rivers through the school. ​ ​

There are 11 International classrooms throughout the school building and a room for Dutch lessons. Four classrooms have direct access to their own early years playground. The school has an upgraded computer network for classroom computers, ipads, laptops/chrome books and interactive white boards.

The building also contains, an assembly hall, a café ( catering for Primary students on request as well as being open for parents), a library, a very spacious music and dance studio and an art and design room. There are specialist rooms designated for Learning Support, and teaching Dutch Language. The spacious modern Sports Hall, is in-built within the school and is where physical education lessons take place. A number of smaller rooms have been added to provide offices for the management, secretary, the caretaker and several stock rooms

Curriculum and Learning at Rivers The educational programme is based on the National Curriculum for England and Wales, adapted for use with our International children. We have termed it the RIVERS WAY. We have a well documented and detailed curriculum based on the learning goals of the British curriculum. Full l details of the British curriculum can be found on https://www.gov.uk/government/publications/national-curriculum-in-england-primary-curriculum

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The curriculum is designed to provide an all-round, holistic education with equal importance to academic, arts, sports, cultural, technological and social activities. The clear educational values and standards are aimed at education in a structures and balanced manner leading to the development of all the individual children. Personalised learning is at the core.

Language and mathematics are taught at a level appropriate to each child’s needs. When children have identified learning needs, they receive support, and as they become competent in specific skills, they pass to the next level. In this way each child progresses at the most suitable pace for his/her needs and abilities.

Mathematics is taught with each child individually linked to a core scheme at the appropriate level. Mathematical activities, in from of project work, for example traffic surveys and data gathering projects, reinforce subject knowledge.

Language is developed through an individual approach derived from a variety of sources to include: reading, writing, spelling and comprehension. This is complemented by a substantial amount of language activity incorporated within topic work and is further supported by a variety of drama activities. Reading and writing is taught, starting in Reception. The Guided Reading sessions further develop reading skills and the love of books.

Enquiry based learning provides an environment where various skills can be developed and nurtured. Children focus on the skill of questioning and finding solutions to problems. Thinking tools and strategies are taught.

Continuous Provision in the Early Years: A positive impact on Children’s Learning ​ ​ In the early years we believe in the child’s natural ability to explore and develop through play. Child initiated play is based around the children’s interest. Within each area of interest, all areas of the curriculum are covered so that children can make links to their learning. The learning environment has been created to foster children’s curiosity where the classroom becomes the ‘third teacher’. Children will be given many opportunities to explore their environment after teacher input moments (e.g. Maths, phonics, Literacy). This is called Continuous Provision. Continuous Provision allows the learning to continue in the ​ ​ absence of the adult. This gives the teacher the opportunity to step back and catch the learning as it is happening. The teacher is the facilitator and carefully observes the children’s progress in order to offer experiences and activities which will further their development based on their interests and readiness. In the environment a range of resources will be purposely selected to target specific children to develop specific skills through personal interactions and exploration.

International and Dutch. The Primary Department welcomes children of all nationalities into its safe and friendly ​ environment. As part of a Dutch community the children have direct contact with Dutch culture and customs, while still being educated in English. The Primary Department provides experiences for children through which they can reach their full academic and social potential while benefiting from the rich multicultural atmosphere within the school

The School Neighbourhood. The building is located on the southwest side of the centre of Arnhem, near Arnhem South ​ ​ station and with direct connection with the main motorways to other cities in the region. The building also houses a Bilingual preschool and before and after school care programme. There is good contact with the community . ​ ​ ​ ​ 2. The DIS and de BasisFluvius

We are part of two other organisations: the “DIS” Dutch International Schools (DIS), and the local Board ​ ​ “De BasisFluvius”. The Dutch International Schools are united under the joint mission: ​ ​ ​ ​ “To provide international education for students of all nationalities in The Netherlands”. To this end, the associated schools adhere to the following basic principles:

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• Dutch International Schools are guided by an international frame of reference (in accordance with the Dutch law, as far as required) when making choices concerning the organization of education. • Dutch International Schools consider themselves a vital part of the local international community. 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. The principle aim 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.

Ambition. The Dutch International Schools have the following joint ambitions: ​ • to excel in the provision of international education, focused on student learning, in a national as well as an international context; • to be acknowledged as centres of international education by national and regional/local authorities, stakeholders, other schools and organizations (e.g. European Platform); • to provide internationally focused curricula in an international environment, embedded in a Dutch context; • to provide quality assurance according to Dutch and international standards; • to appoint internationally-minded staff; • to maintain facilities at a high level; • to ensure adequate government funding and strive for affordable school fees; • to represent the joint interests of the Dutch International Schools and be acknowledged as such by the Dutch government; • to provide coherent international educational provisions for students aged 4 to 18 in all regions; • to stimulate the cooperation between international primary and secondary schools at a regional/local level, respecting the autonomy of each individual school.

The mission of Dutch International Schools. The mission of Dutch International Schools encompasses those of the ​ AIS 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.

De Basis http://www.debasisfluvius.nl ​

DeBasisFluvius.

Within Arnhem, the boards are named: the Basis and Fluvius. They are the Foundation of Catholic, inter-denominational, ​ ​ Protestant and general Special Education; jointly developing a mission for the education of the children in Arnhem. They want the best education for every child in Arnhem, as far as possible in the district where he / she lives.

At 43 sites and 39 schools; the 37 directors, 800 teachers, two administrators, one shared service center with 22 employees all work together to give the best for each child. Our motto for the coming years: Together for every child. ​ 6

By choosing a school that belongs to DeBasisFluvius you choose quality education. Both pedagogical and didactic way. We encourage governments and support schools to ensure that they work proceeds directed to all professional and educational areas.

Our schools are open to every child. We show respect towards each other and there is room for individual identity. This applies to our children, their parents / carers and to our employees. That is important to us because our schools focus on the environmental demands placed on them. Together they provide more diversity of education in the district. Our education promotes the skills that belong to the 21st century, such as ownership, collaboration and learning from and with each other.

As you may know, every school has a Board. This Board appoints teachers and distributes the money from the central government to the schools covered by the government. The board through the inspectorate will be held accountable for the quality of education. The directors are responsible and are supported by a Shared Service Center that works in the following areas: office management, communication, human resources, education, housing, facility management and purchasing and finance. The Shared Service Center is comprised of executives from both Base and Fluvius. Two members of the Supervisory Board of Basic are appointed on the binding nomination of the parent members of the joint participation Supervisory Board.

The Supervisory Board is accessible by the staff office at the following address: Beverweerd Lane 3 6825 AE Arnhem Phone 026 - 7600 900 https://www.debasisfluvius.nl/

3. Developments 2018 -2019 / Plans for 2019-2020

NUMERACY The Maths Coordinator led a workshop for staff to train teachers how to effectively teach higher level problem solving skills in their classes. She coached individual teachers on problem solving methods with their classes. A centralised resource area for maths has been developed. The special needs assessment and provision of mathematics support has been developed both for giftedness and learning needs. A new maths scheme was selected and used now for two years

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based on evidence and best practice (with staff input). Research has been put into practice in our school in the areas of fact and fluency teaching (also for children with different special needs). We continue to explore how to manage planning, support and extension; integrate problem solving and how to write good practice questions with a link to intelligent practice. Standardize resourcing is available within classrooms in line with the new scheme. Work on developing a calculation policy in line with the new scheme as well as research on fact fluency and methods is ongoing. Online training from Abacus takes place regularly for staff

ICT Rivers has recently had a large influx of new chromebooks. In the upper school there is a chromebook available for every child to use in class. Younger years make regular use of our school ipads. ICT is used across the curriculum to enhance learning and to extend students’ confidence in using a wide range of ICT skills. In addition, time is also given to the learning of new skills and software in separate ICT lessons. We are further developing an ICT curriculum that compliments the Rivers’ Way ( Our own adapted curriculum for our pupils). A key component of our ICT use and teaching is Internet ​ ​ Literacy. This includes encouraging students to look critically at search engine results, how to choose trustworthy sources and how to use these appropriately. Here at Rivers, Internet Safety is a priority and we strive to educate children about ​ ​ how to be safe on the internet and how to use personal information wisely.

