School Guide 2020–2021

International Education in Hilversum for ages 4 – 12 since 1986

‘Quality for All and All for Quality’

IPS Hilversum School Guide 2020-2021; IPS School leadership team

1 Introduction and contents

This School Guide has been developed to give parents and guardians a description of IPS Hilversum, the education we offer, our vision, methodology and what you may expect to find in our school.

In the School Guide addendum, specific information is given concerning each school year. This includes staff composition, the holiday schedule, study days and curriculum.

The school guide is adapted annually and made available to the parents. The guide is particularly useful as an information source for new parents who are in the process of finding a school for their child.

OUR MISSION STATEMENT:

Our mission at the International Primary School Hilversum, as an IB World School, is to develop internationally minded global citizens, encompassing students of all nationalities through an inquirybased approach, within the Dutch state system.

We provide each student with a diverse, intercultural education in a safe, supportive environment that promotes self-discipline, agency, motivation and excellence in learning through the English language while drawing on multilingual resources.

‘Quality for All and All for Quality’

The motto above ‘Quality for All and All for Quality’ represents all we stand for and value. This motto is the essence of our mission statement which itself encompasses the school’s vision and ambitions.

On behalf of our Board, the parent and staff members of the School Council and the whole school team I wish you and the children a successful and enjoyable school year.

Robert Westlake Principal

This School Guide has been approved by the School Council (Medezeggenschapsraad). Date: June 2020

Contents Page nr 1 Introduction and contents 1

2 Contact 3

3 Mission Statement, Goals, Beliefs and Legal Objectives 4

4 Explanation of the organisational structure of the Board, Stip Hilversum 8

5 A Safe School & a Safe Environment 9

6 The school locations & organisatons 10

7 The students, year group placement 12 8 Student Admission Regulations IPS Hilversum 12 8.1 Admission policy for students with Special needs & Learning Support 13 9 Curriculum – The Primary Years Programme of the International Baccalaureate 14 9.1 The Curriculum: ELA, Dutch, Home language groups 16 10 The school times 18 10.1 The school week 19 11 The library 19 12 Assessment & student monitoring 20 12.1 Student monitoring system 12.2 Inclusive education / passend onderwijs

13 School Reports 21

14 Transition to secondary education 21

15 School Attendance 22

16 Leave of absence regulations 23

17 Communication with parents & Essential agreements 24

18 School Council (Medezeggenschapsraad – MR) 27

19 Parents’ Support Group (PSG) 28

20 Voluntary parental contribution 28 21 Student Health and Care 28 - After school care - Reporting allergies - School doctor, speech therapy, motor skills therapy 22 Health and Safety 30

23 School policies and procedures 30 24 IPS Hilversum addendum for school year 2020 – 2021 30 Statement of approval for the School Guide 2020- 2021 31 24 IPS Hilversum addendum for school year 2020 – 2021 32

2 Contact

Rembrandt location Mondrian Location

Rembrandt building & main office Frans Hals building Mondrian Rembrandtlaan 30 Frans Halslaan 57a Minckelerstraat 36 1213 BH Hilversum 1213 BK Hilversum 1221 KH Hilversum Telephone: 31(0)35 621 6053 31(0)35 693 0641 31(0)35 622 6026

email [email protected] [email protected]

Website: www.ipshilversum.nl

Principal, IPS Hilversum The school Board, STIP Stichting Primair Mr. Robert Westlake Openbaar Onderwijs Hilversum [email protected] Managing Director Geert Looyschelder Admissions [email protected] Oude [email protected] Enghweg 2 1213VB Hilversum Finance Telephone 035 6221370 [email protected]

Important Resources and Contact Details for all your questions about the Dutch school system

The Ministry of Education, Culture & Science www.minocw.nl/english/index.html Tel: +31 0703081985 PO Box 16375 2500 BJ Den Haag The Netherlands

For further information (available in Dutch), please see Parents Information Centre: www.5010.nl

3 Mission Statement, Goals, Beliefs and Legal Objectives ‘Quality for All and All for Quality’

MISSION STATEMENT: Our mission at the International Primary School Hilversum, as an IB World School, is to develop internationally minded global citizens, encompassing students of all nationalities through an inquiry-based approach, within the Dutch state system.

The terms mission, vision and ambitions, or goals & objectives, are commonly used but an organisation’s understanding of them needs to be clearly defined before they can be fully understood by others, meaningfully evaluated or knowingly achieved.

• Our mission is why we are significant and what we want to achieve for society. • Our vision is how we view the world and our normative framework. • Our ambitions, aims & objectives are what we want to achieve.

We view a strategic plan as an outline of how we intend to realise the ambitions, goals & objectives arising from our vision and mission. It is for this reason, the first section of this document is devoted to the mission, vision, aims & objectives of our school and those of the following three organisations that we are part of.

Stichting Primair Hilversum (STIP) www.stiphilversum.nl This is our local school Board that is responsible for some 15 schools spread over 19 locations in Hilversum.

Dutch International Schools- Primary and Secondary (DIS) www.dutchinternationalschools.nl This is a national organisation responsible for international education in The Netherlands in English, within the Dutch educational programme and intended for specific ‘international’ target groups.

International Baccalaureate Organisation® (IB) www.ibo.org The International Baccalaureate Organisation is a non-profit educational foundation, motivated by its mission, focused on the student. We are an authorised IB World School and fall under the region Africa, Europe and the Middle East (IBAEM) for this international organisation.

The alignment of our school’s mission statement to that of the three organisations: Stichting Primair Hilversum (STIP), Dutch International Schools primary and secondary (DIS) and the International Baccalaureate Organisation® (IB) is essential for us to maintain an individual identity whilst recognising the significant connections that are essential to our identity. The connections strengthen our mission and our vision while clarifying our ambitions, goals and objectives.

...... 3 Mission Statement, Goals, Beliefs and Legal Objectives

Stichting Primair Hilversum (STIP)

Mission (translated from Dutch) Stip Hilversum sees its mission as providing public accessible primary education for children aged 4 to 12 irrespective of origin, culture or religion. A balanced spread of and diversity within Hilversum's public primary education is an important task for the board. In addition, Stip Hilversum sees it as its mission to strengthen Englishlanguage primary education in Hilversum, through the International Primary School, IPS Hilversum, and the Bilingual Primary Education departments within the regular schools. Stip Hilversum continuously strives for good, multiform public education. Every child deserves a good education that opens up a world for all children.

In our Stip schools, children acquire knowledge and skills that will benefit them throughout their lives. They get to know the world in all its variety and complexity and develop themselves, as individuals, in a rapidly changing world. The Stip schools therefore also help children acquire 21st century skills such as working together, communicating, using ICT, creativity and critical and problem-solving thinking.

The foundation's mission is to offer optimal development opportunities to all students in the area in order to develop the talents present to the maximum within an appropriate learning route with respect for social, cultural and religious aspects. In addition, the quality of all schools must meet the formulated quality standards. Otherwise, schools may differ to a maximum. In this way, the board offers schools the space to search for their 'own' identity and school culture within the set frameworks. In principle, public primary education Hilversum welcomes every student. Depending on the student and the circumstances in which the school is located, there are limits to this accessibility. For example, if the bandwidth of care at school is not sufficient for the care required for the registered student. In the context of appropriate education, the school will then look for the appropriate support and care for the student. The children, parents and staff of the schools are participants in the Dutch democratic society. A school is a small society, but it is large enough to put democracy into practice. Representation in decision-making, transparent communication, respect for each other and accountability are important parts of this democracy that we want to see put into practice in our schools.

Improving the quality of education remains an important task for the board and the schools. This not only means that the schools meet the requirements of the inspectorate, but that a large part of the Stip schools dare to raise their ambitions. In addition, we have the assignment to guide our students with all their talents in their development and to prepare them for 21st century society. We focus not only on their cognitive, intellectual talents, but also on the practical, social-emotional and creative talents of our students. Above all, we offer our students a safe school climate, in which children - with respect for each other - can be who they want to be.

Good education requires professional, excellent and curious teachers, and other staff, who work together within their school and within the foundation to learn from and with each other.

For the full Dutch version, please see the Addendum, Appendix X, published in Dutch. Or www.stiphilversum.nl The mission, vision and ambition of STIP Hilversum, encompass those of the IPS Hilversum reflecting a quest for quality in all that it does. There are connections but no conflicts, and it is the alignment in mission & vision that makes it possible for our school to function optimally with STIP as its board.

...... 3 Mission Statement, Goals, Beliefs and Legal Objectives

Dutch International Schools (DIS) We provide internationally oriented education known in Dutch as Internationaal Georiënteerd Onderwijs (IGO). In doing so we aim to prepare our students for success at university and life beyond in the world, in a safe and caring environment.

Our goals First and foremost, international education aims to meet the needs and wishes of the Dutch and international business communities and their employees, and to provide fitting education for children with a Dutch or foreign nationality, who, after a stay in the Netherlands, will leave the country again and will then attend English language education. International Education is also meant for children who have settled permanently or temporarily in the Netherlands after a stay abroad, but there are more possibilities and requirements for students to enrol in DIS. A significant part of our goal is to provide these children with such education that they are prepared optimally for either the transition to English language education abroad or a possible transition to full Dutch education. An additional aim is to provide them with adequate knowledge of the Dutch language to enable them (either temporarily or permanently) to participate in Dutch society.

State funded Dutch education In the Netherlands, there are two types of international education: private schools and subsidized schools, i.e. Dutch International Schools. DIS are financially supported by the Dutch government, which makes it possible to charge relatively low school fees in comparison with private international and foreign educational facilities, making DIS affordable to nearly anyone. Because of government funding, DIS operate within the framework of the Dutch educational system and differs in this way from private international and foreign educational facilities. But we also possess a number of distinguishing qualities, such as the active international character and that we are subject to the inspection carried out on a regular basis by the Dutch authorities. This encourages us to work on quality programs and quality management.

English language of instruction English is the language of instruction in Dutch International Schools. The use of English is not an aim in itself (as it is in bilingual education), but rather the means of educating specific groups for internationally recognised qualifications. All DIS schools value and support the importance of a student’s mother tongue. Each DIS school has a language policy, which describes the language pathways supported at the school. Community connected DIS find it very important to connect with our local community. Being internationally orientated schools, but rooted in this country, DIS focuses on both a global society, as well as connecting with our local Dutch community. This way students connect their own local world – by studying the Dutch language and culture – with the international world.

The mission of Dutch International Schools encompasses those of the IPS Hilversum and our very existence is dependent upon close alignment to its basic principles, aims and ambitions. We are a Dutch International (primary) School by definition.

...... 3 Mission Statement, Goals, Beliefs and Legal Objectives

International Baccalaureate Organisation® (IB)

The IB's mission Since it was founded in 1968, the IB’s mission has been built on a cornerstone of creating a better world through education. We believe that now more than ever, and are committed to ensuring that our educational programmes reflect this for the benefit of IB schools and students.

The International Baccalaureate® (IB) is more than its educational programmes and certificates. At our heart we are motivated by a mission to create a better world through education.

We value our hard-earned reputation for quality, for high standards and for pedagogical leadership. We achieve our goals by working with partners and by actively involving our stakeholders, particularly teachers.

We promote intercultural understanding and respect, not as an alternative to a sense of cultural and national identity, but as an essential part of life in the 21st century.

All of this is captured in our mission statement: The International Baccalaureate® aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect.

To this end the organization works with schools, governments and international organizations to develop challenging programmes of international education and rigorous assessment. These programmes encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right.

We are supported by IB teachers and coordinators who develop and promote the IB’s curriculums in over 5,000 schools globally every day, in over 150 countries around the world.

In 1992, we became a founding member of the International Schools Curriculum Project (ISCP). A number of staff from our school helped in the development of the ISCP curriculum framework. This framework for an international curriculum for all schools was recognised for its significance by the IB and, in 1999, it became known as the Primary Years Programme (3-12 years), the third of the IB programmes forming the base to the Middle Years Programme (11-16 years), Diploma Programme (16-18 years) and Career-related Programme (16-19 years). We were authorised as an IB World School in January 2000 offering the Primary Years Programme.

This status is dependent upon the school meeting the Rules for IB World Schools: Primary Years Programme, General Regulations: Primary Years Programme and the Standards and Practices, determined by the IB.

Conclusion Through the alignment and annual review of the connections between the three organisations, we strengthen our mission and our vision while clarifying our ambitions, goals and objectives. International Baccalaureate Organisation® (IB)

4 Explanation of the organisational structure of the Board, Stip Hilversum Stichting Primair Hilversum, Foundation for Public Primary Education, Hilversum As of 1st August 2010, there is within the ‘Stichting Primair Hilversum (Foundation for Primary Public Education Hilversum) a separation between the functions of the Management Board and the internal Supervisory Board (Raad van Toezicht). The role and responsibilities of the authority (bevoegd gezag) are thus transferred to the Managing Director. The management body has, from this date, also an internal supervisory function and exercises internal supervision of the Managing Director.

Both bodies each have a specific role. The Managing Director has the role of authority, ultimate responsibility and liability for the management of the schools. The members of the supervisory board are responsible and accountable for the manner in which they exercise supervision over the Managing Director.

Supervisory board: The Managing Director, Mr. Geert Looyschelder, is supported by the bureau’s management staff regarding Dhr. R.P.J.(Rob) van Breemen (chair) strategic policy development: Dhr. H. (Hans) de Bruin (vice-chair) Dhr. P. Buisman Ms. Caroline van Veen: Quality and education Mevr. C.Herben Ms. Inge Boers: Finance Mevr. A. Vermeulen Ms. Ellen van den Boogert: Staffing/HR

Visiting address Oude Enghweg 2 1217 JC Hilversum35) 622 13 70 Tel. (035) 622 13 70 Email: [email protected]

The hierarchical structure of the organisation in the supervisory model, schematic display.

5 Safe School and a Safe Environment

We believe that every child should enjoy going to school. In order to achieve this, it is essential that the school create a safe, welcoming, peaceful and ordered environment. This applies not only to the children attending the International Primary School Hilversum, but equally important to all the other members of the school community – the teachers, assistants, management and parents. We use our Golden Rules, Code of Conduct and Bullying Policy for creating and maintaining such an environment.

The Golden Rules These are agreements regarding behaviour and conduct, expressed in simple terms that can be understood by all children attending our school. • Everyone has the right to be treated equally • Everyone has the right to be respected as they are • Everyone has the right to be listened to • Everyone has the right to let a teacher know if they are being bullied in any way

Code of Conduct This general code of conduct describes the rules that apply to all persons appointed by STIP or persons that are involved with the organisation in any way whatsoever. This includes the dress code as STIP considers employees as having a role model function for students. In addition to this, IPS Hilversum has the four Golden Rules that can be understood by its students and are in alignment with the general code of conduct.

