Support and Inclusion

The Primary Department at the International School Eindhoven  (ISE) welcomes children from the age of four, regardless of religion, ethnicity, nationality, or beliefs. Rooted in principles of equality and respect, our multicultural environment prepares students for a global future.

Inclusive Education

The ISE is committed to helping each student reach their full potential through:

• Tailored educational environments that address individual needs
• Early identification and support for learning challenges
• Collaboration with parents and students in the learning process
• Clear staff roles in supporting additional needs

Framework for Inclusion

Our inclusive approach is built on these core principles:

• Inclusive: Removing barriers to learning and embracing diversity
• Student-Centred: Prioritising each student’s best interests
• Needs-Based: Adapting to strengths and challenges
• Prevention-Oriented: Emphasising early detection and intervention
• Results-Focused: Using evidence-based strategies for positive outcomes
• Collaborative: Involving families, teachers, and students
• Culturally Responsive: Reflecting the diversity of our community
• Equitable: Providing support tailored to individual needs

The image below shows the support route within our school, and the other primary schools of the SILFO education foundation.

Student Demographics

The Primary Department serves around 450 students from over 40 nationalities. With a transient population, the average stay is three years. Our diverse staff and student body foster a multilingual, culturally rich environment.

Language and Learning Support

ISE is a language-friendly school, offering additional Dutch and English lessons. We support students with mild to moderate:

• Language barriers
• Academic learning needs
• Behavioural, physical, social, and emotional needs

Eligibility for Additional Support

ISE Primary  can provide support to students who:

• Have a cognitive profile as of TIQ 90+
• Are physically mobile (campus accessible)
• Have mild speech/language impairments and age-appropriate English (British National Curriculum standard)
• Have mild behavioural or social-emotional disorders with age-appropriate English
• Have mild hearing or visual impairments

Students receive tailored support from a range of internal and external specialists.

We have two Learning Support Coordinators who oversee students’ overall development, with a particular focus on addressing needs identified by class teachers. They provide support, guidance, and advice to both teachers and parents, helping to ensure that each student’s learning needs are effectively met. The learning support coordinators also collaborate closely with external specialists, facilitating access to additional expertise and services when needed.

In the 2024/25 school year, students receiving additional support were invited to reflect on and comment about their experiences. They shared feedback on both the nature of the support they received and their feelings about having support. This feedback provided staff with valuable insights into the effectiveness of the support strategies, the students’ sense of inclusion and agency, and areas for improvement in how support is delivered.During the 2025–2026 school year, interviews were conducted with small groups of students about their experiences at school and the support they receive from their teachers. Students spoke very positively about the support available, explaining that teachers “make us understand in the way we learn” and “adapt to us.” They appreciated that teachers explain things in a kind and supportive way and encourage each student according to their individual needs. Students felt that staff know them well, understand their strengths and challenges, and are always willing to help.

The findings from the student support survey reflected these views and presented a strongly positive picture of support at ISE Primary. Students reported that they generally feel happy and supported at school, appreciate the kindness and availability of staff, and find support effective when they receive it. The most common message was that adults are caring, patient, understanding, and willing to help. Many students commented that support helps them better understand their learning, build confidence, and feel comfortable seeking help when needed. Overall, students recognised that the school successfully supports them in becoming increasingly independent learners, moving from having tasks completed for them to being given the clues, strategies, and guidance needed to solve problems and succeed on their own. While the vast majority of students would not change anything about the support provided, a small number suggested even clearer explanations, more personalised approaches to support, and additional opportunities for social and wellbeing support.

To enhance the support provided for students with additional needs, the following steps will be taken in 20256/27

• Include parents and students in setting goals for development in the Plans of Approach
• Build a bank of teaching strategies to boost students’ executive skills development
• Personalised perspectives of development to be implemented
• Aligning the content of the  Plan of Approach standards

Here is the link to our full School Support Profile