VISIBLE LEARNING ̈Visible learning involves teachers to see learning through the eyes of students; and students to see teaching as the key to their ongoing learning. When learning is visible, the student knows what to do and how to do it and the teacher knows if learning is occurring or not. Teaching and learning is visible when the learning goal is not only challenging but is explicit.̈ John Hattie As a team, we are focusing on this well researched approach to teaching, learning, understanding where a pupil is in their level of thinking and challenging them to go beyond that level through a process described as ‘cognitive acceleration’ or metacognition.

PERFORMANCE ARTS The culture of music in the school has been extended with more after school lessons being offered, also introducing new instruments. There is now an up and coming orchestra. More pupils are learning an instrument; this enhances the pupils ́ learning in many ways. The choir meets each Friday at lunch time and has about 40 members. Weekly music lessons are taught by a specialist teacher, for all classes. Drama lessons are weekly and there is an after school drama club. Dance lessons are incorporated in to music lessons where appropriate. There are also after school dance lessons offered.

LITERACY New approaches to reading comprehension have been developed further in Key Stage 2. Phonics Stages 1-6 are now being used in the lower years. The Literacy Coordinator has led staff training workshops in writing. In-service programmes for teachers have been regularly implemented. A marking policy is being developed, with the teachers. Meetings are regularly held to share what is being taught and checking the follow up. The children are monitored, to ensure fluent readers by the age of 7.

PHONICS Last school year saw the successful roll out of “Phonics Stations” in the Early Years and Lower Key Stage 1. In the spring and summer terms, we decided to group the children for phonics lessons based on their level of English and phonics ability, not just their age. This was extremely successful, with children getting three sessions per week of tailor made phonics support alongside their peers. Behind the scenes, we have been researching new phonics schemes which we felt would support the children even further. We wanted a scheme which would be interactive, visual, be able to be used at home and on iPads or other similar devices, and most importantly, which would help children retain their phonological awareness at a better rate, with perhaps a visual aid to help the process. With all this in mind, we have decided to work with…

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SCIENCE, DESIGN AND TECHNOLOGY Further development and resourcing of the science and technology room has led to much more frequent use of it by small class groups. The room includes a Science and Technology Library for children to access. There is also a substantial teacher section. Oxford International Primary Science Scheme is being fully utilized as a core publication resource with teachers delivering weekly science lessons that stand alone or link with other curriculum activities. These lessons continue to follow the new National Curriculum science guidelines.. An interesting year ensues. A new approach to science enquiry is being documented and aligned with the learning statements of the curriculum.

LEARNING SUPPORT The Learning Support Policy continues to be refined as needed. Each teacher has a file with documents they can use to register and monitor any child. A new IEP template is being used. The SENCO attended Professional Development workshops for the latest developments in the field, locally and abroad. We continue to make use of the Dutch Passend- wijs policy where applicable.

P4C The Coordinator attended a course on Creating Compassionate Cultures. This year has also seen an investigation into possible new approaches for the Wellbeing curriculum. We are developing a staff training and implementation of Philosophy 4 Children in the school in the coming school year. Wellbeing units are now being used across the whole school and parent information sessions will follow this year.

DFL The children in Years 4, 5, 6 and 7 have two lessons a week. Year 7 will also watch the Dutch Weekjournaal, news ​ ​ bulletin, especially for children, on the Dutch television. Children who are new to Dutch will work with ‘Horen, zien en schrijven’ both in books and on the computer to improve their understanding. New curriculum,’Taal actief’, for DFL will be introduced for the children in the Years 4, 5, 6 and 7 who are Dutch, who have Dutch parents, or whose Dutch has progressed a lot and want to try this more challenging work. In the DFL lessons we will use time for typical Dutch items like Kinderboekenweek, Sinterklaas, Koningsdag and the special days in May. There is extra Dutch for some children in Y6 & 7. Time is also spent on ‘actuele’ theme's we get from the jeugdjournaal or themes the children come up within a subject.

ISAMS: Our new management data system continues to support our pupil data (registrations, pupils information, contacts etc).

Quality of Teaching and learning Our school uses standardised test to measure against the National averages of a British State school. This is common for International schools and they generally all use the same tests throughout the world. GL assessment is an organisation which produces the tests worldwide. Our scores range from high to very high in most year groups and generally much higher than the average. Below is a summary of the recent testing.

In KS1, 60% of pupils scored a mark between 90 and 110 in the Progress Test in Mathematics with 25% of pupils higher than 110. In the Progress Test in English 42% were between 90 and 110 and a further 21% exceeded this average band. The Single Word Spelling Test had 48% of children in the middle band and 13% above.(It is worth noting that in KS1 30% of children are either EAL or have no English).

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Four tests are taken by KS2 classes. 53% scored between 90 and 110 in the Progress Test in Mathematics and 38% exceeded this band. In the Progress Test in English 47% were in the middle band and 44% exceeded 110, with just 9% attaining a score below 90. The Single Word Spelling Test had 40% of children in the middle band, while 46% exceeded 110. The New Group Reading Test gave 56% of children in the average band and 30% exceeded 110. There are 13% of children in KS2 who have either no English or are EAL.Children in KS2 make good progress despite many of them coming to the school with English as an additional language and quite a few with no English at all, quite late in their primary schooling creating extra challenges for them. Teachers focus on language development in both Maths and Literacy, supporting this need.

Generally progress in all key stages can be attributed to the fact that pupils at this school are keen to learn and very interested in what they are taught. They respond well to their teachers and are eager to participate in lessons. Pupils settle to tasks rapidly, are well motivated and sustain interest throughout. They work well with their peers and ​ ​ are helpful and sensible. There is a positive and happy atmosphere in the school. Teachers work together in PLC groups ( Professional Learning ) to evaluate teaching and work together to find out what works for the pupils. Teachers match work closely to the needs of all individuals to ensure progress; with careful planning to ensure challenges are set for all pupils. Where there are parallel classes, planning is worked out together (whilst never losing sight of the individual’s needs); this leads to creative and supportive plans for the term. Expertise is shared between teachers with coordinators available to provide ideas and extension as requested. Good teaching is characterised by high levels of challenging activities and good support for pupils’ learning. The topic work especially lends itself to this. Furthermore, teachers use thoughtful questioning, especially evident in guided reading, which encourages children to reflect on their learning, gaining a deeper understanding. Teachers also use an imaginative approach and practical activities to inspire learning across the subjects (from inspection report). Teachers also support children in evaluating their own work so pupils ​ ​ become aware of how they are doing individually, which is fundamental to the learning process. Regular ‘consultations’ take place between teachers and pupils. Clear and helpful feedback is provided and work is marked regularly. A good learning support team also supports the teachers and pupils as is needed. Their expertise is used for any in- house interventions either in class, in small groups or one-to-one depending on the pupil’s needs. It also organises referrals for testing and gives teachers guidance, to make sure that the pupil is accommodated appropriately within the classroom. This helps those children continue to progress and access the curriculum. A strong learning support team and pupil monitoring system helps the smooth transition into the school of our many transient families.