Bullying Policy Whenever and wherever bullying occurs it is always a significant problem. Bullying has a very negative effect on the victim, and also on the bully. It is a serious issue that has to be addressed by all concerned. The policy document is for the prevention of or dealing with of any issues that could be regarded as bullying. The multicultural nature of our school brings with it situations where varying interpretations of what is bullying can play an important role. It is therefore essential that the whole school community react appropriately to any incidents that are interpreted as bullying. A policy document will not ensure that bullying never occurs. This document is intended to provide clear guidelines of expectations regarding behaviour for all members of our the IPS community If bullying does occur then this policy document is intended to provide an outline of suggestions for students and parents in addition to guidelines on procedures for staff and other adults working with students in our school. This policy includes detailed information on the Golden Rules.

Privacy IPS Hilversum considers privacy as being fundamental to a safe and healthy school climate. The school has reviewed its existing privacy policies to bring them into alignment with the General Data Protection Regulations introduced in May 2018. A number of policy documents are available from the Principal and further documentation is being added, as clarification of expectations is made known. When parents sign in agreement to the schools Terms and conditions they accept that it is the school’s legal duty to provide requested information to government ministries. This is usually age and nationality information only. Stip Hilversum is in the process of publishing its own privacy documents and these will be added in the Addendum as soon as they are available.

6 The School Locations and Organisation

The three sites of IPS Hilversum are located on the south side of the centre of Hilversum on the Rembrandtlaan & the Frans Halslaan and to the east of the centre on the Minckelerstraat. The buildings are educationally and administratively fully integrated and fall under the responsibility of IPS Hilversum management. The main school office is housed at the Rembrandtlaan location.

The Rembrandt location: The Rembrandtlaan - groups 5 - 8: Designed by William Dudok, it is a listed monument built in 1919. We occupy 12 classrooms divided over two floors. There is a library as well as a number of rooms used for English Language Acquisition (ELA), Learning Support and Dutch, the Host Country Language (HCL). All classes have an interactive white board/touch screen. Computers are on a wireless network with a large number of laptops and iPads available for use in the classrooms or corridor areas. The main administration office and Principal’s office are located downstairs on the left of the school entrance. The building has a gymnasium/hall that is shared with BINK, a Pre-School/after school organisation, also housed on the premises. The After School Care centre, Bink Kinderopvang* Hilversum, uses three rooms inside the building as well as the Pre-School’s accommodation for their activities. The Rembrandt building was renovated in 2001 and restored to its original design. The building was repainted internally and externally in 2014. The fire & alarm system was renewed in March 2006 and is serviced annually. * https://binkkinderopvang.nl/vestigingen/hilversum/ tel: 035 647 2289

The Frans Halslaan - groups Early Years - 4: The building was purposely renovated and modernised for the school’s use in 2005. The exterior of the building was repainted in 2018, and in 2013, the heating system was updated along with the air-conditioning unit in the infant gym. There are eight classrooms throughout the school building. Seven classes have a direct outside exit. The school has an upgraded network for classroom computers, interactive white boards/touch screens and Wi- Fi. The building also contains a gym hall, modified for young children, a spacious library and staff room. A number of smaller rooms have been added to provide an office for the head of location, a room designated for Learning Support, an English Language Acquisition room, a room for the caretaker and a stock room.

The Mondrian location – groups Early Years to 8: This location accommodates up to 13 classes for all age groups. It is also a traditional Dudok building. All classrooms are equipped with new furniture, Interactive Smartboards or touch screens. There are also general study and media facilities. There is a large sports complex close to the school that is used by all classes from group 3 to 8 during the week.

Class distribution 2020-2021: (NB: The effects of COvid-19 on enrolments is uncertain at publication)

Rembrandt location Blue and Yellow Groups Mondrian location Green and Purple Groups

Frans Halslaan Rembrandtlaan

Early Years – 2 classrooms Group 5 - 2 classes Early Years – 1 classroom Group 5 - 2 classes

Group 2 - 1 class Group 6 - 2 classes Group 2 - 2 classes Group 6 - 1 class

Group 3 - 2 classes Group 7 - 2 classes Group 3 - 2 classes Group 7 - 2 classes

Group 4 - 2 classes Group 8 - 3 classrooms Group 4 - 1 class Group 8 - 1 class

...... 6 The School Locations and Organisation

With the school being spread across three buildings, a new perspective on organisation was needed. In 2018, a leadership team was formed consisting of the principal and three sector leaders with specific responsibilities.

Claire Bethlehem: Lower Primary Sector responsible for Early Years, groups 2 & 3 and Frans Halslaan site. Lorraine Rea: Middle Primary Sector responsible for admissions, groups 4, 5 & 6 and the Mondrian site. Helen Suter-Sleyffers: Upper Primary Sector responsible for the groups 7 & 8 and the Rembrandtlaan site. Robert Westlake: Principal, with responsibility for the ‘fourth’ sector for support staff and all three sites. This leadership team receives support and advice from the school’s pedagogical leadership team that consists of the two learning support coordinators and the IB PYP coordinator.

Lower Primary Sector: There are two classrooms for each age group based at Mondrian and at the Frans Halslaan. Providing they are toilet trained, children may start as soon as they turn 4 years old. The Early Years groups have two teachers and two teacher assistants spread across two classrooms to accommodate growth throughout the year. When entering school, the children start with two pre-visits and the first week of attendance is for half days only. In cooperation with the teacher, the child can build up to a week of full days when they are ready. Many children spend longer than a year in the Early Years, as they need to have turned 5 years of age by 31 October, the school year BEFORE transfer to group 2. Therefore, if your child is born after this date they will remain in Early Years after the summer to ensure they are developmentally prepared in all aspects. The Early Years children are taught through active, play (inquiry) based learning. Groups 2 and 3 develop the inquiry-based learning and work towards independent learning and discovery through a range of challenging and enjoyable activities. The children are encouraged to be global citizens and respectful of their classmates and their environment.

Middle Primary Sector: This sector is spread across all three sites. This age range is a wonderful period of development within a primary school where students are no longer wide-eyed novices. They have developed many skills since starting school that they continue to build on before entering the final primary years. In the period from seven to ten years of age, the students are beginning to apply logic and reasoning to concrete events and demonstrate tremendous growth, both in and out of school. They have begun to reason more accurately and can make logical arguments. They are using problem solving strategies for different situations as well as considering another’s point of view, and effectively communicating their own ideas. This is also becoming less teacher/parent driven and more self-regulating. Supporting and guiding the students, whilst maintaining the necessary limits and boundaries that they still require as they continue on their developmental journey makes this an exciting and rewarding period.

Upper Primary Sector: The learning in Group 7 and 8 builds upon the work done in previous years and prepares the students for the next stage of their educational journey in Secondary school. Learning takes place in class, but also takes advantage of local and national opportunities - such as museums, galleries and guest speakers – to make their learning engaging and relevant to their lives. They continue to explore the transdisciplinary themes, using the Inquiry cycle, culminating in the Exhibition in Group 8. The Exhibition demonstrates student agency, enables children to take action on an issue meaningful to them, and celebrates the learning and skills development that the children have experienced throughout the school as a whole.

The ‘fourth’ sector: This consists of all our learning support, English Language Acquisition and Dutch language staff. The many teaching assistants are appreciated and depended upon every lesson of the week and the administrative team is the silent but strong lubricant that keeps the school running smoothly in more ways than can be put on paper.

7 The Students

Within IPS Hilversum, classes are organised in a way that best meets the requirements of our mission. From our international perspective and transitional community, we have chosen a single-age grouping. Nevertheless, since we also commit ourselves to continuous development, a student may be placed in an alternative group after an initial evaluation period of 3 weeks. This will be after a full conference with the parents. In certain cases, an alternative educational placement may be recommended.

Group Expected age range

Early years Children may enter the Early Years group as soon as they are 4 years of age. Children becoming 4 years old after 31 October 2020 will continue in the Early Years group for the whole of school year 2021-2022.

Group-2 5 to 6 years A child should have become 5 years old before 1 November 2020

Group-3 6 to 7 years Group-4 7 to 8 years Group-5 8 to 9 years

Group-6 9 to 10 years Group-7 10 to 11 years Group-8 11 to 12 years

As our students have diverse needs and backgrounds, including number of years previous schooling, the above is used as a guideline for groups 2 to 8. Each child is unique and therefore placement is based on catering for the child’s best needs and is done so in consultation with parents.

8 Student Admission Regulations IPS Hilversum

Before any application for admission can be processed the registration fee of €250 must have been received (or proof of payment) together with a signed and fully completed registration form.

• The school enrolls children aged from 4 to 12 years.

• The school can accept children of non-Dutch nationality temporarily resident in the region. A company letter indicating this temporary status is requested.

• The school can accept children of Dutch nationality if written proof is provided that their future education and location is expected to be in a country other than The Netherlands, and they will attend another international or English speaking educational establishment within one to two years. Any extension to this period must be discussed with the principal.

• The school can accept children of Dutch nationality who are returning to The Netherlands having already attended International education or received education in English for a period of at least two years and wish to continue their primary education in English. The age of the child will be taken into consideration.

• The school cannot accept children of Dutch or other Nationalities living in the Netherlands on a permanent basis.

...... 8 Student Admission Regulations IPS Hilversum Regulations International Primary & Secondary Schools are state funded and therefore have to comply with regulations on admission of students. For Dutch International Primary Schools, these rules are to be found in the Primary Schools Act (Wet Primair Onderwijs), article 40 paragraph 5. The Dutch International Schools agreed with the Ministry of Education that they would align the principles of student admission.

In essence, both regulations state that a student can only be admitted to an international department if he/she complies with one of the following three conditions:

1. The student has a non-Dutch nationality and has a parent that is working in The Netherlands for a limited time; 2. The student has Dutch nationality and has lived and gone to school abroad for at least two years because a parent was stationed abroad; 3. The student has Dutch nationality and has a parent, with whom the student will be living, who will be stationed abroad within two years and for at least two years. This is to be proven by a written statement from the parent’s employer.

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

Primary-Secondary: In the Dutch international educational system, there is a relevant distinction between primary and secondary schools. This means that a student who finishes the primary school curriculum cannot automatically enter the secondary school curriculum. He/she has to be officially admitted to the secondary school and at that moment has to meet (again) one of the conditions for admittance as mentioned above.

School policy: The conditions for admittance are relevant in the relationship between the school and the Dutch government but do not give parents a right to admission or stay of a student. Within the government conditions, schools can still have individual policies on admittance, reference and expulsion.

Student administration: The Dutch International Primary & Secondary Schools have to be sure that a student complies with the conditions for admission and have to be able to prove that to the government (i.e. Inspectorate). All documents should be signed and dated before admission.

8.1 Admission policy for children with special needs and learning support

Reports and relevant testing details need to be supplied before admission. Details of the child’s difficulties/requirements need to be clarified and discussed with the Learning Support Coordinator before admission. Internal assessment may be required before admission to the school. If assessment indicates additional support is needed, the school will outline how that support will be provided. When, after a period of no less than six weeks in school, we feel we cannot meet the academic, social- emotional or physical needs of your child, we reserve the right to transfer your child to an establishment that we, the school, believe can better accommodate these needs, or ask that you do so. This may be within the Dutch system.

9 The Curriculum: The Primary Years Programme of the International Baccalaureate

The IB Primary Years Programme (PYP) focuses on the growth of the developing child, affecting hearts as well as minds and addressing social, physical, emotional and cultural needs in addition to academic welfare. This programme was designed and written by international educationalists, combining the best research and practice from a range of national systems with a wealth of knowledge and experience from international schools. The result was a significant, relevant, challenging and engaging educational programme that is being implemented by an ever-increasing number of international and national schools throughout the world.

The IB also offers the Middle Years Programme for 11 to 16 year-olds, the Diploma Programme for the 16 to 19 year olds and the Career-Related Programme, also for 16-19 year olds who wish to engage in career-related learning. Together, the four programmes form a coherent sequence of international education emphasising intellectual, personal, emotional and social growth. Exposure to the Primary Years Programme is not a prerequisite for the Middle Years or Diploma Programmes but serves as excellent preparation since learner profile, philosophy, styles of learning and overall goals are consistent.

The General Regulations, Rules for IB World Schools and the IB Standards and Practices are documents that provide deeper understanding of the relationship between the International Baccalaureate, students and the learning community. These are available through the school office or the school’s IB Primary Years Programme coordinator.

The Primary Years Programme is an inquiry-led, transdisciplinary framework for education, focusing on the whole child as an inquirer. The PYP nurtures academic, social and emotional well-being alongside independent learning skills in order to foster agentic learners. The internationally designed model in learning considers the learner, learning and teaching and the learning community within its framework. These pillars are what underpins the practices in the hopes of creating internationally minded citizens.

The Aim of the international Baccalaureate, in all four of its programmes, is to create international mindedness within the students, teachers and community. This ideal is imbedded in the learner profile, a series of desired attributes and dispositions that characterize successful students.

Internationally minded young people are: • Inquirers • Thinkers • Communicators • Risk-takers • Knowledgeable • Principled • Caring • Open-minded • Balanced • Reflective

...... 9 The Curriculum: IB Primary Years Programme Learning and Teaching

A transdisciplinary approach to learning is a fundamental PYP belief that for early and primary year’s learners, continuous integration and connection of prior and new knowledge and experiences is the most meaningful way to broaden understanding about the world. Through this approach, learning is not confined within the boundaries of traditional subjects but is supported and enriched by them. Disciplines that can be embedded into transdisciplinary learning include:

- Language - Mathematics - Social Studies - Science - Physical, Social and Personal Education - Arts

Transcending conventional boundaries, academic subjects are often embedded into transdisciplinary themes set by the IB. These globally and socially driven themes provide a starting point from which students can examine issues and opportunities as they are being experienced in the real world, providing authentic learning experiences and framing the programme of inquiry.

There are six transdisciplinary themes that are followed in all IB PYP schools and across every age group for a varied period, with the exception of the Early Years and Group 2. In these year groups, only four of the transdisciplinary themes must be covered within an academic year.

