Student monitoring system

A child has a natural tendency for development and is by its very nature inquisitive. We try to balance these tendencies and to stimulate the child in different directions. If a child’s development proceeds at a somewhat slower pace we provide help. The school is structured by age groups. Children of the same age are generally grouped together. The school generally tends to make use of smaller groups. Our goal is to take the needs of each individual child into account to the maximum extent possible.

The subjects ‘Literacy’ and ‘Mathematics’ constitute the core of our education programme.

At our school, the students are monitored in different areas. We not only look at their cognitive abilities, but also at their social-emotional wellbeing and executive functioning. For instance, in groups 1 and 2 of the Dutch Language Stream, we use ‘Look!’ and in groups 3-8 it is ‘PO Vensters’ and ‘IEP’.

In the international department, children are monitored using the INCAS assessments by CEM, (the Centre for Evaluation and Monitoring). Children are assessed in the first few weeks after the start of the school year, or when the child has recently started at the ISE. With the INCAS assessment we get a picture of the academic development for language and maths, but also of the overall learning skills. In the International department the students’ social and emotional development is monitored by  ‘Emotional Literacy’ from NFER Nelson.

External education guidance bureaus, supports the school and teachers by providing advice, information and guidance to students and their teachers in case of learning and/or behavioural problems. In addition, at the ISE we have a number of teaching assistants, remedial teachers and a motor remedial teacher (MRT) to support the students.

Behaviour, performance in class and/or the results of tests and assessments sometimes provide reasons for taking action. For example, it may be necessary to (temporarily) give a child additional assistance. The school has Learning Support Coordinators responsible for coordinating the assistance required. In cooperation with the group teachers, the Learning Support Coordinators observe students that require additional assistance, advise class teachers and support staff, prepare action plans and can carry out assessments to determine if it is necessary to seek external assistance.

Occasionally we may advise that a child be redirected to some form of special education. Such advice is always preceded by a carefully planned process.

Because we feel it is important that every member of our community feels welcome and safe in our school, we use the positive behaviour approach.  We also have an anti- bullying policy that we use in case bullying takes place.