Staff Training The school has a strong sense of direction and an embedded ambition for continuous improvement. Effective teachers are recruited and they generally stay long-term, knowing their professional development is encouraged and supported. This past year staff members have attended conferences for Visible Learning, P4C , Leadership, and Early Years. Professional development. Opportunities also included school visits and Dutch International school conferences. Regular curriculum meetings are held and are valued, giving chances and opportunities for all staff to share knowledge and offer in house Professional Development opportunities. We are working in teacher teams ( Professional Learning Communities) within the school to use collaboration to impact learning and drive change

Resourcing and Funding Staff have access to excellent resources in a range of subjects and aspects. The extra funds set aside for resourcing enables the staff to support their teaching with the resources they need. Resources are acquired mainly from the UK where items specifically support the UK National Curriculum .

4. School Times

The International Primary is linked to het Jongleren Dutch primary school, a Dutch state primary school. Managed by the local education authority or school board, the school is under the direction of the Dutch Ministry of Education, and therefore

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the laws and rules governing Dutch schools must be respected. Parents are required to send their child to school during normal school times. Requests for special leave of absence should be made to the Headteacher in advance. The school grounds are supervised from 08:15 until the beginning of lessons at 08:30. Children enter school at 08:20, ten minutes before lessons begin. 08:15 Duty staff are in the playground. 08:20 School doors open. 08:30 Lessons begin. At 10:00 – 10:30 Fruit break and play time. 12:00 Lunch time, lunch-time supervisors join the classrooms. 12:50 Children return to their classrooms. 13:00 Afternoon lessons begin, at 15:00 Lessons end.

NOTE: On Wednesdays, lessons end at 12:15.

Wednesdays The children leave school at 12:15 on Wednesday. For teachers, Wednesday is a normal day and staff ​ ​ meetings and other activities are regularly arranged for the afternoon. Most schools in the Netherlands have short days on a Wednesday and many local clubs and sports activities for children are held on a Wednesday afternoon. It is a great way to add to your child’s experience, meet new friends and learn a little Dutch. Our school offers many after school clubs on Wednesday afternoons (please see clubs booklet).

Leaving School at Dismissal Time The younger children are allowed out to the playground, once their parents have ​ ​ arrived to pick them up. All other children are allowed out to the playground, to meet or wait for their parents to arrive. No child is allowed to leave the playground without their parent/s or an appropriate adult, or without previous consent. Children are not allowed to either go home on their own, or with another family, unless this had been agreed between the school and their parents.

Going Home Policy Years 5-7 1. go straight home 2. go to a club 3. go to a parent /carer who will supervise while they continue playing in the playground.

For those pupils who live near the school they need to go home first / check in with their parent / carer and then return to play. School management is only responsible for pupils up to 15 minutes after the end of the day.

Pupils from Y5-Y7 are not lead out of school by their teacher as they are capable of leaving the class alone. This does mean that when a parent is not in the playground then we trust the pupil to return to the class to inform the teacher that a call needs to be made to see if there is any delay in pick up. If you are unexpectedly delayed please call or email the school and we will care for your child until you arrive. Please use the [email protected] address. ​ ​

5. School Organization

The class organization of the school is based on year groups aligned to the British year School system, which normally allows a child to move to the Secondary School if they are 12 years of age before September 1st; meaning the year groups are organized from 1st September. However, the size of the year groups and ultimately class sizes are determined by the number of children enrolled in that particular age group. There may be a pupil whose birthday lies very close to September st 1 .​ An assessment is made as to which year group that child will be placed. ​ There are four teams of staff, early years, middle Primary and upper Primary. There is also a team of specialist teachers.

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The staff work in PLC`c ( Professional learning community) to anchor professional development, improve teaching and learning and share expertise.

Days work Class Name(s) M T W Th Fr R/ Y1 Ingrid R/ Y1A Marie Wendy Y2 CW Candice Y2 S Sander Y3/4 C Catherine Y3/4 L Liz Y3/4 S Sanne N Sarah Y5 Mary Vivian Y6 Rachel Y7L Lucy Y7B Bart EAL Jane Parents EAL/ Dutch Meldy Am Marjolein Dutch Jacquelien Music Crystel Gym Tessa pm P4C/ Y7 Kristina Curriculum Jenny Coord LSCo/RT Ilona LSCo Sarah TA R/1 Neneh

Days work Class Name(s) M T W Th Fr TA R/1 Gomarty TA 5/6 Sanne D TA LS/RT Helen Bursar Jack Alt Head Gill off Concierge Maarten

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2019-20 sees 18 new volunteer class assistants in our school. Each VCA can work for a small monetary compensation for a maximum of 8 hours per week. Their tasks are to support the teachers in practical ways (putting up displays, organising paint for art etc). The VCA `s are from our International parent community and have a certificate of good conduct (as required by law).

6. School Fees Our school requests a school fee contribution. The purpose of this contribution is to pay for a great number of facilities which the Dutch government either does not compensate for at all or, we feel, does not compensate sufficiently. All these facilities are necessary to guarantee the quality of the curriculum, but also to give your child happy memories of his/her schooldays. We depend on your support and financial contribution in order to create a school atmosphere which does justice to our vision and your wish to give your child a genuinely happy time at school. We have produced a fee guide with terms and conditions.

The Dutch government believes that the compensation paid to schools in The Netherlands is sufficient for an adequate level of facilities. Therefore, a law was enforced which restricts regulations concerning school fees/sponsor contributions and the ways to collect them. All schools, and therefore our school as well, are bound by these regulations. As a consequence, we have no other option but to ask you to fill in and sign a School Fee Agreement on an annual basis.

Rivers International School is officially recognised by the Dutch Ministry of Education, which contributes funds to the ​ school. Students resident in the Netherlands can be admitted to Rivers secondary if they fulfil the requirements of the ​ Regulation on Inter- national Oriented Secondary Schools 2010 (IGVO-regeling 2010, article 8.) In order to attend AIS, ​ ​ payment of school fees is compulsory and does not fall under the criteria of the “voluntary parents contribu- tion” set by the Dutch Ministry of Education for primary and secondary school in the Netherlands. School fees are set annually, in accordance with Dutch International School Guidelines (artikel 73 WVO jo art. 9 Beleidsregel Inter- nationaal georiënteerd voortgezet onderwijs – see IGBO/VO website).

School fees are needed to fulfil the educational aims and duties at Rivers. They are used for reducing class size, additional ​ ​ classrooms, support staff, professional development courses in English, lunch supervision, attending to special needs, ​ organising school trips and sports days, providing translations, purchasing extra learning aids the provision of a modern, ​ caring and supportive learning environment, membership of international organisations and accreditation services, hiring staff internationally, to provide translations and for resources from abroad. School fees are subject to change. Parents should expect school fees to increase by a cost of living adjustment on an annual basis in line with the Consumer Price Index (Consumenten Prijsindex, CPI). Above the CPI, and with approval from the MR, additional factors can lead to a further increase in school fees of 3 – 5%, such as an increase in public-sector salaries; a decrease in the government’s educational subsidies; an increase in membership and accreditation fees; an increase in licensing fees for essential educational and administrative software.

We do not offer any discount for a second/third family member and we do not offer bursary places.