The organizing themes are: Who we are Where we are in place and time How we organize ourselves How we express ourselves How the world works Sharing the planet

Through the transdisciplinary themes, key elements of learning are woven into daily teaching. The key elements that underpin the transdisciplinary framework of the PYP include:

- Knowledge - Skills - Dispositions - Science - Physical , Social and Personal Education - Arts

Within the organizing theme of ‘Who we are’, we have mapped exploration in the holistic well-being of the child into our programme of inquiry. This theme addresses the nature of the self, beliefs and values, personal, physical, mental, social and spiritual health, including families and cultures, rights and responsibilities and what it means to be human. By doing so, this has enabled alignment with our legal obligations as outlined under the Vormingsonderwijs section found in appendix X. Further information, in Dutch, www.vormingsonderwijs.nl.

A concept driven inquiry is a powerful vehicle for learning as it promotes meaningful, understanding and challenges students to engage with significant ideas. As conceptual understandings are broad, abstract ideas, these can either be transdisciplinary or subject based. Through various approaches to learning (ATL), which are implicit and explicitly taught throughout the year groups, students begin to co-construct beliefs and understandings, supporting learners in becoming more agentic.

Although learning is conceptually driven, language and mathematics are regarded as being essential elements of all inquiry. Their importance has not been devalued but their role has been given greater

...... 9 The Curriculum: IB Primary Years Programme

relevance by connecting them to areas of inquiry in a meaningful way to further understanding and application in real world contexts. Their role in the units of inquiry is to facilitate inquiry through language or mathematics. However, some elements of mathematics and language fall outside the programme of inquiry, as certain skills need to be introduced and learned in isolation. These specific skills can be and are taught through stand-alone lessons.

In Group 8, an exhibition is held towards the end of the academic year. The exhibition is a culminating, collaborative experience and should demonstrate an authentic process of which students have explored, documented and shared their understanding of an issue or opportunity of personal significance. All exhibitions are student initiated and designed so that learners take an active role in all aspects of planning, inquiring, investigating, communicating and assessing their learning. The purpose behind the exhibition is for students to engage in an in-depth collaborative inquiry that demonstrates the dispositions from the learner profile and utilises the ATL’s taught throughout their PYP experience.

9.1 The Curriculum: ELA, Dutch, Home language groups

English Language Acquisition (ELA): Sometimes referred to as EAL, English as an Additional Language

English Language Acquisition is offered to students with little or no English Language skills. This is provided through push-in or pull-out support by a specialist teacher in consultation with the class teacher. Together, a programme is created to establish communication, security and progress for the individual learner in order to ensure success in learning and development. Dependent on the child’s needs, support could be provided in small group or one-on-one.

Our English Language Acquisition (ELA) department supports students who arrive at our school with limited understanding of the English language. Often these learners are referred to as EAL learners (English as an Additional Language) with these acronyms being used interchangeable as the terms both refer to learners whose primary language or language spoken at home is a language other than English and need support in acquiring the language of instruction. Through the program, we aim to unlock individual potential, within the context of an IB framework, so learners can achieve success with their learning.

Our school population consists of 80% ELA learners. With this statistic, we take a whole school approach and consider all teachers to be ELA teachers. It is in collaboration that our classroom teachers work with our ELA specialists to support these learners in thinking critically and communicating at their highest possible level.

As an ELA department, the purpose of our specialists is to support the development of English Language skills, with a focus on vocabulary development, so all learners are able to access the curriculum in the language of instruction and at grade level. The skills we aim to develop include Oral Language (listening and speaking), Visual Language (viewing and presenting), Written Language in reading and Written Language in writing.

Through the integration of the language learning model, outlined by the IB, we work alongside the classroom teachers to immerse learners in the interconnected roles in language learning. This encompasses learning language, learning through language and learning about languages within the learning community.

……… 9.1 The Curriculum: ELA, Dutch, Home language groups

We value the role home and family languages play when learning a new language and recognise it as a tool for affirming cultural identity. Proficiency in home and family languages contribute to the development of a second language. As a department and school, we work to develop a multilingual environment where students feel comfortable to take risks by enabling learners to use their home and family language as a platform to access and make meaning of new learning. Building a multi-linguistic community is key to creating international mindedness and global citizens.

The belief that students are agents of their own learning plays a pivotal role in developing competence in the language of instruction. We aim to support learners in sharing their linguistic knowledge and skills with their learning community, enabling them to become more agentic.

NB: The above is an extract from the school’s ELA Handbook.

Host Country Language (HCL):

Dutch is offered to students as the Host Country Language. The aim of the programme is to connect and understand the language and culture of the host country through both small group and whole class settings. When meaningful, the programme makes connections with the unit of inquiry being investigated at that specific time and the concepts being developed within the year group.

Dutch in the younger years engages the children through play based learning taught by a native Dutch speaker. Children are introduced to the Dutch language and culture through songs, drama, visual art and games in order to develop their understanding of the host country.

As children progress through the years, an emphasis is initially placed on developing age appropriate speaking and listening skills. The intensity of learning will increase as children begin to grasp new understandings of Dutch culture and language, eventually encompassing all areas of language development, including reading and writing. A number of after-school Dutch sessions at both the Rembrandt and Mondrian locations are currently being implemented. These lessons are organised and funded independently by parents and are fully supported by the school. They are expected to continue during 2020-2021 school year.

Home and Family Languages:

The PYP supports the use of home and family languages in school. These are viewed as part of the learning landscape that shapes our school and the learning community. Children are encouraged to draw from their prior linguistic knowledge regarding learning to help them find similarities and differences between this and the language of instruction, English.

To continue to support and strength home or family languages, after school sessions are possible. However, these are organised under parental initiative with the full support of the school. The financial responsibility for these lessons lie with the parent or legal guardian.

During recent years, there have been after school sessions for Italian, Spanish, French, German and Dutch but this can change on a yearly basis depending on participants. In addition to this, Home Language Lunches is a new initiative this year where Parent’s host lunch groups where children who speak the same language are able to have lunch and break together that day.

10 The School Times

The morning starting times indicate the time the lessons start in the class. Children are expected to be in school at least five minutes earlier.

Rembrandt location:

Frans Halslaan

Early Years & Group 2 Groups 3 & 4

Mornings Afternoons Mon, Tuesday, Mornings Afternoons Thurs & Friday 08:55-12:35 13:25-15:15 08:55-12:05 12:55-15:15 3 hours 40 min 1 hour 50 min 3 hours 10 min 2 hours 20 min

08:55-12:55 Wednesday 08:55-12:55 4 hours 4 hours Total weekly hours for all groups at Frans Hals building/Rembrandt location: 26 hours

Rembrandtlaan

Groups 5 & 6 Groups 7 & 8

Mornings Afternoons Mornings Afternoons

08:45-11:45 12:30-15:00 Mon, Tuesday, 08:45-12:30 13:15-15:00 3 hours 2 ½ hours Thurs & Friday 3 ¾ hours 1 ¾ hours

08:45 – 12:45 Wednesday 08:45 – 12:45 4 hours 4 hours

Total weekly hours for all groups at Rembrandt building/Rembrandt location: 26 hours

Mondrian location:

Early Years, group 2 & group 3 Groups 4 to 8

Mornings Afternoons Mon, Tuesday, Mornings Afternoons Thurs & Friday 08:45-12:30 13:00-14:45 08:45-12:00 12:30-14:45 3 ¾ hours 1 ¾ hours 3 ¼ hours 2 ¼ hours 08:45 – 12:45 Wednesday 08:45 – 12:45 4 hours 4 hours Total weekly hours for all groups at Mondrian location: 26 hours

Lunch arrangements All children bring a packed lunch to school and are supervised during the lunch period in class and during recess outside. There is a pizza arrangement on a Thursday or Friday (depending on location) organised by the Parent Support Group. For some groups, lasagne/pasta is available on another day depending upon the location.

10.1 The School Week

Required timetabling by Dutch Government:

The school is bound by Dutch regulations to realise the times shown below per discipline per week. The nature of our chosen curriculum, the IB Primary Years Programme, means that many of these disciplines are integrated into unit of inquiry lessons. These units form approximately 50% of the school week and include social studies, social awareness, visual & performing arts in addition to the transdisciplinary strands of language & mathematics.

The chart indicates the required and therefore minimum expected timetabling by the Dutch government. In IPS Hilversum, all year groups are timetabled for 26 hours. This is primarily due to the regional nature of the school.

11 Library

Both locations, meaning all three buildings, have library facilities for all the children. These are run by a librarian with a number of parental volunteers. Books may be taken home but there is a nominal fee for replacing any lost or damaged books.

The librarian and appointed assistants at each location make sure that the books and the resource materials are kept up to date. Together with the class teachers, they encourage the children to develop a love for books and a joy of reading.

12 Assessment

Assessment forms an integral part of the Primary Years Programme. There is pre-assessment to determine what the students know, formative assessment to measure understanding & progress during teaching and summative assessment at the end of a teaching period. Students also keep portfolios to show evidence of their learning and progress.

For groups 3 -8, standardised assessments are administered annually at the beginning of the calendar year for all students. New students also complete these assessments when they join the school while EAL students will only complete the assessments after consultation with the EAL coordinator regarding their level of English. These assessments are used internally to measure and monitor progress within each year and from one year to the next.

While the IBO does not administer or encourage the use of standardised achievement tests, it recognises that there may be a local, state or national requirement concerning the use of such tests for many IB World Schools. Some other IB World Schools, not subject to these requirements do choose to use commercially available tests in order to measure their students performances over time, in areas defined by the tests but not directly linked to the learning defined in the school’s academic programme. When analysing test results IPS staff take into consideration the following points:

• The relevance of the assessment to the cohort of students within the school • The relationship between what is being assessed and the school’s programme • The impact of assessment on teaching and learning • The usability of the data produced

12.1 Student Monitoring System

With standardised assessments, we compare our students’ performance with that of a norm group to determine if the results are above, below or around the average for that group. We also make sure that progress is made from one year to the next by keeping a cumulative record of group and individual assessment results. Standardised assessment and curriculum-based assessment methods should complement each other. The use of criterion-referenced assessment and curriculum-based assessment will be maintained as a way to monitor whether the objectives included in the curriculum have been achieved. Specific arrangements and educational resources We have two learning support coordinators (Interne Begeleiders) as well as specialist support teachers. We are also in contact with Unita*, our local ‘Dutch’ special needs facility (zorgplatform). *Contact : Samenwerkingsverband passend onderwijs Unita www.swvunita.nl tel: 035 800 10 11

12.2 Inclusive education

From 1 August 2014, there is a new law for inclusive education (passend onderwijs). This means an obligation for care towards students requiring extra support. Please see addendum for further information.

13 School Reports We have a digital reporting system linked to our planning and recording system. Reports are put online at the end of each unit of inquiry. The comprehensive skills report is available both mid-year and end of year. These also function as full school records for students moving to another school. Parents are therefore able to access all completed reports throughout the year.

14 Transition to secondary education At the age of 12, after successfully completing the IPS Hilversum Primary Years Programme (PYP), a student may progress to the International School of Hilversum, the international school of Laren or the Groot Goylant International Stream VMBO. The IS Hilversum and IS Laren offer the Middle Years Programme (MYP) for pupils from 11 – 16 years old. The Groot Goylant offers bilingual vocational education for the first 2 years (12-14 yrs). Our Primary Years Programme (PYP) offers a prerequisite for the MYP, since the philosophy, styles of learning and teaching and overall goals are consistent. A MYP certificate can be obtained after four years, to be followed by the two-year course, the International Baccalaureate Diploma Programme (16 – 18 yrs), if accepted into that programme. In August 2018, a new international secondary school, IS Laren, opened its doors. This is a positive addition to the international options for our graduates.

Together with IS Hilversum and IS Laren, we organise an introductory programme for students and parents. During their final year with us, the group 8 students enrolled at IS Hilversum are able to attend a full school day at the school to experience the transition. In February, parents/guardians are invited to an information evening. A description of the curriculum of the school is given and, for clarification, questions can be addressed.

Of course, there are other secondary education possibilities in an international setting in the Netherlands or abroad. Also possible is a transfer to Dutch Secondary Education. The school will advise and support the family as much as possible in making the right choice.

Group 8 outcomes 2019-2020 The group 8 totalled 63 students. The outcomes for all these students are shown below. The students did not take the Dutch CITO examinations but were accepted on the basis of our school’s assessments and reports.

Level of secondary education Dutch equivalent 2020 2019 2018 2017 2016

IB Middle Years Programme leading to VWO, Lyceum, 41 52 50 41 47 the IB Diploma Programme Gymnasium ….

IB Middle Years Programme* HAVO 20 17 7 12 11

IB Middle Years Programme vocational VMBO 2 1 2 - 2

Practical education Praktijkonderwijs - 1 - - -

Total number of students 63 71 59 53 60 NB: Most of our IB Middle Years Programme students go on to successfully complete the IB Diploma Programme

15 School attendance

Compulsory Education:

Compulsory education means that it is mandatory for children to attend school. From the moment that your child is 5 years of age until the end of the school year they are 16 years of age, your child must attend school in accordance with the Dutch compulsory education act. As a parent, you are required to register your child at a school and ensure that they attend. This law applies to everyone resident in the Netherlands including children who do not have Dutch nationality, refugees or children illegally living in the country within this age range.

Compulsory education begins at the age of 5 years: Your child must attend school from the first day of the month after they become 5 years old. If your child has their 5th birthday in October for example, they must attend school from the 1st November of the same year.

School attendance for students aged 4 years is not compulsory: Most children attend school as soon as they are 4 years old. Students aged 4 years however do not fall under the compulsory law to attend school, also not when they have been enrolled in a school. You will not be prosecuted if you keep your 4 year old at home. The attendance officer will not act against you but it is wise to contact the school if you keep your child at home for any reason and any length of time.

Completion: Completion of compulsory education is until the school year your child reaches the age of 16. If your child is 16 in February, for example, then your child must complete the school year. A school year is from 1st August until 31st July. If your child has attended school for 12 years, the period of compulsory education has been reached. Moving up a group (in special circumstances) counts as a full year.

Exemption from school attendance or enrolment: In some cases, your child may obtain (temporary) exemption from school attendance or enrolment. The Compulsory Education Act acknowledges a couple of possibilities. In most cases, the school director determines if there is a significant reason for absence.

Sickness: In the event of sickness or lateness, the appropriate location office should be informed before the start of the school day. Please note that when a child has vomited they should not attend school for at least 24 hours.

Concerns regarding a student’s frequent lateness or absence may be discussed with the Care and advice team (ZAT/Zorg Advies Team). This is a team of professionals consisting of the school’s Learning support coordinator, school attendance officer, school doctor, social worker, school management representative and the school contact coordinator. The team works together with the school to offer advice and support where necessary. Parents are informed if their child will be discussed.

