Locatie: Care for children - The School Guide - English

Care for children

4.1 Monitoring the growth of the children in the school

We adapt our teaching as well as possible to the needs, possibilities and limitations of each child so that the child will be provided with opportunities to develop at his or her level. Teachers observe and record in a systematic manner the progress of the pupils, estimate the needs of the child and adapt the learning process accordingly.

 

This kind of adaptive care is not only for children with learning disabilities, but also for children who can handle more than the class program offers them. We do not focus merely on adapting the material, but also look at the situation at home, the pupil’s self-esteem level, motivation and work behaviour, learning styles, motor skills or abnormalities, and his or her social and emotional development.

 

4.2a Reporting Location Tanthof

Twice a year the teacher completes an observation list for pupils of group 1 and 2. Pupils need to be at school for at least 6 months before we prepare this list for the first time. We give written report cards for group 1 and 2 twice a year.

Also, you will be invited twice a year to discuss the development of your child. The first moment is at the beginning of the school year and will be an introductory meeting.

The children from the groups 3 to 8 get a school report twice a year. Also, you will be invited twice a year to discuss the development of your child. The first moment is at the beginning of the school year and will be an introductory meeting.

If necessary, the class teacher will contact the parents for an extra talk when there are problems or concerns. When the parents themselves have problems or concerns, it would be appreciated if they contact the teacher.

The school is obligated to also inform the parent who is not the primary caretaker about school progress and general well-being of the child, on the condition that this parent asks for this information and that the interest of the child is not harmed in any way. Usually, we provide this information in writing.

More information can be found in the brochure "Parental authority, access and information," a publication of the Ministry of Justice. (Dutch title: ‘Gezag, omgang en informatie’.)

 

4.2b Reporting Location Voorhof

Three times a year the teacher completes an observation list for pupils. These observation lists are for internal use. They are used to discuss the pupils with the teacher of the next school year. Twice a year you will be invited to discuss the development of your child with the teacher.

The children from the groups 3 to 8 get a school report three times a year. Prior to the first and second report, you are invited to discuss the report with the teacher. Learning skills as well as the wellbeing of your child are the main topics on the agenda.

If necessary, the class teacher will contact the parents for an extra talk when there are problems or concerns. When the parents themselves have problems or concerns, it would be appreciated if they contact the teacher.

The school is obligated to also inform the parent who is not the primary caretaker about school progress and general well-being of the child, on the condition that this parent asks for this information and that the interest of the child is not harmed in any way. Usually, we provide this information in writing.

More information can be found in the brochure "Parental authority, access and information," a publication of the Ministry of Justice. (Dutch title: ‘Gezag, omgang en informatie’.)

 

4.3 Pupil monitoring system

The pupils development is followed by means of the pupil monitoring system (ParnasSys). This system helps the teacher to keep track of the development in behaviour and learning progress of the pupils during the school career.

Usually, children's behaviour does not give rise to subsequent actions. However, when the behaviour of a pupil causes problems, the school will establish an individual education plan (IEP), of which we will inform the parents and ask them to sign. A familiar example of undesirable behaviour is bullying. When this behaviour is encountered, the so-called bullying protocol is initiated.

The learning progress of pupils is tracked in the pupil monitoring system. The system consists of method-bound, method independent and national standardized tests.

 

4.4. Custom care: special care for children with special needs

When we discover a child needs extra care, a set procedure is followed. Children may be diagnosed with learning disabilities, physical problems, or social-emotional problems. Parents or guardians are always informed. Then the development of the child is discussed and the strategy to be followed is determined. The guidance counsellor and the teacher collaborate in developing a plan.

This plan will be discussed and the next steps will be prepared. If necessary, after consultation with parents or guardians, external specialist assistance may also be called in. This could be the educational advisory service, the school nurse, a speech therapist, a social worker, the youth welfare office etc.

Time is allocated for direct assistance to children who need extra care. There is also an up-to-date library available with materials for care. In consultation with the guidance counsellor is examined which pupils qualify for additional care. If possible, the teacher provides the student extra help in the group, often in consultation with the guidance counsellor.

 

4.4.2 Tailored Education

On August 1, 2014, the new legislation relating to tailored education came into force. In order to be able to provide a suitable place of education for children, all the relevant information available must be submitted to the school with the application form. In case of a written application, the school will be determine through an interview whether the school is the right place of education for the child.

Parents are the most important source for the school to get this information. In addition, parents will be asked whether information is available from a nursery or playgroup.

The school will a decision on placement within six weeks. If it is impossible to make this decision within six weeks, the school may extend the decision making period by four weeks. In most applications, the child will be placed.

If the school finds that the basic support cannot be provided at this school or thinks that the child needs extra support, the school ensures that the child can be placed in another school. Parents and school will work together to achieve the right placement for the child concerned.

Our school collaborates with other schools regarding tailored education. The collaboration is involved when it is apparent that additional support or special arrangements is needed. The board of the school then has a duty of care.

Tailored education consists of a number of educational work levels:

  • Basic support. The schools have come to an agreement on what each school has to offer;
  • Arrangement. Sometimes a child will need more than the basic support that the school can offer. The partnership will become involved to determine what these children need;
  • Special educational place. For some children, basic support is not sufficient. When the arrangement has determined that the necessary support cannot be offered at the school and that a special place of education is required. In those situations, we work with parents and schools to come to the right place of education.

 

4.4.3 Youth care

A healthy growth and development is important for every child. The school doctors and nurses help you monitor the growth and development of your child. They will guide you in the upbringing. Together you will look for answers to your questions. The doctors and nurses provide the necessary vaccinations. Sometimes you as a parent could use a helping hand. The expert staff is on hand for these occasions. Parents visit the child health care centres up to the age of four.

When a child is in elementary school the number of visits diminish, but they continue to follow the growth and development of your child. They do so in a timely manner in order to detect any health problems so that children can be helped before a problem gets worse. JGZ performs the following checks:

Health Research Group 2

Speech-language research 5-year-olds

Prevention through vaccination

Health Research Group 7

 

JGZ has a website, where you can find information on what you can expect at a certain age and practical tips on parenting. See the website www.jgzzhw.nl.

 

4.4.4 Social work

Social work and parenting advice is aimed to identify problems at the earliest possible stage and, if necessary, to handle those problems and thereby avoid escalation of problems. The school social worker can, if necessary, get assistance. These can be divided into: school support, assistance to parents or pupils, or a referral to specialized care.

The main goal is that children are able to develop healthily and go to school unhindered. You can reach the school social worker or the counsellor through the guidance counsellor.

 

4.4.5 Reporting Code domestic violence and child abuse

The school uses the reporting code domestic violence and child abuse. This reporting code is available for inspection at each location.

 

4.5 Procedures on departure of a student to another school or secondary school

On departure of a student to another school, the student file is sent to the new school. The pupil file includes:

  • The educational report;
  • Proof of deregistration.

In addition, you will be given the notebooks and other work of your child. Following the Cito entrance test, a preliminary indication for secondary education will be given by the teacher at the end of grade 7.

The teacher of grade 8 gives a final opinion. At a special PTA meeting, which takes place midyear, you will be informed individually about the possibilities for choosing the right school for further education of your child.