Late arrival throughout the academic year. Students are accepted throughout the entire academic year, places are ​ provided are available and all governing rules regarding admission are met. For students arriving at Rivers throughout ​ the academic year, proportional school fees apply. In the event of students leaving the Netherlands; proof must be ​ ​ provided that the student is no longer a resident of the Netherlands. This proof is called a Bewijs van Uitschrijving and ​ ​ is available from your local city hall (gemeentehuis). Alternatively, if you are unable to provide a Bewijs van ​ Uitschrijving, we require a letter from the student’s next school (on school letterhead) indicating that they are enrolled. If ​ your child is attending another school in the Netherlands, your child remains registered at AIS until we receive official proof of registration from the new school, the so-called inschrijfverklaring. Failure to do so will result in school fees ​ ​ ​ continue to be charged.

It is the responsibility of the parent/guardian to fill in the official withdrawal form as completely as possible, and to provide adequate and correct bank details. If these details are not provided, no refund will be forthcoming. Withdrawal forms are available in the School Office and have to be handed in to the secretary. 13

7. Admission Pupil Admission Regulations Regulations. International Primary & Secondary Schools are state funded and ​ therefore have to comply to 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 will align with 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 who 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. DIP`s schools are expected to invite parents/guardians for a meeting about their expected stay in the Netherlands at least once before the end of a four year period of their child at their schools. In cases where parents indicate their child is expected to stay longer, DIP`s schools will offer a more intensive language programme in order to support a possible transfer to a regular Dutch school, for a maximum duration of another four years. After that period the student is expected to transfer to regular Dutch school. This may likely be the end of Primary.

Admission. The student has to meet one of the conditions above at the date he/she is admitted to the International ​ School.

Primary-Secondary. In the Dutch 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 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. Pre school is open to all children 2.5 to 4 years both International and Dutch. The intake will also be determined if continuation to the International department is within the regulations.

8. Testing and Assessment There is pre-assessment to determine what the student knows, formative assessment to measure understanding and progress and summative assessment at the end of a teaching period. Students also keep portfolios to show evidence of their learning and progress. Standardised assessments are administered at two points in the school year. New students also complete these assessments when they join the school (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. • 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 A digital pupil monitoring system is in place. Testing is conducted to ensure children are making appropriate progress and to evaluate and prepare learning programmes. General class testing for the pupils occurs twice in the year in the Autumn and early Summer. Individual testing may take place at other times as the need arises. Assessment and evaluation of both pupil and programme is a continual process throughout the year. Most of the tests are essentially attainment tests. That is, they test the child’s level in a particular curriculum area. The

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C.A.T. tests assess the potential of the child so that together it can be seen if the child is reaching their individual attainment level, as well as where they stand in relation to their peer group. The full testing policy can be found in the ‘Special Needs Code of Practice’ document. We use standardized tests for Literacy and Maths.

9. Social Care Policy From 1st Aug 2014 there was a new law for ‘passend onderwijs’/appropriate education. This means a duty of care towards students requiring extra support. Our ‘Samenwerkingsverband’ (partnership) is Passendwijs http://www.swv- passendwijs.nl/ Passend onderwijs/ Appropriate education ​

Until 1st Aug 2014 there was extra financing in mainstream education for students requiring extra care. This was from the budget ‘student dependant’ /leerlinggebonden financing (LGF). In the new system this will no longer be available in the same form. The finances that would previously have been made available will now be awarded to the ‘samenswerk- ingverband’/partnership passendwijs.This is the new partnership for appropriate education in the area of: Arnhem, Rheden, Rozendaal, Overbetuwe, Lingewaard en Renkum ​ ​ ​ ​ ​ ​ ​ ​ ​ ​

SOP School ondersteuning protocol:

Basisondersteuning/ Basic support is the support agreed by the partnership educational care, that a school is required to offer all students. This support is detailed in the support plan from the partnership passendwijs http://www.swv-passendwijs.nl/ (extra information can be found on the website only available in Dutch). ​

The basic support is not defined in the same way throughout the country; the partnerships themselves, determine the level of support required by schools within their jurisdiction. This can therefore differ within different regions. The quality of support must comply however with established standards set by the inspectorate. The basic support shows what the possibilities are within the school to deploy the support.

10. School Attendance

Compulsory Education De leerplicht /or compulsory education means that it is compulsory for children to attend ​ school. From the moment that your child is 5 years of age till the end of the school year that he/she is 16 years of age, your child must attend school as according to the compulsory education act /leerplichtwet. As a parent, you are required to register your child at a school and ensure that he/she attends. This law applies to everyone living in the Netherlands. Also children who do not have Dutch nationality, refugees or children illegally living in the country within this age range must attend school. Leerplicht begint/ Compulsory education begins at 5 yrs Your child must attend school from ​ ​ the first day of the month after he/she is 5yrs old. If your child is 5 in October for example, he/she must attend school from the 1st November of the same year. Leerlingen van 4 jaar niet leerplichtig /Students aged 4 yrs not ​ compulsory Most children attend school as soon as they are 4yrs old. Students aged 4 yrs 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 are keeping your child at home for a day. Volledige leerplicht/complete compulsory education Completion of ​ ​ compulsory education is until the school year your child reaches 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 till 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. Vrijstelling van schoolbezoek of inschrijving/Exemption from school ​ attendance or enrolment In some cases your child may obtain (temporary) exemption from school attendance or ​ 15

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 email admin before 09.00 [email protected] Concerns regarding a student’s frequent ​ ​ lateness or absence may be discussed with the ZAT team (Zorg Advies Team/ Care and advice team). This is a team ​ ​ of professionals consisting of the Interne begeleider/student monitoring 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.

If the pupils are more than 15 minutes late, the teacher can no longer register the pupil. Pupils need to report to the admin office to have their arrival time registered.

11. ABC

After school Activities We offer a programme of clubs . We have a booklet in which all the information is given. ​ It can be found on the website.

Application Procedure Parents are sent a link to an admissions portal once reports from pupil`s previous school ​ have been received and there is a place available in that year group.

Assembly Assemblies and performances take place regularly. ​

Birthdays Birthdays are celebrated in the school. Children receive a card made in school to have signed by friends ​ and staff. Children visit other International classes with their card during fruit break. Children may choose to bring in a healthy treat for the children and /or staff. The sharing of the treat will be organised to fit in with the time-table. Please refer to the Healthy Food Policy.

Book Sales At least once a year, usually during book week in the Autumn Term, an English book sale takes place ​ in the school. Information about these events are sent out in the school newsletter.

Break-time Each class has a morning break of 15 minutes playtime outside. A short fruit break is taken before or after ​ this. We have a healthy eating policy at school and encourage you to send fruit, vegetables or a nutritious snack and a healthy drink for your child at break time. There are two members of staff on duty during each break time. In bad weather teachers organise the supervision of the children inside.

Calendar A school calendar is available. It contains all the important events and holidays in the school year ​

Camp The older children ( years 5,6,7) at school go to School Camp in a hostel hotel and spend one or two nights ​ ​ ​ away from home. Being together in a different situation outside of school is a wonderful way for children to get to know each other. The days spent at camp create the opportunity for new relationships and insights into old ones. The teacher has the chance to observe and interact with the children in an informal setting. The school camp is more than just an outing. It forms the basis of a year of working and socializing together and is an important activity which the children shouldn’t miss. If, for any reason, you feel your child cannot attend camp, please let us know as soon as possible so we can find a solution together. The younger children will have a day camp activity. There are further opportunities for camping The organization of these is undertaken on a voluntary basis by staff and parents, so your support is always appreciated.