16 Leave of absence regulations

All holidays and extra leave during the school year can be found in the addendum: Schedule for Holidays & Study Days. When planning your holidays please take note of these dates.

Regarding any request for leave outside of the official school holidays, it states in article 11 of the ‘leerplicht wet’ (Compulsory Education Law) that ‘The head of the school may only grant such leave for significant circumstances’.

The regulations that the school has to adhere to regarding leave of absence are detailed below.

When is permission for leave of absence permitted? - Moving house - 1 day - Family weddings up to the third degree of relation – maximum 2 days - 12 ½ or 25 year wedding anniversary of parents - 1 day - 12 ½, 25, 40, 50 or 60 year wedding anniversary of grandparents – maximum 2 days - Serious illness of a relative up to the third degree of relation. Duration to be decided after consultation with the school director - Death of a relative up to the fourth degree of relation of the child. Duration to be decided after consultation with the school director - Recognised religious festivals

** Medical appointments. Permission does not need to be applied for but the teacher or the main office should be informed in advance.

Degrees of relation

First Parents Second Grandparents, brothers and sisters Third Great-grandparents, uncles/aunts, nieces/nephews that are children of brothers/sisters Fourth Nieces & nephews that are children of uncles & aunts, great-uncles & great-aunts

Important: When a child is kept out of school for any other reason than those given above, the school is required to inform the school attendance officer. In some cases, they will then contact the parents or even impose a fine.

Submitting a request for leave of absence Request forms can be downloaded from the school website or collected from the entrance hall or office at both locations.

When completed, the request form should be given to the office at either location at least four weeks in advance of the requested dates.

17 Communication with parents and essential agreements

Address changes, telephone number or email addresses:

Any changes of address or contact details should be made known to either of the school offices in person, writing or via email - [email protected] . The class parent representative does NOT inform the school administration, parents must do this personally.

Bulletin: There is a weekly school Bulletin providing details about current school events which you can subscribe to. A copy is sent to all parents each week by email. A request can always be made at either office for a printed version.

Concerns: Whenever you have concerns or questions, you are always welcome to discuss these so that we can reach a solution together. You should first discuss these with your child’s class teacher. Such issues usually require the full attention of the teacher, so a meeting should be scheduled at a time that does not interfere with the teacher’s preparation or other scheduled meetings. If this does not resolve the situation, you can contact the primary sector leader responsible for the year group.

Complaints procedure: Overall where people work there can occasionally be misunderstandings or mistakes made. In the first instance, the incident should be discussed with the class teacher or those directly involved. We aim for all teachers to take both the parent and child seriously and listen carefully in order to reach the best possible solution. However, there can be situations where a parent or child is unable or unwilling to speak with those named. In our school, we have three designated contact persons, one for each site.

Every parent is entitled to call upon this service for whatever problem there may be. All discussions are handled in strict confidence and no further steps will be taken without the permission of the parent.

In consultation with the contact person from the school, a further contact may be sought to find the best solution to the problem. Information for parents is available via the National complaints commission (www.onderwijsgeschillen.nl).

If necessary, the parents can make direct contact with the external confidential advisor, Dominique Maas. She is available as a sounding board, advisor and supervisor. Things can happens at school that make you feel uncomfortable or insecure. In those situations it is important to first discuss this with the person(s) directly involved. It often helps to talk about this with the other person, but sometimes you don't want to or you can't. Dominique listens to you and takes your story seriously, thinking along with you about what you can do and can help you put things in perspective for yourself. She can also support you in determining possible next steps and, if desired, guide you in this. The conversations are confidential and the external confidential advisor is independent of STIP Hilversum.

.... 17 Communication with parents and essential agreements

Contact person(s) for complaints procedure

IPS Hilversum Kelly Werner - Rembrandtlaan site [email protected] Barbara Twilhaar – Frans Halslaan site Viola Visser - Mondrian site

Stichting Openbaar Mw. H. (Heleen) de Jong Tel. 06 – 25 02 45 55 Basisonderwijs Hilversum [email protected]

Educational inspection Mw. J. (Joke) Schuur Tel. 0900-111 31 11 Inspectie van het onderwijs Postbus 2730 3500 GS Utrecht National complaints Complaints commission Telefoon (030) 280 95 90 commission for education Landelijke Klachtencommissie Onderwijs [email protected] Postbus 85191 www.onderwijsgeschillen.nl 3508 AD Utrecht External confidential advisor Dominique Maas Telephone: 088-1119910 for undesirable behaviour [email protected] and integrity:

Drop off and pick up from school: The children should be in the school playground at least five minutes before the given starting time so that teachers can collect all the students in time to start the day together. Early Years and Group 2 children only, enter from the outside class door from 8.45 until 8.55 at Frans Hals/ 8.35 Mondrian) Please do not accompany your child into the school building in the morning. This is of particular importance at the Frans Halslaan where corridor space is limited. An exception may be made during the first few days for the four year-olds. In the interest of fire-safety regulations, all buggies & pushchairs should remain outside the building. When collecting your child(ren) you are expected to be in the playground by the given end of school time Early Years and Group 2 children are collected directly from the outside class door. They will remain with the teacher until collected.

Gym Bags: In the Early years, Groups 2, 3 & 4 the children are provided with gym bags. Students from the older groups may purchase these for €5 from the school office.

Head lice checks: Checks are carried out routinely in school each month. Parents will be informed by the school if head lice is suspected.

.... 17 Communication with parents and essential agreements

Mobile phones and electronic equipment: Electronic equipment such as mobile phones and ‘games’ machines, should not be brought to school by the children. If a mobile phone is considered essential, the class teacher needs to be informed in writing. The mobile phones may not be used during in class or taken into the playground during the school day.

Parking: Parents and guardians are asked to follow the agreements in and around the school regarding parking and road safety. See traffic protocol for more details but ALWAYS PARK SAFELY & WISELY.

Placement of photographs on the website: It is our school’s practice to place photographs of school activities and events on its website and in other school publications. Should you wish your child NOT to be featured in any such material you are requested to make a written request to be kept on your child’s file to ensure compliance with your wishes. You will be asked to sign in agreement to this annually in the schools ‘Agreement form for Terms and conditions.

Playground: Dogs may not be brought into the school playground. Bicycles, skateboards, scooters, rip-boards and such like may not be ridden on the playground unless these are part of the play equipment used at break times. School games equipment is not allowed to be used in the general playground at drop off or pick up times.

Reading folders for groups EY-4: New students in the lower school receive a folder for reading and library books or any school-home correspondence. These are issued to all new students. When necessary, replacement folders can be purchased from the office at a charge of €5.

Resource Booklet (Newcomers booklet) A separate Resource Booklet that is given to all new parents is available on the website and is updated yearly by members of the PSG. This provides a wealth of information about the local community, services, clubs, hobbies and traditions.

School website www.ipshilversum.nl The school website has a public domain containing general information for all interested parties. The school’s website is designed to minimise the amount of paper documentation that needs to be sent home.

18 The School Council - SC: (Participation 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).

The School Council consists of parent members as well as staff members from both locations. Their 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 School Council (SC) and management by determining in which areas the SC has a purely advisory role and when approval from the SC is necessary for school policy to take effect.

They (usually) meet on the first Wednesday of every month.

Contact information and details of points under discussion are on the School council section of the website for input from parents, staff and management. Please have your say! Minutes of the monthly meetings are also posted on the website by the School council.

An email address has been set up to answer any queries you may have. [email protected] For the academic year 2020-2021, the MR will, initially, consist of the following parents and members of staff:

Parent representatives Children attending Staff representatives working at

Gilles Thal Larsen Frans Hals/Rembrandt Kelly Werner Frans Hals/Rembrandt Abhishek Kaushal Mondrian John Jones Rembrandt Fritjof Troll Rembrandt Rosie Colman Rembrandt

Annika Shirley-Vouzas Frans Hals/Rembrandt Islay MacRae Mondrian

Should any member of the School Council have completed a two-year term or are leaving the school then elections are held, usually during the annual general meeting, for new parent members.

The school principal has an advisory role and is invited to attend meetings as necessary.

Generally, if there are any educational issues, you should address your query directly to the Principal or head of location. Elections for new representatives are held during the annual general meeting. After this meeting, some of the members named above may be replaced.

19 The Parent Support Group

The school is proud to have a 'Parent Support Group' (PSG) that is made up of a group of dedicated parents that 'volunteer' their time in supporting teachers in the classroom, providing special events and activities for the children, as well as creating an information and social network for parents. The efforts of the PSG are not solely directed towards the international community within the school but also in the enhancement of integration within the local community.

The PSG is instrumental in the organisation of activities designed to help raise funds for extra-curricular activities not covered by the school fees. The International Fair is one such activity that also brings together the international school community and is open to family, friends and neighbours.

The PSG also organises a 'Team of Class Parent Representatives' that work with their assigned class group parents and teachers. These parents help recruit parents from that class for different activities, organise all communications to their parents from the PSG and sometimes from the teachers, collects funds for different events and manages the 'class fund'. The 'Class Fund' is a voluntary fee of €15 per child for Early Years to Group 7 that is requested from parents each year to fund its basic services. This fee is used to help fund extra class activities as well as to purchase extra items for class events. A voluntary fee of €25 per child for Group 8 is requested from parents each year to fund its basic services as well as their Graduation event at the end of the year.

All the PSG sponsored activities benefit the children and parents alike. Their success depends on the parent’s willingness to participate and contribute. New members who would like to join the PSG and/or Class Representative Team are always welcome and much appreciated!

Your children will be spending their school days in a dynamic and quality educational environment, which is made possible by the school’s dedicated teachers and staff and, in part, by the earnest volunteer efforts of parents like yourself. The Parent Support Group (PSG) welcomes you to your new school!

20 Voluntary parental contribution

An amount of €15 per child for Groups 1 to 7 and €25 per child for Group 8. This is collected and retained by the class rep for use in class during the year. This contribution is not related to the annual tuition fee. Details of this and all school related fees can be found in the publication IPS Hilversum Terms and agreement 2020-2021. This can be found on the school website.

21 Student health and Care

Allergies: Some of our students suffer from potentially serious allergies. Parents are asked to ensure that teachers and parents in their child’s class are aware of a student’s condition. In some classes, we ask parents not to bring nuts to school and that they be generally avoided for snacks or lunch as they can provoke strong allergic reactions in children with an intolerance. Please see your child’s teacher or class rep for specific details, particularly when providing treats for the class. A Medical Alert sheet will be made for any child at risk. Any medication must be kept in the office

...... 21 Student health and Care

At Risk! Reference Index Since January 1 2019, It is compulsory that the education sector in the Netherlands conforms to specific agreements according to the ‘Meldcode Huiselijk geweld en kindermishandeling’ (the code for reporting domestic violence and child abuse). A full explanation can be found in the Addendum, Appendix VII or see the website indicated below (available in Dutch only). Concerns can be referred to one of our contact persons. Two of these are trained officers for questions or concerns (aandachtsfunctionarissen). http://www.rijksoverheid.nl/onderwerpen/huiselijk-geweld/hulp-bieden/meldcode

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 pediatrician, a social nurse and an assistant.

Preventive health checks take place when your child is in group-2 and again in group-7 The first check-up will be arranged when your child is aged five to six and in Group 2. Special attention is given to growth, weight, hearing, vision, motor skills, behaviour and general development of your child. Another check takes place in Group 7 and in the first or second year of secondary education, a further health check takes place. Information on these check-ups is available from the GGD’s website. Discussions regarding the physical development of your child will also take place with the teacher. Some health problems can influence the pace of progress at school for example: problems with sight, hearing or motor skills, but also emotional problems.

Vaccinations: In the year your child reaches 9 years, you will receive a call up for two vaccinations; one is against diphtheria, tetanus and polio (DTP) the other against mumps, measles and German measles (BMR). If your child has not had a complete course of vaccinations, you can arrange this through the GGD. At 12 years of age, girls will be vaccinated against cervical cancer (HPV). Do you have questions about the development of your child? You can refer questions or problems to members of the youth care and health organisation ‘Jeugd en Gezin Gooi en Vechtstreek’. This can be on a number of issues regarding physical, mental and social development. For example, feeding, difficult behaviour, bullying, safety, sport and movement, toilet training etc. In most cases, they can inform or advise you. In others, they will refer you further.

Further information about youth care and health can be found in Dutch via www.jggv.nl 035 6926350

Motor-skills therapy: Motor skills therapist: Marjoke van Arkel At IPS Hilversum, all children in group-2 are screened for possible delays in their motor skills development. This takes place in school and the results/recommendations are sent to parents. Therapy can be carried out at school and is generally reimbursed by your medical insurance. Children in other groups may be referred by their teacher in collaboration with the parents. If you have any concerns, please contact the teacher or the ‘learning support coordinator’. Further information can also be obtained at the office.

Speech Therapy: If needed we have the contact details of a practice here in Hilversum that the school recommends.

22 Health and Safety

School Insurance: The school has a collective accident insurance. The insurance covers damage or accidents during official school hours, during school trips, excursions and school related activities whilst supervised by a teacher. There is also a public liability insurance for all schools within the STIP foundation.

First Aid / Fire Safety / Evacuation / Lock down: Evacuation of the school is practised regularly to ensure that everyone is aware of the set procedures in the event of fire or emergency. All children follow the directions of the teacher and leave the building by a set route. They wait outside at a designated safe area. The teacher checks the class list whilst a BHV’er/management checks the building. The all clear will then be given or the senior BHV’er calls the emergency services and informs them of the situation. IPS Hilversum has more than the official number of trained BHV’ers (Bedrijf Hulp Verleners- Emergency Assistance) and each year a number of staff take part in refresher courses for first aid and fire safety. There is a school Lockdown policy known to all members of staff. Risk Inventory/ RI&E en Arbowet: In accordance with health and safety laws, there is a yearly inventory of risk factors for safety, health and wellbeing within the school and an official evaluation carried out that conforms to regulations. Since November 2015, this is organised by an external agency - ArboMeester.

23 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 Hilversum. These range from the Annual report to a 5 year Strategic Plan, The policy documents and other publications can be found on their website http://www.stiphilversum.nl/ These documents are all in Dutch although a few are also available in English and these are available at the school office.

24 IPS Hilversum addendum for school year 2020 – 2021

In the addendum, you will find the following appendices: I. IPS Hilversum Terms and conditions 2020-2019 for compulsory school tuition fees II. IPS Hilversum Traffic Safety Protocol III. Composition of the school: groups, teachers and staff IV. Schedule of holidays and study days for 2020-2021 V. Important dates: VI. Inclusive education / passend onderwijs VII. Reference Index Child Abuse / De Verwijsindex:VI VIII. Privacy ruling and documentation IX. Youth and Family Care, ‘t-Gooi X. Our local school board, Stip Hilversum; Published in Dutch

Mr. Robert Westlake Principal, IPS Hilversum, June 2020

Verklaring van vaststelling van de schoolgids

Statement of approval for the School Guide 2020- 2021

School: IPS Hilversum

De directeur heeft de De MR verleent instemming De schoolgids is vastgesteld schoolgids besproken met door het bevoegd gezag de MR

The principal has presented The School Council is in The School Guide is approved and discussed the School agreement by the school Guide with the School Board Council

Datum: - -2020 Datum: - - 2020 Datum: - -2020

Functie: directeur Functie: Voorzitter Namens deze: Directeur-Bestuurder Geert Looyschelder

Handtekening: Handtekening: Handtekening:

Verklaring van vaststelling van de schoolgids

24: IPS Hilversum addendum for School Guide 2020–2021

Quality for All and All for Quality

Contents:

Appendix Page

I. IPS Hilversum Terms and conditions 2020-2021 for compulsory school tuition fees 33

II. IPS Hilversum Traffic Safety Protocol 36

III. Composition of the school: groups, teachers and staff 38

IV. Schedule of holidays and study days 40

V. Important dates: 41

VI. Inclusive education / passend onderwijs 42

VII. Reference Index Child Abuse / De Verwijs Index 43

VIII. Privacy ruling 45

IX. Youth and Family Care, ‘t-Gooi /Jeugd en Gezin Gooi en Vechtstreek 47

X. Information Stip Hilversum 48 *This section is published in Dutch

Appendix I: Standard Terms and Conditions: School Year 2020-2021

Please take the time to read all the clauses in this document, and ensure you fully understand them, as it is a legally enforceable contract between you and the IPS Hilversum, Violenschool.

ENTRY TO THE SCHOOL Parents meet the criteria for entry to IPS Hilversum as a state subsidised Dutch International School. For students with any type of educational or behavioural difficulty, parents will need to provide complete documentation of their child’s academic history, psychological/educational evaluations and details of extra academic/specialist support they have had or are currently receiving. Parents will also grant permission for the school to contact previous schools or professionals involved with the child in order to provide details relevant to the child’s education and well-being. Once the application information is complete, the school’s Admissions Team will evaluate the application and decide if the school can accommodate the student.

Failure to disclose information to the school relating to a child’s existing learning or behavioural difficulties may jeopardise your child’s school place. If a personal educational assistant is deemed necessary by the school, the full costs for the assistant will be paid by the parents. If, after a period of no less than six weeks in school, we feel we cannot meet the academic, social-emotional or physical needs of your child, we reserve the right to recommend a transfer to an establishment that we, IPS Hilversum, believe can better accommodate these needs.

The school has three fee structures:

1. Application fee – For all new admissions. Non-refundable when a place is offered. € 250 payable per student before admission can be processed. 2. Continuation fee – For students extending their placement into the next academic year. Non-refundable. € 250 payable per family and deducted from the eldest child’s annual tuition fee. 3. € 4 000 Annual tuition fee per student – Payment conditions on page 2.

Application and continuation fees must be paid in advance. See further section ‘PAYMENT’.

ADDITIONAL COSTS IPS Hilversum has no other additional fees to the three given above. These cover all tuition costs, excursions and lunchtime supervision. Exceptions are speech therapy and motor-skills therapy, for which the fees are the responsibility of the therapists. The school plays no financial role in this.

ANNUAL TUITION FEES IPS Hilversum is a partially-subsidised Dutch International School. Legally the school shares the licence of the Violenschool and therefore receives subsidies from the Dutch government. As the subsidies received from the Dutch government for the school represent only a part of the costs needed to run the international department, the school charges tuition fees. This will ensure quality international education by providing, for instance, small group size, second language teaching and special needs support as specified in the School Guide 20202021, but also provide for translations, purchasing international learning aids, etc.

PAYMENTS Application fees must be paid for each child before admission can be processed. The continuation fee per family for 2020-2021 must be paid before 1 June 2020. This €250 fee is non-refundable but is deducted from the annual tuition fee for the eldest child in 2020-2021.IF PAYMENT FOR THE ANNUAL SCHOOL FEE 2019-2020 HAS NOT BEEN RECEIVED BY 1ST JUNE 2020 YOUR CHILD’S PLACEMENT WILL NO LONGER BE GUARANTEED FOR SCHOOL YEAR 2020-2021.

For the annual school fee for 2020-2021, there are two invoice options; Invoice to the parents or invoice to a company. If your choice is for your employer, you must have your employer complete, sign and return the ‘Company Payment Form’. Without a fully completed and signed ‘Company Payment Form’ we will send the invoice in the name of parents / guardians of the student. As employment situation change, this procedure needs to be completed annually.

For continuation or enrolment with the first school day on or before 31 October 2020. A minimum total payment of € 2 000 (50%) must be made before 31 December 2020. For enrolment with the first school day after 31 October 2020. A minimum payment of € 1 500 must be made before 31 December 2020. For enrolment with the first school day after 31 December 2020. Payment must be made in full within 30 days of the invoice date.

Payment of the application fee is built into the school’s online admission system and you will automatically receive an invoice when all necessary documentation has been uploaded. For payment of the fees, you must use the school account as detailed below.

For the continuation fee, the code C2020 and the family name should be shown on the payment. For the annual tuition fee, the invoice number and family name should be shown on all payments into the school account to ensure identification.

The school bank account details:

Bank: Van Lanschot Bankiers in Zeist Account holder: Stichting Basisonderwijs Hilversum Account number: 225.228.742 IBAN NL29FVLB0225228742 BIC FVLBNL22 Payment reference: Option 1: Continuation fee C2020 and family name - for returning students only Option 2: Annual tuition fee Invoice number and family name

By placing your child with IPS Hilversum you automatically accept responsibility for payment of the annual tuition fee. Failure in payment will result in the transfer of the child/children concerned to another Dutch primary school within ‘Openbaar’ primary education Hilversum.

INSTALMENT PAYMENTS * For enrolments starting in the first month of the school year, parents are offered the opportunity to make regular instalment payments that can be made as follows:

Monthly instalments: This would be four payments of € 500 per month up to December 2020 followed by four payments of € 500 from January to April 2021. Any final instalment must be received before 1 May 2021. Four instalments: Two of € 1 000 before 31 December 2020 and two of € 1 000 before 1 May 2021 Two instalments: € 2 000 paid before 31 December 2020 and a second € 2 000 paid before 1 May 2021.

For enrolments after 31 October to December 2020, € 1 500 must be received before 31 December 2020 and the remaining € 2 000 can be spread over four monthly payments of € 500 from January to April 2021. Any final instalment must be received before 1 May 2021.

For enrolments after 1 January 2021 payment must be made for the full amount due within 30 days of the invoice date.

PARTIAL ATTENDANCE DURING THE SCHOOL YEAR 2020-2021 Before a student is withdrawn from school a minimum of 30 days’ notice must be given in writing. Failure to do so will result in fees continuing to be charged and any refund being calculated from the month after written notification.

PART ANNUAL TUITION FEES PART ANNUAL TUITION FEES for those entering during the school year by departure during the school year Tuition fee First day of attendance: Tuition fee Final day of attendance: € 4 000 1 August to 31 October 2020 € 1 500 1 August to 31 October 2020 € 3 500 1 November- 31 December 2020 € 2 500 1 November - 31 December 2020

€ 3 000 1 January to 28 February 2021 € 3 000 1 January to 28 February 2021

€ 2 500 1 March to 30 April 2021 € 3 500 1 March to 30 April 2021 € 1 500 After 30 April 2021 € 4 000 After 30 April 2021

By situations where a student’s first day of attendance is after 1 November and the last day of attendance is before 1 May, parents should contact the school office.

CONFIDENTIAL INFORMATION It is the school’s practice to show photographs and videos of school activities and events on its website and in other school publications. These may also be included in press releases and advertising. Should you wish your child NOT to be featured in any such material, please send a written request to the school office: [email protected] Parents accept that it is the school’s legal duty to provide requested information to government ministries. This is usually age and nationality information only. After the first school day, parents can be contacted by the class parent representative who will be provided with a family contact email address by the school. Should you wish this information not to be shared in this way please send a written request to the school office. Communication about fees should include invoice number and family name and be sent to the finance department – [email protected]

Appendix II: IPS Hilversum Traffic Safety Protocol.

Our school buildings are situated in busy residential neighbourhoods not designed for modern school traffic. Furthermore, we are not the only schools in the area, so pick up and drop off times are very congested. You will need to build a little extra time into your routine to allow for finding parking space and walking to school with your children.

To help you find efficient and easy local parking space we have put together the following map. The green lines indicate permitted parking, however, be aware that there are many residential access drives along the roads, which reduce the actual space available.

Coloured cones are placed on the pavement by the junction of Rembrandtlaan and Nassaulaan down to the Fans Halslaan to prevent parking on the pavement. Members of staff patrol every morning at the Rembrandtlaan to ensure parents only use the designated ‘Kiss&Drive’ zone for dropping off children.

Due to concerns for children’s safety in and around the approach to Frans Halslaan and Rembrandtlaan, the school has adopted the following protocol. In choosing to send your child/children to IPS Hilversum you are expected to conform to this traffic protocol. Parents are requested to drive in one direction along the Vermeerlaan at the back of the Rembrandtlaan location, enabling them to drop off their children safely before driving on. Please consider the following restrictions:

• Double parking and/or resting two wheels on the pavement is illegal. It is dangerous for the children (as it restricts visibility) and restricts the movement of traffic. Please do not do this. • You should not block a residential exit, even temporarily, as the residents need free access to their homes at all times. • You may not park alongside the red striped bollards or where there are yellow marks on the pavement. These restrictions are placed there for safety reasons and you will risk a parking ticket. • The ISH (International School Hilversum) car park is for the use of the parents and children of that school, it is separate from IPS Hilversum. • The car park directly behind Frans Halslaan number 57 is a private car park and may not be used by staff or parents. • The car park at Frans Halslaan is for staff only or dropping children off at the Sprookjesboom crèche. • Between the hours of 8:30 am to 9:15 am and 3:00 pm and 3:45 pm, no parent or teacher from IPS will drive their car into the school drive/parking area. • The area immediately before the school gates at the Rembrandtlaan is to be kept free from all traffic. Please park in the spaces available. • IPS Hilversum is not responsible for any damage to parent/visitor cars.

We recommend the following: Arrive a few minutes early and park in the first space you find. The closer you drive to the school gates the more chance you will be stuck in traffic. There is usually space on Pieter de Hooglaan and further up the Frans Halslaan towards Vermeerlaan and beyond. Do not block any driveways at any time.

Hotel Lapershoek’s overflow car park. (See map, bottom right hand corner) Guaranteed space only 2 minutes’ walk from Frans Halslaan, five minutes from Rembrandtlaan. Permission has been given by the hotel. Frans Halslaan is not wide enough for two-way traffic, which causes big problems between Van der Helstlaan and Utrechtseweg. Please avoid this section and approach from one of the other roads and not the Utrechtseweg.

Driving in the Netherlands For information on the regulations for driving in The Netherlands, including an explanation of road signs and speed restrictions, what to carry in your car and rules for children please see the government website http://www.rijksoverheid.nl/documenten-en-publicaties/brochures/2009/08/01/road- trafficsigns-andregulations-in-the-netherlands-2009.html or try the English website www.angloinfo.com for suggestions and tips.

Traffic Protocol IPS Hilversum

Appendix III: Composition of the school: groups, teachers and staff

The situation shown in Appendix III is based upon student numbers and staffing as known at the time of publication of the School Guide 2020-2021. Should numbers have significantly grown or decreased then the situation may change. Similarly, with a staff of 70+ last minute changes may occur. If this is the case then we will publish a revised Addendum with a revised Appendix.

Expected situation per 1 August 2020

Robert Westlake: Principal: Claire Bethlehem: Lower Primary Sector Leader, groups Early Years, 2 & 3 Lorraine Rea: Middle Primary Sector Leader, groups 4, 5 & 6: Helen Suter- Sleyffers: Upper Primary Sector Leader groups 7 & 8: Stephanie Noda: IB PYP (curriculum) coordinator: Kelly Werner: Learning support coordinator; based at Rembrandt location Karin van der Cammen: Learning support coordinator; based at Mondrian location

Specialist and support staff, responsible for individual and small group support:

Focus on learning support: Barbara Twilhaar, Lynda Nap, Asia Sulowska, Michael O’Rourke, Cassandra Kearly, Arzu Akbatur, Natasha Sehn, Frankie Seldis

Focus on English language acquisition: Daniele Sinniger, Melanie Balez, Melissa Sikkema, Leonie van den Eijnden, Floor Offergelt

Focus on Dutch as the host country language: Jolanda Hos, Maurits Lewkowitz, vacancy

Focus on physical education: Nicola Millward, Maurits Lewkowitz

Supply teachers for inset in class or support: Brian MaCaldin, Sydney Plummer, Alberto Selma Garcia

The next page shows the class teachers. Librarians, caretakers and administration.

……. Composition of the school: groups, teachers and staff

Rembrandt Location: Frans Halslaan building: Head of site: Claire Bethlehem Early Years Blue Claire Bethlehem/Jo Stafford, Inge Verstraaten Group 2 Blue Aviva Peltz Group 3s Blue & Yellow Hayley Simpson, Claudia Kirk/Diana Bogdan Group 4s Blue & Yellow Morven Boyd, Laura van Schooten/Cassandra Kearly Teaching assistants Dorin Primor, Julie Scherpner, Kate Brereton Sian Elwell, Diana Bogdan Caretaker Chris Bus Library Grainne Stewart Rembrandtlaan building: Head of site: Helen Suter-Sleyffers Group 5s Blue & Yellow John Jones, Debbie Mollenhagen Group 6s Blue & Yellow Nicolette van der Watt/Alberto Selma Garcia, Lee Kirk Group 7s Blue & Yellow Nadia Welsh-Boucard, Fritjof Troll, Paul Shield Group 8 Blue Michelle Lewis, Alyssa Keith Caretaker Fevzi Aytekin Secretaries Lara Roef, Nynke Mersinis Finance Ria van Beek Library Lucia Franchetti Mondrian Location: Head of site: Lorraine Rea Early Years Green Lourdes Cuesta Martinez Group 2 Green & Purple Ester du Plessis/Floor Offergelt, Islay MacRae Group 3 Green & Purple Vanessa Rizzi, Helena Boshoff Group 4 Green Sara Phillipens, vacancy Group 5 Green & Purple Shani Smith, Leonieke vd Valk Group 6 Green Nadia Nazary Group 7 Green & Purple Andrew Bannister, Viola Visser/Paul Shield Group 8 Green Sean Anderson Teaching assistants Frankie Seldis, Anna Wade, Dorin Primor Caretaker Rob Blaauw Administration Marrie Lawal, Yvonne Ter Maat Library Jodie Glass

Appendix IV: Schedule of holidays and study days for 2020-2021

Study Week: Due to measures concerning COVID-19, this has been postponed and moved forward to later in the academic year

Welcome meeting for new families: Monday 17th August, 2020 Study day for returning students: Monday 17th August, 2020 First day of school for all students: Tuesday 18th August 2020

Autumn holiday: 10th-18th October 2020

Friday 20th November 2020 –. Conference for all Dutch international Primary Schools.