Christmas Christmas is celebrated in school as a winter festival. Special projects are undertaken in each class and a ​ Party is held at the end of term where children bring food to share. Whole school celebrations involve either a Christmas Concert or a Christmas Fair. Children and staff are all involved in the organisation and running of these

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events. Parents are encouraged to help with and attend many of the Christmas activities.

Class Information Evening At the beginning of the school year an Information Evening for parents is held. After ​ a short general school presentation, teachers give individual presentations about their classes. The presentation covers such areas as the organisation of the day, approaches to teaching and learning and classroom resources. You will have a chance to ask questions, to see the classroom and to meet other parents. If you arrive later in the school year the class teacher will be happy to make a separate appointment to discuss these things with you.

Class Placement Educational background is taken into consideration but pupil placement is essentially made ​ according to age. Pupils are placed in groups of children within their age range.using the British year groups as a st September 1 cutoff.​ ​ In rare situations a child may attend another class for subject specific lessons. The school reserves the right to make the final decision concerning group placement. Acceleration ( in exceptional situations) only takes place if : The pupil is two years ahead academically. Both the current teacher and the teacher of the acceleration class agree. The parents and management agree The social and emotional report confirms that acceleration is in the best interests of the child

Cleaning Teachers and pupils are responsible for keeping their classrooms in a reasonable state of cleanliness.. ​ Classrooms are swept and rubbish sacks taken to the container at the end of the day. Children are involved in keeping their classrooms and school environment neat and tidy. The classrooms and toilets are cleaned during lunch-time and after school.

Coffee Mornings These take place in the cafeteria. It is a chance for parents to meet each other socially. The dates ​ are on the school calendar and generally take place the first Friday after each holiday.

Composite classes Some year groups are combined ( common in small schools). We will regularly have ​ combination classes of maximum two year groups. The opportunities for teaching and learning are positive in this situation.

Contact List For parents a social contact list is put together by the class reps for that class. It includes an opt-in first ​ names of parents, nationality, e- mails and mobile numbers. Most classes have a social app group. All communication is mindful of the privacy laws.

Differentiation The children come to school with many different educational experiences. It is the teachers' ​ professional responsibility to meet the individual needs of the children in the class so that each pupil achieves their potential. This is achieved through differentiated activities. Differentiation can follow two basic paths; • work that is individually customized for a child, • work that begins with a common starting point and differentiates by having different outcomes. Often the two approaches will be combined. On a day to day basis differentiation happens in the form of use of appropriate English levels for each child, individual target setting, and an active interest in the children as individual people, including their interests and concerns. Differentiation is also supported by appropriate schemes of work and resources in school.

Dutch Dutch lessons are provided in the school by two native-Dutch speaking teachers. Children receive lessons ​ twice a week in differentiated groups.

English as an Additional Language (EAL) For many children in the school English is a second (or third) language. ​ Individual needs of children are assessed and a learning plan is made for each child. This may be made and implemented by the class teacher or with the support of the Learning Support teach- er. Tasks in the class are differentiated to take into consideration the language needs of children. Being immersed in a new language can be a tiring and frustrating experience and we appreciate the support of parents in helping children through the initial stages

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of learning English. Please talk to the teacher for help in ways to do this.

Fun Days end of year The last days of the school year has some special events. ​

Fire Alarms Regular fire practices and inspections take place in school. The fire alarm bell is a continuous ring. A ​ policy and plan is in place. In case of emergency, children and staff leave by the most appropriate exit as quickly as possible. The classes assemble on the far side of the playground. The lunchtime supervisors are also practiced in the fire alarm drill.

First Aid The school has several trained and certificated members of staff who deal with minor injuries in school. ​ They are also trained to assess medical needs and recommend contact with other medical support if it is needed. In this event, parents are contacted immediately. When parents cannot be contacted the medical needs of the child are given the highest priority.

Going Home Procedure The younger children are allowed out to the playground, once their parents have arrived to ​ pick them up. All other children are allowed out to meet their parents to arrive.They either go straight home, go to a club or go to a parent /carer at the end of the day. No child is allowed to leave the playground without their parent/s or an appropriate adult, or without previous consent. Children are not allowed to either go home on their own, or with another family, unless this had been agreed between the school and their parents. If for some reason a parent is late, then the child should notify the class teacher or Head of the department, or any other member of staff if these are not available. The child will then be kept under supervision, either in the playground or inside the school. If you know you are going to be late, please get in touch with the school as quickly as possible so the staff and child can be made aware of the situation. The school is responsible for the children for 15 minutes at the end of the day.

Gym Children are all expected to take part in physical activities as part of the curriculum. For gym lessons in the ​ sports hall , your child will need: • shorts or sports trousers • sports t- shirt • gym shoes

Handwriting The Nelson Handwriting scheme is used in school. The scheme is taught on a regular basis and is ​ encouraged in all work in the class. Year 1 and 2 learn the un-joined script. Emphasis on the correct formation of letters. Year 3 begins the conversion to joined script. Year 4 and above continue practice, development and use of the joined script in daily work. NOTE: New children: Teachers assess the handwriting of new pupils. They then either continue with their own style if it is legible and neat or will be taught the Nelson style.

Healthy Eating Healthy Food Policy Rivers International Primary School We recognise that a healthy diet plays an important part in a child’s well-being.We believe that the school in partnership with parents can help in making healthy food choices. Fruit and veggie break Snack time will now be called fruit and veggie break. During the morning break time parents provide children with a snack of fruit or vegetables and a drink (no fizzy or sugary drinks). Any other healthy snacks must be eaten during lunch time. Unhealthy snacks will be returned home. Water for all Pupils have access to drinking water. All children, both school dinner and packed lunches, will be provided with water at lunch time with their meal.

Healthy school lunches All our school meals are provided by our in-house caterer, who acts in accordance with food standards and nutritional guidelines. A copy of the weekly menu is on display in the dining area and in the weekly newsletter. We aim to ensure that all packed lunches brought from home and consumed in school (or on school trips) provide the pupil with healthy and nutritious food

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Packed lunches should not include: • Snacks such as crisps. ​ • Confectionery such as chocolate bars, chocolate-coated biscuits, chocolate spread, sweets and chewing gum; ​ • Fizzy or sugary drinks (eg: chocomel, fristi, sisi, wiki etc) ​ • Cakes and cookies ​

After school time Food consumed after school is the parents’ responsibility. The school prefers that any confectionery be consumed out ​ ​ of the building and with the agreement and consent of the child's own parents/carers.

Events and Celebrations We want to give children the opportunity to celebrate their birthdays and other festivals, but in order to reduce the amount of high fat, sugar and salt in foods, we ask that parents/carers do not send in whole birthday cakes, party foods or candy. However, if parent/carers do wish to bring cake to celebrate birthdays, that should be limited to one small home baked cake or one biscuit to give to each pupil. Any excessive food will be sent back home. We recognise that some special days in the Netherlands traditionally include types of sweets (for example Sinterklaas and pepernoten), we will continue to offer a small amount of these to the children. We also suggest that a healthy alternative such as fruits can be brought in for celebrations. There are many “traktaties” ideas which are traditional in Dutch schools. http://www.gezondtrakteren.nl/recept/category/traktaties-hartig/ ​

Special diets and allergies The school recognises that some pupils may require special diets and for religious reasons do not allow certain foods. For these reasons pupils are also not permitted to swap food items.

Early years fruit break Fruit and Vegetables in the Early Years ( Reception and Year one) Sitting together and ​ eating fruit and vegetables is one of many ways we can encourage and promote a sense of community, healthy food choices and conversation amongst the children. In our reception classes we will be preparing the fruit together with the children. Children will take it in turns to set the tables, clear the tables, wash and dry the dishes. So many wonderful learning opportunities! We are asking parents to donate fruit or vegetables on Monday mornings. We would like to suggest two items per family. The fruit and vegetable items will be shared amongst the children all week.