Christmas holiday: 19th December 2020- 3rd January 2021 Study week: 4th – 8th January 2021

Study day: 19th February 2021 Crocus holiday: 20th-28th February 2021 Study day: 1st March 2021

Easter break: 2nd-5th April 2021

May holiday: 24th April-9th May 2021

Ascension Day: 13th-16th May 2021

Whitsuntide: 24th May 2021

Study day: 9th July 2021 Summer holiday: 10th-July to 22nd August 2021

Study week 23rd – 28th August yet to be confirmed

Standardised national holidays for north region 2021-2022: 16 to 24 October 2021: Autumn holiday 25 December 2021 to 9 January 2022 Christmas holiday 19 to 27 February 2022: Spring holiday 30 April to 8 May 2022: May holiday (A week may well be added before these dates) 16 July to 28 August 2022: Summer holiday

NB: School specific study days are not included

Appendix V: Important diary dates:

General Information evening: These will be held in early September, 2020

At the very beginning of the school year, you are invited to a general information evening with your child’s class teacher(s). The exact date will be announced in the weekly bulletin and emailed to you. You can meet the teacher(s) and hear about the school year ahead. There will also be an explanation of the daily routines and weekly schedules.

There will be two sessions. The first will be from 18:45 – 19.15, repeated from 19: 20 – 19:50. This should give parents time to move between classes. Please remember this is a general information evening for the whole class.

Individual Parent-teacher conferences: September 2020 and March 2021. Exact dates will be issued with appointment times via the school mail.

Twice a year you will be invited to school to discuss your child. The meetings are with the parents and the class teacher(s). Students are not present during the conference.

A schedule is drawn up by the school in which allowance is made for families with more than one child. The conferences are held on a Wednesday afternoon as well as a Thursday afternoon and evening. If the teacher has any concerns regarding your child’s progress, a separate conference will be arranged out with the two set conference times. Similarly, if you have concerns at any time regarding your child you should make an appointment for a conference with the class teacher.

Kijkavond: Thursday 3 December 2020 Sinterklaas celebrations: Friday 4 December 2020

Avond4Daagse: The evenings of 1 to 4 June 2021

Bridging Ceremony: Held in the last week before the summer holiday starts 2021

Group 8: Local schools group 8 Sports Day: Usually, the third Thursday in May Exhibition: This varies each year, but is a usually three day period in May/June Graduation: After school on the last Friday before the summer holiday

Appendix VI: Inclusive education / passend onderwijs

From 1st Aug 2014, there is a new law for inclusive education (‘passend onderwijs). This means a duty of care towards students requiring extra support. Until 1st Aug 2014, there was extra financing in mainstream education for students requiring extra care. This was from the ‘student dependant’ budget (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 cooperative partnership Unita (SWV Unita). This is the new partnership for appropriate education in the area of Gooi and Vechtstreek. From the 1st August 2014, all schools in this area, including Stip schools, fall under this partnership. In the event that there is an inquiry regarding a student’s needs that falls out with the basic support, a consultation with the multidiscipline team can be arranged. (MDO). At this consultation, a number of experts will take part, besides the parents, the teacher and the special needs coordinator. During the MDO the manner of support (educational arrangement) required by the student and or the teacher, will be discussed. In addition, the level of support at home may be discussed. Besides this, an indication for SBO or SO (special primary education or special education) may be given during the MDO consultation.

Basic support 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 Unita (extra information can be found on the website from Unita; www.swvunita.nl) 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.

School support profile In its support profile, the school shows what support the school can offer students where this is necessary. The school support profile is drawn up by teachers, school management and the school board. In the profile, the school indicates what support the school can offer and what ambitions the school has for the future. On the basis of the profile the school identifies which expertise may need to be developed and what that means for the (training of) teachers. Teachers and parents have advisory rights regarding the school profile support through the school council of the school (MR). The school ensures that everyone (parents, students and other parties) have insight into what the possibilities of the school are for additional support. The partnership puts all the sections together to assess whether an extensive network can be realized to cover the region. The goal is that all students receive an appropriate place.

Contact details: Samenwerkingsverband passend onderwijs Unita 035 800 10 11 www.swvunita.nl

Appendix VII: - The Reference Index Child Abuse / De Verwijsindex:VI

Translation from Dutch:

The schools of Stip Hilversum participate in the reference index for North Holland, Gooi and Vecht.

As of July 1, 2013 Education is one of the sectors in the Netherlands required to work according to the agreements in the Domestic Violence and Child Abuse Reporting Code. It is important that schools timely signals of care are recognized. Swift discussion with the parents can resolve minor concerns. Hopefully, this can prevent an ordinary difficult situation at home or at school becoming more serious in the course of time.

It may be that the school has noticed that a child is out of sorts, unhappy or exhibits different behaviour or something else that is out of character. Together with the parents, the school looks at the causes and what can be done to make it better. The aim is to find the best solution together. If necessary, the child will be discussed in a multidisciplinary meeting, so that the knowledge for example of a school nurse, social worker or other professional can be used to find the best approach. The school makes use of the resource ‘reference index’ (Verwijsindex/VI)

The reference index (VI) is an information system where professionals such as teachers, social workers and counsellors can indicate that they are involved in a care, situation of a youth between 0 and 23 years. Parents are informed that a ‘care’ issue has been signalled. Since 1 January 2010, the introduction of a VI is mandatory nationwide.

Why the reference index / VI?

In the Netherlands, many institutions are working for the welfare of children. Teachers, social workers and counsellors must be able to see immediately who has contact with a child in case of problems so they can quickly consult with each other about the child. The VI ensures that professionals know from each other who is involved with the child and the family. Using the VI provides early detection of care for children and adolescents. The VI provides clarity, cooperation and good agreements between the various professionals and the parents. Cooperation between professionals and the parents is very important to ensure the child and / or family can be well supported.

What are the benefits? By using the VI parents do not need to tell their story repeatedly. It also prevents there being two or three different professionals involved in the family, who do not know of each other’s involvement and could give different advice. In addition, it can be agreed which party assumes control and thereby contact for the parents and other parties.

…………………… the Reference Index Child Abuse

How does the reference index work?

The internal counsellor (special needs coordinator), youth nurse, the leader of the playgroup, someone from youth or another professional is concerned about a child. He or she commits to the child by signalling the child in the VI (reference index). Only the professional's name, linked to the name of the child is put in the system, no substantive information. The parents will be informed in writing of the registration in the VI. The VI is only accessible by professionals. It may be that there are more professionals who care for the same child, and have indicated this earlier. If that is the case, these individuals receive an email so that they can tune in to each other. At the point where professionals wish to share information about a child and or family, the parents must give written consent. A plan is then made to assist the child and possibly also the family.

Right to privacy:

Once it goes well again with the child, the signal is rendered inactive. The signal is still visible for some time for any professionals who later give a signal. After no more than 7 years, the signal disappears from the system. Outsiders cannot access the system. The VI is available only to professionals, counsellors and others who have been given access rights. This is regulated by law.

Appendix VIII: Privacy ruling Stip Hilversum

Privacy and data protection (Translation. Original version included in Appendix X)

The General Data Protection Regulation (GDPR) applies from 25 May 2018. The GDPR replaces the Personal Data Protection Act (Wbp). This law prescribes Stip Hilversum to handle information better and more carefully and to take measures to protect the privacy of our students, parents and colleagues.

Stip Hilversum and the affiliated schools process data and data of students, parents and employees in accordance with the conditions set in the General Data Protection Regulation (GDPR). Stip Hilversum is responsible for all personal data being processed in a proper and careful manner in accordance with the GDPR. Personal data is treated and secured with the utmost care.

In accordance with the new privacy law, Stip Hilversum has a Data Protection Officer. This independent, external expert supervises the processing of personal data within the organization, advises the board and the organization, asked or not, about privacy and handles questions and complaints about privacy. In addition, this officer is responsible for periodic audits within the organization in the field of privacy. Any data breaches within the organization are reported to the data protection officer. Ms. C. de Hoog acts as data protection officer on behalf of Stip Hilversum and the affiliated schools; she can be reached at [email protected] .

Processing agreements have been concluded with companies, institutions and other organizations with which Stip Hilversum and the schools exchange (personal) data. This 'Processing Agreement' contains agreements about the conditions of the processing.

We also have various information security measures in place to protect data. Your data and that of your child(ren) will only be used for our services. The purpose of the processing of your data therefore always has a direct connection with the consent you have given us. Data is not shared with third parties with the exception of third parties to meet accounting and other administrative obligations. These excluded third parties are all bound to secrecy on the basis of an oath, legal obligation or the agreement between them and Stip Hilversum.

Parents sign a special form at school on which they authorize or disallow the use - on social media or sites of Stip Hilversum and / or one of the schools - of photo and film material depicting their son or daughter. Image material depicting students is used by the school and the foundation is only used if permission has been granted.

Parents who, during school activities at or around school, take photos or videos that show children other than their own son or daughter, are asked not to share these photos or videos via social media. School directors also have the right to prohibit parents from photographing or filming school activities if there is reason to do so.

If, despite our care, your son or daughter is nevertheless depicted somewhere against your will and wrongly, please let us know via [email protected] and we will immediately remove that photo or video or have it removed.

The Stip Hilversum websites use cookies. By using our website, you agree to our cookies policy as further described here. Cookies are created when your browser visits a specific website. That website sends certain information to the browser, which is converted into a text file. This text file is retrieved every time you visit the same website. Cookies do not contain any information regarding the identity of a person. The cookies we use are necessary for the website to function. You can also delete the cookies. You can disable this yourself. This can be done through the settings of your internet browser. Disabling cookies will disable some features that make your site experience more efficient and certain services will not function properly.

Stip Hilversum has a 'Protocol on Information Security Incidents and Data Leaks'. This protocol provides a guide for the professional reporting, assessment and handling of security incidents and data breaches. The goal of course is to prevent this type of security incidents and data leaks. Employees of Stip Hilversum can request this protocol via [email protected].

All directors, internal supervisors, teachers and other employees of Stip Hilversum and the affiliated primary schools have been informed about the new rules regarding privacy at the schools. The following agreements have to do with this in several places:

(Translation from the Dutch original - included in Appendix X)

Appendix IX: Youth and Family Care, ‘t-Gooi /Jeugd en Gezin Gooi en Vechtstreek

Children in the ages 0 to 18 are invited for health checks at various moments. Information on the checks given below is translated from the Dutch information provided by Jeugd en Gezin Gooi en Vechtstreek.

Group 2 (children aged 5 years) All Group 2 children are invited for an examination by a school nurse concerning growth, development and general health issues. Attention is given to eyesight, hearing, length, weight, speech and language development, nutrition, movement (fine and gross motor skills) and the child’s behaviour. The invitation informs of the exact location for the examination. Group 7 (children aged 10-11 years) Group 7 students are examined by a doctor’s assistant. They are weighed, their length is measured and eyesight and hearing are checked. Before the medical, you will receive a (digital) questionnaire for completion. In some cases, your answers and/or the examination can lead to an appointment with the school doctor or youth nurse.

Call for vaccinations. In the calendar year that a child turns 9 years of age, you will receive a call for two vaccinations: one against Diphtheria, Tetanus and Polio (DTP) and one against Mumps, measles and rubella (BMR). In addition, the calendar year that a girl turns 12 years of age you will receive a call for cervical cancer vaccination (HPV). This vaccination consists of a series of two injections. If your child has not been fully vaccinated, you can go to Youth and Family for the missing vaccinations.

Questions? For questions regarding child growth and development, you may always contact Jeugd en Gezin Gooi en Vechtstreek. This could be for questions concerning speech/language development, nutrition, life habits, challenging behaviour, bullying, safety, sexuality, toilet training etc. In most cases the youth nurse or youth doctor can provide information or advice on this. In some cases they refer you to a specialist.

Parenting advice You can also contact Jeugd en Gezin for questions about upbringing. The youth doctors, youth nurses and family and parenting coaches can offer tips and help to make parenting easier. They do this according to the Triple P (Positive Parenting) method. In addition, there are the parenting courses ‘Positief Opvoedenen, Opvoeden zo hou je het leuk and Communiceren met je puber’.

Additional examinations These can arise from questions and/or problems. This could be at the request of the child, the parent or, for example, a teacher or internal supervisor. In addition to the regular examination moments, children of other ages can also have an appointment with the youth nurse or youth doctor. You can also view the growth curves here and view an overview of the vaccinations. Logging in is done via your DigiD, so that privacy is guaranteed.

Contact: Youth and Family can be reached on workdays between 8 a.m. and 1 p.m. via a central number: (035) 692 63 50. You can also use e-mail: [email protected] and more information is on the website of Youth and Family Gooi and Vechtstreek: www.jggv.nl Jeugd en Gezin Gooi en Vechtstreek | Postbus 251, 1400 AG Bussum | T: (035) 692 63 50 | [email protected] KvK 32170415 | IBAN NL40 BNGH 0285 0321 94 | BIC BNGHNL2G | BTW NL 0019.37.194.B01

International Education in Hilversum for ages 4-12 since 1986

Quality for All and All for Quality

Our local school

board

Appendix X:

Appendix X: Stichting Primair Hilversum (STIP)

Introduction and contents

This section contains detailed information, in Dutch, about our local school Board that is responsible for some 15 schools spread over 19 locations in Hilversum. This information is provided by the Board for inclusion in the ‘Schoolgids’ of each of its schools.

The essence of Appendix X is translated and interwoven into the main English section of our School Guide but this section will give Dutch speakers a clear insight into our Board, Stip Hilversum.