Please refer to our ‘Healthy Food Policy’ for information about special diets and allergies.

Head Lice Periodically we have cases of head lice in school. Head lice infestations are a common problem in children, ​ even in those who practice good hygiene and frequent hair washing. Lice only infect humans and they are spread by direct contact with someone who is already infected or by use of their belongings (such as hats, brushes or combs). The most common symptom is itching, although some children do not complain if they have a light infestation. If you ​ ​ think your child has head lice: • Do a thorough check of your child's hair and scalp. • If lice or nits are found then please take the appropriate action. There are several recommended treatments, shampoo, comb- ing, and various combinations. • Check your child's hair every night until all of the lice and nits have been removed, and repeat checks to ensure that re- infestation does not occur. • If your child has head lice please inform the school immediately so that other parents can take appropriate action. Lice can live for up to three days off of the human body, so it is important to be vigilant. At Rivers at the beginning of the school year a check will take place of all the children and subsequent checks of infected children. We repeat in January.

Holidays Please see the school calendar for this year’s dates. Whilst we appreciate the school is an International ​ 19

community, it is important for children to attend school throughout the school year.

Homework Purposes of homework ​ • Reinforcement of work taught in the class. • Completion of a task begun in class • Establishment of good homework practice prior to secondary education. For children younger than year 7 • Reading on a daily basis • Other homework according to individual needs. • Occasional independent projects. Projects are designed so that the children can complete them as independently as possible. For children in year 7 • Reading on a daily basis. • Regular timetabled homework tasks supported by the development of appropriate organizational skills. The children will spend different amounts of time on their homework. The emphasis is on the completion of the task through good organization so the work is distributed evenly across the week. Realistic deadlines are set for homework so that the child has options for when they complete the work.

Indoor Shoe Policy Some classes would like the children to have indoor and outdoor shoes, ​ particularly in the winter months.

Information – General Information can be obtained from the school through many sources. ​ • An Open Door Policy. Please speak to a member of staff about any information, questions or worries you have. If you feel it is of a pressing nature then please contact the teacher when the school opens. For other less important matters the teacher is normally available at the end of school and appointments can always be made at a mutually convenient time. • Contact the head of the department • The weekly newsletter contains a lot of essential information, (please read it!) • Information Evenings and school coffee mornings. • Open Evenings • Reports • Notice Board • Parent – Teacher meetings • If you have a question or concern, please contact the relevant person as soon as possible, rather than wait for an official occasion.

Inspection The inspectorate of Arnhem ensures that schools comply with the legal requirements. This includes that ​ the school has a school plan, defines how it works and with what aims. The school plan is submitted for evaluation by the inspectorate. The aim is the quality of education, monitoring and improving. The inspectorate will come on a school visit every four years.

Interactive White Boards Each classroom has an interactive white board which is a valuable resource for presenting ​ and teaching the curriculum.

Internet We follow the Dutch government policy “ school safety plan” This protect children within internet access, ​ social bullying and adhere to policies using social media in school. We are currently working on an English version for our school. We will communicate this to parents as soon as possible.

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Insurance The school board has taken out liability insurance for all schools of Base. The aansprakelijkheidsverze-insurance provides compensation for damage to third parties caused. Injury means material damage and pay-selschade, including the resulting damage. Excluded from coverage are all personal belongings children, visitors and staff take to school or keep at school.

The education authorities in Arnhem are insured for accidents due to faults in the buildings or in cases of negligence. Insurance coverage for accidents caused by a child is provided by a policy in the name of the parents. This insurance is in force for the hour before the beginning of the school, the day itself and the hour thereafter; it covers medical expenses, but not material costs. Parents will be required to contact their insurance for material breakages.

International Parents Community Rivers has an International Parents’ Community (IPC) that is an active and integral part of the school. Each class will have a Class rep (parent) and there is a Class rep coordinator for the whole school. The IPC aims to: • assist RIS in meeting the changing needs of the diverse community it serves by working interactively with teachers, administrators and students throughout the school • support and enrich the school experience for the children of RIS Meet-and-Greet for new families • encourage and support communication and cooperation between parents and teachers for events and organized activities • engage in social, educational (craft, educational trips,science fairs, extra curricular etc) and fundraising activities for the benefit of RIS students and their parents Meeting dates and times are listed on the Arnhem International Primary School calendar.

Leaving If you are leaving the school, for any reason, please inform the Head of the department and the class ​ ​ ​ teacher as soon as possible. When you leave please provide the school by completing the withdrawal form. This will include: • The new family contact details • Details of the new school A child leaving close to the report date will be given a school report, a brief letter from the teacher and any other relevant infor mation such as test scores. A child leaving at any other time will be given a leaving statement, together with any other relevant information, reports and test scores. Rules and procedures for withdrawals throughout the academic year

The following rules and procedures apply to students leaving throughout the academic year. Notice of withdrawal must be given in a timely fashion: • 60 days written notice via a completed withdrawal form if you’re withdrawing your child anytime between August through March. • 90 days written notice via a completed withdrawal form if you’re withdrawing your child at the end of the school year, i.e., the withdrawal form must be handed in by mid April latest. Failure to do so will result in school fees continue to be charged and the deposit payment will not be returned. Children who leave school, are given a wooden clog which they can have signed by friends and staff in the school. Children who leave at the end of the last year at school (Year 7) receive traditional leaver’s gifts as well as a clog. NOTE: Leaving parties are organised privately by families and cannot infringe on classroom time.

Leavers Performance It is a school tradition that the oldest children in the school take part in a play or musical. ​ This is performed at the end of the school year to parents, children and staff.

Lost and Found There is a lost property cupboard just inside the main door. Please remember to put your child’s ​

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name on items of school clothing or equipment. The first Wednesday of every month all lost property is displayed on the stairs in the main entrance.

Library The library is available for class and pupil use. It is not for parents to borrow books for their pupils. ​

Lunchtime Supervision All children stay at school for lunch in the International Department. Lunchtime supervision is ​ organised by a private company “Partou” and the costs are included in the school fees.

Medical Screening Doctor GGD/School Doctor The GGD (local health authority) can support you and your child’s ​ school to keep track of the health and development of your child. The team consists of a paediatrician, a social nurse and an assistant.. Special attention is given to growth, weight, hearing, vision, motor skills, behaviour and general development of your child. In Group seven another check takes place and in the first or second year of secondary education a further health check takes place.Children receive a basic medical screen as part of the Dutch Health system when they are about 5 years and again at around 11 years. Parents will be notified by the Dutch Health Authorities by mail of the time and date of the appointment.

Mobile Telephones We do not encourage children to keep phones in school, but some children need to have a ​ mobile phone as they travel to school and home alone. Mobiles should not be used in the school unless it is necessary, and not for any other reason than to give and receive important messages. Also the school cannot be held responsible for the loss or damage that may occur to these expensive devices. A mobile phone policy is being updated

MR- School Council (Medezeggenschapsraad –MR) The MR insures that the interest of children, parents and ​ personal is met. The MR ensures satisfactory level of communication between parents, teachers, management and school board. The director represents the school board. In some situations advises the MR. In the MR there is representation from both the International and Dutch department. The meetings take place over six evenings during the school year. In the BasisFluvius the medezeggenschap at two levels: • schoolniveau (MR) School ​ • stichtingsniveau (GMR) Board ​

At school level operates a participation council. It includes representatives of staff and parents. The MR is engaged in business within the school in the areas of: identity, organization, education, staff and parent concerns. Each school hasa participation rules document. At the level of foundation operates a joint participation. Each MR of a school has a staff and a parent representative delegations to the GMR. This council deals with exclusion-tendering issues of common interest to the Board. Wet ​ Medezeggenschap op Scholen (WMS). School Council (Medezeggenschapsraad –MR) For many years it has been ​ ​ ​ governmental policy in the Netherlands to ensure that all parties affected by management decisions have a say in those decisions. This policy led - in the education sector – to the formation of school councils (medezeggenschapsraden). Parents and staff are represented on the council, whose task involves approving certain prescribed school policy documents (e.g. school guide, school plan, annual budget, safety plans) and advising management of the viewpoints of these groups on matters affecting the school. A law took effect on January 1st 2007, that further regulates the rights and responsibilities of both the MR and management by determining in which areas the MR has a purely advisory role and when approval from the MR is necessary for school policy to take effect. The MR consists of parent members as well as staff members. Contact information and details of points under discussion are on the MR section of the website for input from parents, staff and management. Please have your say! Minutes of the meetings are also posted on the MR site. An email address has been set up to answer any queries you may have. For the academic year 2019-20 the MR will consist of the following three parents and three staff members: Parents and Staff Chair/Treasurer: Laura Vellema, Marisa de Wolff and Graham Froggatt . Three teaching staff: Sander ,Lucy, Jenny

Newsletter A weekly newsletter is sent out on Thursdays by mail with essential school information. Please be ​ sure to sign up for email notification of the weekly newsletter through the school website. Paper copies are no longer sent home.

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Open Days and Evenings Several times a year you will be invited into school to view the classrooms and the work on ​ display. These events are an opportunity to share your child’s school world as well as to socialise with other parents and staff. NOTE: These times are not a suitable venue for discussing individual children’s progress. A separate appointment can be made with the teacher for this.

Parental Help Help from parents in school is welcomed and appreciated. Help can range from providing transport for ​ a school trip to a regular time supporting the teacher in the classroom. You might like to sit on the IPC meeting, help children read, or support events like Craft days and Games Day. You may have a wealth of ideas gained at previous schools. Talk to staff or IPC reps if you are interested in helping or have ideas.

Parent Teacher Evening Parents will be invited to discuss their child’s progress. This will take place in October and ​ over two evenings in February.

Outings/field trips Class outings take place regularly to enhance school work. School outings or field trips are ​ encouraged and include visits to the local shopping centre, farms, galleries, museums, castles, city visits, clog maker and biology centre. Trips are planned by the class teacher and approved by the school management. There is a limited budget to support these outings so parents are sometimes asked to make a small contribution to the cost. Mostly coaches are arranged for school trips . For some small local trips, parents may be asked to help with transport.

Parking Access to school has one road and limited parking . Options are the railway station and the shopping centre opposite. We have a kiss and ride zone There is a 10 km/hour speed limit on the roads around school. Please have consideration for both safety and local residents when parking your vehicle.

Photographer The school photographer comes once a year for individual and class photos. ​

Police The school playground is a public area and is used by the local community out of school times. Local police ​ make regular checks of the playground and school buildings.

School policies and procedures In addition to the school policy documents that can be downloaded from the school ​ website there are a number of policies & procedures that apply to all primary schools belonging to Stichting Primair Openbaar Onderwijs Arnhem De BAsisFluvius. These can be viewed at either school office where they are kept in the folder ‘Handboek School & Organisatie’. These documents are in Dutch although a few are available in English. The Bullying Policy is an example of this. The documents are in six sections. A summary of the main topics is given below:

Mission statement ‘Openbaar Onderwijs Arnhem’ Foundation Statutes Organisational chart / Management Statute Regulations MR / GMR & statute MR (school council) 2. Students & parents Student records and monitoring system,privacy regulations regarding student records, protocol in giving information to parents,school rules / dress code, leave of absence for students, teacher substitution due to sickness, safety policy Internet and email protocol Bullying policy Protocol, sexual intimidation or abuse Protocol, suspension and expulsion of students, regulations for Complaints and Strategic (school) plan .

Reports Reports are issued two times a year. The dates appear on the calendar. Parents will be invited to an ​ evening to discuss the reports.

Required timetabling by Dutch Government: The school is bound by Dutch regulations to realise the times ​ shown. We use the 960 hour model.

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Calculation of available lesson time per year

Number of teaching hours per week 25,75 Number of weeks per year x 52,00 Difference 9,75 Total = 1339,0 0 Holiday First day Last day No. of days hours Autumn holiday 12-10-2019 21-10-2019 1 week 1 day 31.25 Study day 16 -09-2019 16-09-2019- 1 day 5,50 School closed 21-10-2019 21-10-2019 1 day 5,50 Christmas 21-12-2019 05-01-2020 2 weeks 51.50 Spring 22-02-2020 01-03-2020 1week 25.75 Easter 13-04-2020 13-04-2020 1 day 5.50 Study day tbd tbd 2,5 days 15 May holiday 25-04-2020 10-05-2020 2 weeks 51.50 ascension 20-05-2020 22-05-2020 2,5 days 15 Whitsun 01-06-2020 01-06-2020 1 day 5.50 Summer holiday 11-07-2020 23-08-2020 6 weeks 154.50 Sub total - 366.00

Total teaching hours 1339 -366 973 margin 4,75 uur

School Records All children have a file in the office. The file contains their application form and their personal profile, ​ test results and copies of school reports. It may also contain any other relevant information such as medical information, letters from parents, etc. The files are only available to school staff. Parents, upon request, may see their child’s file. If your circumstances change, (you move house, change your phone number etc) please inform the school office immediately so that emergency contact details can be updated. Mostly this is on our digital system Isams.

Secondary School Transfer The majority of our pupils in Year 7 will continue their schooling at the RIS Secondary ​ department. In October is a formal information evening for all Y6and Y7 parents. This is an automatic procedure and parents should receive an applica- tion form with information about the Secondary School a few months before the end of term. If parents do not receive this application/information package they should contact the Secondary School. At the end of the summer term, a transfer meeting between the two departments is held to share relevant educational information about pupils from RIS Primary intending to attend AIS Secondary. During January/February the children will make a visit to the International Secondary School for an introduction. An information evening will also be arranged for parents of students in Year 6 and Year 7 around the same time. Other options in Secondary Education will also be briefly explained. Other options for Secondary education in the Netherlands include a Bilingual Secondary School or a normal Dutch Secondary School. These schools also have open days (usually a Friday evening and a Saturday) in January, these are well advertised and worth visiting if you are considering a Dutch school. The application procedure will be explained at the schools

Sickness If your child is sick, please keep them at home to avoid passing on infection. Mail the school before ​ ​ 08.45 (info@ riversarnhem.com) to say why your child will not be attending school or contact the class teacher while dropping off other children. If your child needs to attend a doctor, optician or dentist appointment ​ during school time, please inform the school. If your child requires medication during school hours please discuss this with the class teacher. Do not send medication to school with your child without informing the teacher. Inform both the office and the class teacher if your child has allergies. If we do not hear from you on the first day of ​

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sickness and your child is not in school then you will be called by the concierge before 10.00hrs

Sinterklaas Sinterklaas Celebrations are a Dutch tradition. Sinterklaas arrives in Holland on a steamer with his Piet ​ th th helpers a few weeks before the 5 December​ when his birthday is celebrated. On the 6 December​ he returns to Spain. ​ ​ In the weeks leading up to his birthday he travels around The Netherlands and young children may receive small gifts (usually sweets) or sticks in their shoes. On his last day in The Netherlands families celebrate by sharing gifts, rhymes and traditional treats such as chocolate letters. Sinterklaas is celebrated in school with plays and special activities ending in a visit from Sinterklaas when the younger children receive gifts and the older ones exchange ‘surprises’. (A small gift wrapped or disguised in an imaginative way.)