Missie en visie Kernwaarden S-T-I-P • Samen • Trots • Innovatief & Inspirerend • Professioneel & Passievol

Organisatie Stip Hliversum • Bestuursmodel • Code goed bestuur • Organisatiestructuur • Raad van Toezicht • MR en GMR • Directeur-bestuurder • Bovenschool management en staf

Klachten en Integriteit • Klachtenregeling • Vertrouwenspersoon • Klokkenluiersregeling

Meldcode kindermishandeling en huiselijk geweld; de aandachtsfunctionaris.

Privacy en AVG

Vormingsonderwijs

Missie en visie Stip Hilversum

Stip Hilversum is een organisatie van 15 openbare basisscholen op 19 verschillende locaties. De scholen hebben een divers onderwijsaanbod zodat ouders in Hilversum een bewuste keuze kunnen maken voor een school die past bij hun kind. Het onderwijs op de Stip-scholen varieert van tweetalig en internationaal onderwijs tot speciale onderwijsconcepten als Dalton, vrijeschool of Sterrenschool. Daarnaast variëren de scholen in samenstelling en grootte, van 72 tot 465 leerlingen.

De scholen binnen Stip Hilversum voldoen alle aan de gestelde kwaliteitsnormen en werken binnen gestelde kaders, maar mogen van elkaar verschillen en een eigen identiteit ontwikkelen. De Stip-scholen kennen hun resultaten en analyseren die. Daar waar nodig komt er een plan van aanpak om de opbrengsten te verbeteren. Leerkrachten, schoolleiders en bestuur tonen ambitie en nemen geen genoegen met het minimum van de kwaliteitsnormen.

Niet alleen het onderwijsaanbod, maar ook de leerlingen op onze scholen zijn verschillend: niet alleen qua afkomst, levensovertuiging of seksuele geaardheid, maar ook qua vraag die ze aan de leerkrachten stellen: iedereen is welkom op onze Stip-scholen. Stip Hilversum ziet het als haar missie om openbaar en algemeen toegankelijk primair onderwijs te bieden voor kinderen van 4 tot 13 jaar ongeacht afkomst, cultuur of religie. Stip Hilversum streeft naar een gevarieerde samenstelling van haar scholen en ziet het als stichting van openbare basisscholen als opdracht om kansenongelijkheid in het onderwijs tegen te gaan.

Stip Hilversum streeft er ook naar dat leerlingen op de Stip-scholen al hun talenten kunnen ontwikkelen. Daarbij is er niet alleen aandacht voor de cognitieve kennis en vaardigheden, maar wordt ook veel aandacht geschonken aan de brede persoonsvorming én emotionele ontwikkeling van ieder kind. Leerlingen van de Stip-scholen zijn zelfstandig, initiatiefrijk, creatief en veerkrachtig. Daarnaast houden ze plezier in leren en blijven ze nieuwsgierig. Op onze Stip-scholen maken kinderen zich kennis en vaardigheden eigen waarvan zij hun leven lang profijt hebben. Met een goede opleiding gaat er een wereld voor je open. Op onze Stip-scholen maken kinderen zich kennis en vaardigheden eigen waarvan zij hun leven lang profijt hebben. Zij leren de wereld kennen in al zijn gevarieerdheid en complexiteit. En ze ontwikkelen zichzelf, als individu, in een snel veranderende wereld, onder het motto: ’Oriëntatie op jezelf, oriëntatie op de wereld’. De Stip-scholen helpen kinderen daarom ook bij het verwerven van 21e-eeuwse vaardigheden als samenwerken, communiceren, ICT-gebruik, creativiteit en kritisch en probleemoplossend denken. Onze Stip-scholen bieden leerlingen kwalitatief hoogstaand, innovatief, inspirerend én passend onderwijs.

Op de scholen werken betrokken, inspirerende leerkrachten die trots zijn op hun vak en houden van een uitdaging. Leerkrachten werken net als leerlingen veel samen onder het motto: ’Met én van elkaar leren’. Dit gebeurt onder andere in de eigen Stip Academie waarin scholing wordt aangeboden. In deze Stip Academie worden ook maandelijks speciale lezingen voor ouders gehouden, waarbij ervaringen en kennis worden gedeeld.

Stip Hilversum zorgt ervoor dat de verschillende openbare basisscholen in Hilversum samenwerken en hun expertise delen. Daarnaast voegen de medewerkers van het bestuurskantoor van Stip Hilversum veel expertise toe aan de scholen onder andere op het gebied van organisatie, onderwijs, huisvesting, personeel en financiën. Stip Hilversum begeleidt, ondersteunt, stuurt en monitort de schooldirecteuren en intern begeleiders van de scholen en creëert de faciliteiten zodat deze van en met elkaar kunnen leren. Daarnaast staat Stip Hilversum aan de wieg van veel vernieuwingen en nieuwe concepten binnen het onderwijs in Hilversum. De leerkrachten en andere

50 medewerkers van de Stip-scholen gaan vernieuwingen niet uit de weg. Stip Hilversum kenmerkt zich dan ook door lef en ondernemerschap.

Een uitvoerige beschrijving van de missie en visie van Stip Hilversum en de aangesloten openbare basisscholen leest u in het strategisch beleidsplan van de stichting. Meer informatie over Stip Hilversum kunt u ook lezen in het jaarverslag. Beide documenten zijn via de website van de stichting (www.stiphilversum.nl) te raadplegen is. Wilt u op de hoogte blijven van actueel nieuws over het openbaar basisonderwijs in Hilversum, volg Stip Hilversum dan op twitter, facebook of Instagram.

Kernwaarden S - T - I - P De kernwaarden van Stip Hilversum vormen het uitgangspunt voor ons handelen. Het zijn de grondbeginselen van onze organisatie en laten zien wat we belangrijk vinden en waar we voor gaan en voor staan. De kernwaarden laten zien wie Stip Hilversum is en waar we verantwoordelijk voor zijn.

Samen Iedereen is welkom op onze openbare scholen. We zijn van en voor de samenleving. Alle betrokkenen (leerlingen, ouders, personeel en bestuur) vormen samen een afspiegeling van de samenleving. De veelkleurigheid in afkomst, cultuur en levensbeschouwing is verrijkend, omdat kinderen juist door die verschillen heen respect, begrip en waardering krijgen voor de ander en zich daardoor een breder beeld van de wereld kunnen vormen. Binnen de scholen is samenwerken de basis voor ontwikkeling en ouders zijn daarbij belangrijke educatieve partners. Daarnaast werken de directeuren, intern begeleiders en leerkrachten van de verschillende Stip-scholen goed samen om van én met elkaar te leren. Tot slot werken we als organisatie nauw samen met andere partijen (kinderopvang, peuterklassen, buitenschoolse opvang, gemeente, wijken, ondernemers) aan goed onderwijs en aanvullende faciliteiten.

Trots & Toekomstgericht Bij Stip willen we trots kunnen zijn op onze plannen en resultaten. Alle scholen zijn gericht op de toekomst van kinderen. Daar zetten leerkrachten zich dagelijks zichtbaar voor in met een motivatie die van binnenuit komt. Kinderen mogen ervaren dat leerkrachten en andere betrokkenen bij de school trots op hen zijn. Plezier en enthousiasme zijn de dragers van een positieve sfeer, waarin kinderen zich veilig mogen voelen. We motiveren kinderen het beste uit zichzelf te halen, hun talenten te ontdekken en vooral dat ze mogen zijn wie ze willen zijn. We leren hen de ander te zien en te waarderen.

Innovatief & Inspirerend & Internationaal De ontwikkelingen in techniek en veranderingen in de samenleving volgen elkaar steeds op. We doen ons best om in te schatten wat in de toekomst belangrijk zal zijn en hoe de wereld van morgen eruit zal zien. Dat betekent dat de scholen de ontwikkelingen moeten volgen en zoeken naar mogelijkheden om nieuwe inzichten toe te passen. We leren kinderen de vaardigheden voor de 21e eeuw, waarbij het gaat om cognitieve, sociaal-emotionele en creatieve vaardigheden. Innovatie gaat ook over de dagelijkse praktijk, waarin een leerkracht met een kleine verandering in aanpak of benadering het verschil kan maken. Stip Hilversum stimuleert leerkrachten en directeuren tot het nemen van initiatieven om het onderwijs te verbeteren en te vernieuwen. Stip Hilversum streeft ernaar beleid zoveel mogelijk bottom up te laten ontstaan; daarbij stimuleert Stip betrokkenheid en eigenaarschap bij alle medewerkers. Daarnaast vinden we het belangrijk dat alle medewerkers van Stip Hilversum geïnspireerd hun werk doen en leerlingen, collega’s én zichzelf weten te inspireren om iedere dag een beetje beter te worden.

Tot slot staat de 'i' voor internationaal: onze scholen kennen een populatie die (van oorsprong) afkomstig is uit vele, verschillende landen. Daarnaast leiden wij leerlingen op voor het wereldburgerschap in een internationale wereld. En last but not least kent Stip Hilversum een grote internationale school, twee scholen voor Tweetaling Primair Onderwijs en neemt Engels ook op alle andere Stip-scholen een belangrijke plaats in. Professioneel & Passievol Leerkrachten werken gericht om doelen en resultaten te behalen, zodat ze het beste uit zichzelf én de leerling kunnen halen. Ze kijken daarbij verder dan hun eigen leslokaal en school. Medewerkers werken vanuit een gezamenlijke doelstelling (de gezamenlijke doelen van Stip Hilversum en de doelen per school) vanuit heldere rollen en verantwoordelijkheden. Initiatieven ontwikkelen, nascholing en verdieping van het vak zijn vanzelfsprekend. Medewerkers van Stip Hilversum zijn bereid om met enthousiasme en energie te vernieuwen en denken in oplossingen: maak van een probleem een mogelijkheid, van een ‘ja maar’-cultuur naar een ‘ja en!’instelling.

Stip Hilversum is een lerende organisatie waar vanuit professionele collegialiteit wordt gewerkt. Collega’s kunnen en willen van en met elkaar leren. Ze weten waarvoor ze verantwoordelijk zijn en leggen daarover ook verantwoording af. Om ervoor te zorgen dat de leerkracht de focus op onderwijs houdt, wordt een deel van de organisatorische verantwoordelijkheden onder de verantwoordelijkheid van de schoolleiders en functionarissen van het stichtingsbureau gebracht.

Naast een professionele houding verwachten we dat leerkrachten en overige medewerkers iedere dag weer met passie aan het werk gaan: passie voor hun vak en voor de leerlingen, met een enthousiasme dat van ze afstraalt.

Organisatie Stip Hilversum

Bestuursmodel De stichting Stip Openbaar Basisonderwijs Hilversum vormt het bevoegd gezag van 15 basisscholen met in totaal 19 locaties. Binnen Stip Hilversum bestaat een scheiding tussen het bestuur en het intern toezicht, door toepassing van het ‘Raad van Toezicht model‘. De directeur-bestuurder vervult het bevoegd gezag en hij is eindverantwoordelijk en aansprakelijk voor alle zaken die betrekking hebben op de stichting en het besturen van de scholen. De stichting heeft naast de Raad van Toezicht als interne toezichthouder de gemeenteraad als externe toezichthouder. De rollen van beide toezichthouders zijn vastgelegd in de statuten van de stichting.

Code goed bestuur Stip Hilversum houdt zich aan de gedragsregels van de code goed bestuur, zoals die voor het primair onderwijs is opgesteld door de PO-Raad. Met deze code sluiten wij aan op de actuele inzichten in ‘goed bestuur’. Tevens is de code in overeenstemming met de in 2010 aanvaarde wijzigingen in de WPO en WEC omtrent de scheiding van toezicht en bestuur en de verbetering van intern toezicht. In de code staan bepalingen ten aanzien van de functiescheiding. In 2018 is 'Code Goed Bestuur in het primair onderwijs' verder aangescherpt. De meeste aanpassingen zijn gericht op het tegengaan van belangenverstrengeling en het bevorderen van transparantie.

Organisatiestructuur In het onderstaand schema wordt de structuur van de organisatie weergegeven:

Raad van Toezicht De onderstaande personen hebben zitting in de Raad van Toezicht van Stip Hilversum: - de heer R. van Breemen (voorzitter) - de heer H. de Bruin (vice-voorzitter) - de heer P. Buisman - mevrouw C. Herben - mevrouw A. Vermeulen De Raad van Toezicht van Stip Openbaar Basisonderwijs Hilversum is bereikbaar via [email protected].

MR en GMR Ouders en personeelsleden kunnen via de medezeggenschapsraad (MR) invloed uitoefenen op het beleid van de school. Elke school heeft verplicht een medezeggenschapsraad. Naast een MR per school heeft STIP Hilversum een gemeenschappelijke medezeggenschapsraad (GMR), waarbij van iedere school een personeelslid en een ouder lid is.

De GMR overlegt samen met het bestuur van Stip Hilversum over het gemeenschappelijk beleid dat gevoerd wordt binnen de stichting. Dit zijn bijvoorbeeld financiële onderwerpen zoals de begroting en de jaarrekening, maar ook personele of onderwijskundige beleidsafspraken die voor alle scholen gelden. De voorzitter van de GMR is te bereiken via [email protected].

Directeur-bestuurder Sinds 1 november 2013 is de heer drs. G. (Geert) Looyschelder de directeur-bestuurder van Stip Hilversum; hij is als bevoegd gezag van de stichting en de scholen verantwoordelijk voor het reilen en zeilen van de organisatie. Mevrouw C.T.M. (Caroline) van Veen is plaatsvervangend bestuurder. Het bestuur van Stip Hilversum is te bereiken via [email protected].

Bovenschools management en staf De directeur-bestuurder en de schooldirecteuren worden met betrekking tot de beleidsontwikkeling ondersteund door het bovenschools management met stafmedewerkers. Het bovenschools management wordt gevormd door: - mevr. E. (Ellen) van den Boogert, hoofd personeelszaken - mevr. C.T.M. (Caroline) van Veen, hoofd kwaliteitszorg en onderwijs - mevr. G.B. (Inge) Boers, controller/ hoofd financiën

Verder zijn op het bestuurskantoor van Stip Hilversum werkzaam: - mevr. S.W.M. (Sylvia) Brakkee, secretariaat - mevr. M. (Marjolein) Visser, secretariaat en communicatie - mevr. N. (Noor) Stoelinga, beleidsondersteuner Onderwijs & Kwaliteit - mevr. D.M. (Dorka) Vermeulen, beleidsondersteuner P&O/Werving & Selectie - dhr. M. (Maarten) Bakker, bovenschools ict’er

Het bestuurskantoor is gevestigd aan de Oude Enghweg 2 (2e etage), 1217 JC Hilversum. Op deze etage van het bedrijvenverzamelgebouw bevinden zich werkruimtes, spreekkamers en een grote zaal, die gebruikt wordt voor diverse vergaderingen (o.a. van directeuren, intern begeleiders en verschillende netwerken) en andere bijeenkomsten, zoals scholingen en lezingen in de Stip Academie. Het telefoonnummer is (035) 622 13 70, het emailadres is [email protected].