Special Needs A Special needs code of practice policy is in place .Pupil support is not only aimed at children with ​ learning difficulties but also at children who need to be challenged with more than the regular curriculum. As well as curriculum needs, we also consider their needs in terms of language requirements, emotional development, learning styles, home situation, self esteem, motor control and general physical development. Attitudes to children with learning difficulties are positive and constructive.Teachers or parents can identify needs after which the school can apply a variety of assessment tests before an Individual Educational Plan is put into place. Parents are always involved at every stage.

Speech Therapy. When possible we have the facilities of a speech therapist within our school. If your child ​ requires speech therapy, this can be carried out in English at school. What does the speech therapist do? The speech therapist screens children and offers therapy according to their needs. This could be for a number of reasons such as: disorders in the field of mouth functions, breathing, voice, speech or language development. This support can be in the form of treating the disorder, but also initiating an investigation, giving advice and information and guiding the family/guardians/teachers of the child. All students in Group 2 will be screened by our speech therapist. The initial screening is covered by the school. Further assessment or therapy is met by the parents. This is generally covered by most health insurance companies. Information on these check-ups is available from the GGD Information for parents / carers. Sometimes it makes you as a parent / caregiver concerns about the ​ development of your child. Sometimes a teacher is concerned about the development of a child. The teacher then consult with you and usually is required by the internal supervisor about any help. Together you take the steps to give your child extra help or attention

Het ZorgTeam (ZT) Sometimes the teacher does not have enough opportunities to give your child a good education ​ and he or she will have questions or concerns. The school then switches after consultation and with parental permission to the care team. are in the care/zorg team, These experts, with their specialized knowledge will give a broader perspective on the development of your child and if it is neces- sary to do research to see what is needed to help and support. They can offer help themselves if they can assist you and your child to help. The ZorgAdviesTeam plus (+ ZAT) It is possible that the support and advice of the care team does not give sufficient improvement or that the request for help from the school and / or parents / guardians is too complex. The school can then work with parents to sign-in ZAT plus

Sports Day An annual Sports Day is held in the summer. (See calendar for dates). All the children participate in an ​ active morning of competitions and cooperative games.

Staff Meetings Staff attend regular staff meetings in both departments for planning, monitoring and evaluation as well ​ as to discuss the children and their progress. These meetings take place out of lesson hours. Occasionally the school is closed for Staff Study Days . These dates are on the calendar.

Swimming School Swimming Lessons are part of the school physical education programme for the upper Primary ​ classes in the last 6 weeks of the school year. To be confident in water is a valuable life-long skill that is not only of benefit to health but may save life. Please encourage and support your child to become water confident. On swimming days please make sure your child has on clothes which are easy to take on and off. They will need a separate bag with their swimming costume and towel.

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Translation Parents needing help with translation of some official letters may contact the school for some help. ​

Valuable Items Expensive or valuable items should not be taken to school as damage or loss can cause ​ unnecessary distress. ​

VCA`s Volunteer Class Assistants: In the Netherlands the Government has made it possible to work as a volunteer ​ and receive a monetary payment of €4,50 per hour (maximum €150 per month). This is exempt from tax and other employment regulations. We employ parents to help with non teaching tasks in the school using this system

Website The school has its own website. The week letters are posted. Photos of school events are regularly posted ​ on the website www.riversarnhem.com

Important Event Days ●Introduction day 15 th August ●Information evening 27th August ●Kamp IS Stayokay 09-11 September ●Pupil led open hour tbd ●Autumn crafts 30th October ●Sinterklaasfeest 5th December ●Christmas 20th December ●Parents evening 1/10th 2019 1/2/2020 ●Walk for Water March ●International Fair tbd ●Sports day group 1 t/m 3 tbd ●Sports day group 4 t/m 8 ●Musical year 7 30th June ●End of year activity days 1-3 July ●Assembly and Topic Assembly Several times ●Visit centrum natuuronderwijs Several times ●Excursions/ field trips Several times ●Music concerts Several times ●Forest days tbd

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12. Parents and contact

Het Jongleren Pallas ​ Atheneplein 2 6846 XA Arnhem Phone number: 026-3890410 Email: Non-Dutch citizens working for a foreign [email protected] company in the Netherlands may be Website: www.hetjongleren.eu allowed to deduct part of the school fees ​ from their income for tax purposes. De Basisfluvius Stichting voor Information about this can be obtained ​ openbaar primair onderwijs from: Belastingdienst ​ Beverweerdlaan 3 6825 AE Arnhem Particulieren/Ondernemingen Buitenland Phone number. 026-7600900 website: Postbus 2865 6401 DJ Heerlen Phone www. debasisfluvius.nl number: 045 – 573 66 66

Jeugdgezondheidszorg Hulpverlening Gelderland Midden Center for Nature and Environmental Education The ​ Jeugdarts Nicole Greijer: CNME organizes activities for primary schools. CNME It Jeugdverpleegkundige: Maja supports the schools with teaching biology and Lentjes Phone number: 026 environmen- tal studies. The aim is that children are more 3773344 involved with nature and their environment. It includes various activities which tie in with the teacher’s classroom Concerns Whenever you have concerns or questions practice. Activities include animal-lending, and plant ​ you are always welcome to discuss these so that we seeds for our school gar- den. can reach a solution together. You should first discuss these with your child’s class teacher. Such issues PABO Arnhem We have contact with PABO Arnhem usually require the full attention of the teacher, so a ​ meeting should be scheduled at a time that does not (Pedagogical academy Basis Education). Some students interfere with the teacher’s preparation or other will be at our school on an internship. It is very important scheduled meetings. If this does not resolve the for them to gain teaching experience in practice. The situation you can contact the head Landelijke group teacher guides the stu- dents intensively and ​ klachtencommissie voor het openbaar en het remains responsible for the group. We also get requests algemeen toegankelijk onderwijs Postbus 85191 for student teaching internships from other institutions ​ 3508 AD Utrecht. Phone number: 030-2809591 each year. [email protected] Child Care Facilities Partou take care of the school ​ Partou Tussenschoolse lunch times .They are a professional organization with ​ opvang Postbus 396 4130 EJ quality and continuity. The children have their own lunch Vianen Phone number: and drink . Candy is not allowed. After eating the children, 088-235 75 50 www.partou.nl under supervision have inside or outside to play. The contact person at our school is Raoul. Partou also SKAR Naschoolse opvang Postadres: provides an opportunity after school as well as the ​ Postbus 5367 6802 EJ Arnhem Overige organisation SKAR the children who use them after gegevens E: [email protected] T: school are collected by leaders from the respective ​ ​ 0900-BELSKAR (0900-2357527) lokaal groups. Of course there are other providers of tarief F: 026-4457272 after-school care. Within Arnhem all data can be requested from child care centres or host parents who are active in our environment.

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Signed and date : School Director :

Signed and Date MR :

Signed and date School Board

Parnassusstraat 20 6846 RB Arnhem Tel: 026-3202822 ​ Email: [email protected] Website: www.riversarnhem.org ​ ​ ​