Klachten en integriteit Klachtenregeling Stip Hilversum en de scholen doen er alles aan om ervoor te zorgen dat u als ouder tevreden bent over het onderwijs dat wij verzorgen en de veilige leeromgeving die wij hierbij bieden. Mocht u onverhoopt toch niet tevreden zijn, dan is het belangrijk dat u dit eerst bespreekt met de direct betrokkene en/of de schooldirecteur.

Als u zich daarna onvoldoende gehoord voelt, heeft u de mogelijkheid om een klacht in te dienen. Wij zullen er dan voor zorgen dat we uw klacht goed afhandelen. Om dit te doen heeft STIP Hilversum een klachtenregeling en hebben we op iedere school een contactpersoon klachtenregeling. Deze contactpersoon hoort uw klacht aan en kan u vertellen welke mogelijkheden er voor u zijn. Dat kan bijvoorbeeld een gesprek zijn met de leerkracht en/of directeur, maar ook het advies om uw klacht te bespreken met de externe vertrouwenspersoon.

De hele klachtenregeling met de procedure (versie 2020) kunt u opvragen bij de schooldirecteur of kunt u vinden op de site van Stip Hilversum, www.stiphilversum.nl.

Vertrouwenspersoon Stip Hilversum en de aangesloten scholen kennen een externe, onafhankelijke vertrouwenspersoon. om een klager indien gewenst bij te staan en een klacht in vertrouwen aan te horen. Als u niet tevreden bent kan het soms moeilijk zijn om uw klacht kenbaar te maken en een passende oplossing hiervoor te vinden. De externe vertrouwenspersoon kan u helpen bij het vinden van een passende oplossing. Voor de scholen van Stip Hilversum treedt Dominique Maas op als externe vertrouwenspersoon; zij is te bereiken via [email protected] of 088-1119910

Mocht, na uitgebreid overleg met alle betrokkenen, uw klacht toch niet naar tevredenheid zijn opgelost dan kunt een officiële klacht indienen. Stip Hilversum is hiervoor aangesloten bij de landelijke commissie Onderwijsgeschillen. Op de site van Stip Hilversum vindt u de LKC- brochure met de te volgen procedure voor een officiële klacht.

Klokkenluidersregeling Stip Hilversum kent naast een klachtenprocedure een zgn. klokkenluidersregeling (oktober 2016), een regeling inzake het omgaan met een vermoeden van een misstand binnen de organisatie. Met de komst van de Wet huis voor klokkenluiders (1 juli 2016) zijn werkgevers met meer dan 50 werknemers verplicht een regeling vast te stellen voor het melden van een vermoeden van een misstand binnen de organisatie. Dit geldt ook voor schoolbesturen.

Deze meldingsregeling moet scholen helpen op integere wijze te functioneren en moet bevorderen dat misstanden in de organisatie daadwerkelijk worden gemeld. Het gaat dan om zaken waarbij het maatschappelijk belang in het geding is, de veiligheid van personen of om strafbare feiten en schending van wet en regelgeving. In de regeling staat onder andere: • wanneer sprake is van een vermoeden van een misstand; • wat de procedure is bij het melden van een misstand; • bij welke functionaris(sen) het vermoeden van een misstand gemeld moet worden; • de verplichting voor de werkgever de melding vertrouwelijk te behandelen.

Voor meer informatie over de Klokkenluidersregeling van STIP Hilversum, kunt u de ‘Regeling inzake het omgaan met een vermoeden van een misstand (Klokkenluidersregeling PO)’ (versie oktober 2016) op de site van Stip Hilversum raadplegen. Voor de scholen van Stip Hilversum treedt Dominique Maas op als externe vertrouwenspersoon integriteit bij deze Klokkenluidersregeling van Stip Hilversum. Zij is te bereiken via email: [email protected] of telefoon 088-1119910.

Contactpersoon klachtenregeling Op de Stip-scholen is/zijn door het bevoegd gezag op iedere school na overleg met de directie, het schoolteam en de medezeggenschapsraad één of meerdere personen aangewezen als interne contactpersoon ten behoeve van de leerlingen. Waar mogelijk worden ook de leerlingen, bijvoorbeeld middels de leerlingenraad, betrokken bij de keuze voor de interne contactpersoon. De directie van de school zorgt voor een laagdrempelige bereikbaarheid van de interne contactpersoon.

De interne contactpersoon heeft de volgende taken: • De eerste opvang bij een klacht van een leerling (of diens ouders} die geconfronteerd wordt met seksuele intimidatie, agressie, geweld , discriminatie, pesten of een andere klacht; • Het beoordelen of de klacht doorgezet moet worden naar de externe vertrouwenspersoon, de directie, het bevoegd gezag of anderszins kan worden opgelost; • Bij verwijzing naar de externe vertrouwenspersoon desgewenst het eerste contact leggen; • De leerling en/of diens ouders indien gewenst begeleiden bij het melden van de klacht bij de externe vertrouwenspersoon; • Nazorg aanbieden aan de betreffende leerling als de klacht is afgehandeld; • Indien er sprake is van mogelijke strafbare feiten de kla(a}g(st}er wijzen op de mogelijkheid tot het doen van aangifte bij de politie; • Het onderhouden van contacten met de kla(a}g(st}er om te bezien of het indienen van de klacht niet leidt tot repercussies voor de kla(a}g(st)er en om te bezien of, nadat de klacht is afgehandeld, de aanleiding van de klacht daadwerkelijk is weggenomen; • Een bijdrage te leveren aan de verbetering van het schoolklimaat in de vorm van advisering op schoolniveau in samenspraak met de externe vertrouwenspersoon • Zich op de hoogte te houden van ontwikkelingen op het gebied van preventie en bestrijding van seksuele intimidatie, agressie en geweld. De interne contactpersoon werkt volgens de Klachtenregeling van Stip Hilversum.

Meldcode kindermishandeling en huiselijk geweld

Aandachtsfunctionaris In de wet is vastgelegd dat elke organisatie en iedere beroepskracht die met kinderen, ouders en ouderen werkt, verplicht is om met de meldcode te werken. De meldcode geldt voor partnergeweld, kindermishandeling en ouderenmishandeling (in het vervolg huiselijk geweld) in de sectoren gezondheidszorg, onderwijs, kinderopvang, maatschappelijke ondersteuning, jeugdzorg en justitie.

De meldcode heeft als doel beroepskrachten te ondersteunen in de omgang met vroegtijdig signalen van huiselijk geweld en kindermishandeling. De meldcode bevat hiervoor o.a. een stappenplan. Het stappenplan leidt de beroepskracht stap voor stap door het proces vanaf het moment dat hij of zij signaleert tot aan het moment dat er eventueel een beslissing genomen moet worden over het doen van een melding. De stappen maken de beroepskracht ook duidelijk wat ervan hem of haar wordt verwacht bij signalen van huiselijk geweld of kindermishandeling.

Op alle Stipscholen wordt gewerkt met het “protocol meldcode Kindermishandeling en Huiselijk geweld”. Hierin staan alle wettelijk verplichte stappen van de meldcode beschreven. In het protocol is ook school specifiek beschreven wie welke vervolgstappen neemt, wie beslissingsbevoegdheid heeft bij elke stap en hoe het kind wordt betrokken in het proces. Een van de verplichte stappen in de meldcode is om een deskundige collega te consulteren, de aandachtsfunctionaris. De aandachtsfunctionaris functioneert onder meer als aanspreekpunt (zowel intern als extern) en draagt verantwoordelijkheid voor de interne toets op naleving van de meldcode. Om aan de verplichtingen van de meldcode te voldoen zijn binnen Stip Hilversum alle intern begeleiders als aandachtsfunctionaris aangesteld. De intern begeleider van Stip Hilversum hebben een training gevolgd bij de Landelijke Vereniging Aandachtsfunctionaris kindermishandeling en huiselijk geweld, LVAK. Hiermee zijn de IB-ers

56 gecertificeerd aandachtsfunctionaris en werken zij volgens de taakomschrijving die door de LVAK is opgesteld. De LVAK heeft deze taakomschrijving ontwikkeld om de uniformiteit en kwaliteit van de aandachtsfunctionarissen te waarborgen. De aandachtsfunctionarissen werken daarnaast volgens de gedragscode van de LVAK. Zij volgen jaarlijks de verplichte nascholing van de LVAK en zorgen voor het vergroten van de deskundigheid binnen de scholen op het gebied van kindermishandeling en huiselijk geweld. Om de aandachtsfunctionarissen binnen de Stipscholen (de directe aandachtsfunctionarissen) te ondersteunen heeft Stip twee geregisterde bovenschoolse aandachtsfunctionarissen (de indirecte aandachtsfunctionarissen). Naast de ondersteuning borgen en evalueren de indirecte aandachtsfunctionarissen het gebruik van de meldcode in de Stipscholen. De indirecte aandachtsfunctionarissen van Stip zijn het hoofd onderwijs en kwaliteit, Caroline van Veen, en de beleidsmedewerker onderwijs en kwaliteit, Noor Stoelinga.

Privacy en AVG

Per 25 mei 2018 is de Algemene verordening gegevensbescherming (AVG) van toepassing. De AVG vervangt de Wet bescherming persoonsgegevens (Wbp). Deze wet schrijft Stip Hilversum voor om nog beter en zorgvuldiger om te gaan met informatie en maatregelen te treffen om de privacy van onze leerlingen, ouders en collega’s goed te beschermen. Stip Hilversum en de aangesloten scholen verwerken data en gegevens van leerlingen, ouders en medewerkers overeenkomstig de voorwaarden die daaraan worden gesteld in de Algemene Verordening Gegevensbescherming (AVG). Stip Hilversum is er verantwoordelijk voor dat alle persoonsgegevens op een behoorlijke en zorgvuldige wijze worden verwerkt in overeenstemming met de AVG. Persoonsgegevens worden met de grootst mogelijke zorgvuldigheid behandeld en beveiligd.

Stip Hilversum kent conform de nieuwe privacywet een Functionaris Gegevensbescherming. Deze onafhankelijke, externe deskundige houdt toezicht op de verwerking van persoonsgegevens binnen de organisatie, adviseert het bestuur en de organisatie (on)gevraagd over privacy en behandelt vragen en klachten over privacy. Daarnaast is deze functionaris verantwoordelijk voor periodieke audits binnen de organisatie op het gebied van privacy. Eventuele datalekken binnen de organisatie worden bij de functionaris gegevensbescherming gemeld. Namens Stip Hilversum en de aangesloten scholen treedt mevrouw C. de Hoog op als functionaris gegevensbescherming; zij is bereikbaar via [email protected].

Met bedrijven, instellingen en andere organisaties waarmee Stip Hilversum en de scholen (persoons)gegevens uitwisselen zijn verwerkingsovereenkomsten afgesloten. In deze 'Verwerkersovereenkomst' zijn afspraken over de voorwaarden van de verwerking vastgelegd.

Verder hebben wij ook verschillende informatiebeveiligingsmaatregelen getroffen om gegevens te beschermen. Uw gegevens en die van uw kind(eren) worden uitsluitend gebruikt ten behoeve van onze dienstverlening. Het doel van de verwerking van uw gegevens heeft dus altijd een direct verband met de toestemming die u aan ons heeft verstrekt. Gegevens worden niet met derden gedeeld met uitzondering van derden om aan boekhoudkundige en overige administratieve verplichtingen te voldoen. Deze uitgezonderde derden zijn allen tot geheimhouding gehouden op grond van een eed, wettelijke verplichting of de overeenkomst tussen hen en Stip Hilversum.

Ouders ondertekenen op school een speciaal formulier waarop zij al dan niet toestemming geven voor het gebruik - op sociale media of sites van Stip Hilversum en/of een van de scholen - van foto- en filmmateriaal waarop hun

57 zoon of dochter staat afgebeeld. Beeldmateriaal waarop leerlingen staat afgebeeld wordt door de school en de stichting alleen gebruikt als hiervoor toestemming is verleend.

Ouders die bij schoolse activiteiten op of rond school foto's of filmpjes maken waarop andere kinderen dan hun eigen zoon of dochter staan afgebeeld, wordt gevraagd deze foto's of filmpjes niet via sociale media te delen. Overigens hebben schooldirecteuren het recht ouders het fotograferen of filmen bij schoolse activiteiten te verbieden als daar aanleiding voor is.

Mocht uw zoon of dochter ondanks onze zorgvuldigheid toch tegen uw zin en ten onrechte ergens staan afgebeeld, dan horen wij dat graag via [email protected]. In dat geval zullen wij die foto of video direct (laten) verwijderen.

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Stip Hilversum kent een 'Protocol Informatiebeveiligingsincidenten en datalekken'. Dit protocol biedt een handleiding voor de professionele melding, beoordeling en afhandeling van beveiligingsincidenten en datalekken. Het doel hierbij is uiteraard het voorkomen van dit soort beveiligingsincidenten en datalekken. Medewerkers van Stip Hilversum kunnen dit protocol opvragen via [email protected].

Alle directeuren, intern begeleiders, leerkrachten en overige medewerkers van Stip Hilversum en de aangesloten basisscholen zijn geïnformeerd over de nieuwe regels betreffende privacy op de scholen. In iedere school hangt op meerdere plekken onderstaande afspraken die hiermee te maken hebben:

Vormingsonderwijs

Onze school is een openbare school. In de wet staat dat op onze school lessen vormingsonderwijs kunnen worden gegeven als ouders daarom vragen. Het godsdienstonderwijs en levensbeschouwelijk vormingsonderwijs worden dan gegeven binnen de schooltijden. Dit valt niet onder de verantwoordelijkheid van onze school. Deze lessen zijn dan aanvullend op de aandacht die wij als school besteden aan geestelijke stromingen en burgerschapsvorming.

Als ouders van zeven of meer leerlingen interesse hebben in vormingsonderwijs, kunnen wij deze lessen aanvragen bij de organisatie die het vormingsonderwijs op de openbare basisscholen verzorgt. Er zijn voor u of onze school geen kosten aan verbonden.

Ga voor meer informatie naar de website www.vormingsonderwijs.nl .