School Guide 2016 - 2017
Contents Preface
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Holidays and Important Dates
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1. The Visserschool Opens Your World!
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World School
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The School Building
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Dr. J. Th. de Visser
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Bilingual Education
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Identity 9 What Do We Stand For?
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Our Team
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School Leadership
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Learning Support Teacher
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Subject Teachers
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Team Professional Training
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Interns and Classroom Assistants
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AMOS Support Team
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External Experts
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About AMOS
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Mission 14 The Tasks of the Board
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2. Education in the Visserschool
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General 16 Bilingual Education
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Thematic Education
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The Lower School
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Methods 17 STAAL, the New Language Method of the Visserschool Upper School
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Methods 19 Report 20
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Quality and Results
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Cito Scores
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Outflow to Secondary Education The Inspectorate of Education
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3. Care
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Suitable Education
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The Duty of Care
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Student Monitoring System
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Backpacks 22 The Support Profile
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AMOS Support
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Parent and Child Counselor
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Suitable Education: The Vision of AMOS
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The School Doctor and School Dentist
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Enrolling New Students
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Placement 27 Getting Used to the Visserschool 4. School Appointments Municipal Admission Policy
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One System for the Entire City
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Better View on Capacity Requirements
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Cooperation with Preschool
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Students Data Registration
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Compulsory Education
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Teaching Time
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Leave of absence
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Bullying Policy
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Dyslexia Protocol
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Water Drinking
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Traffic Exam
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Birthdays 33 Head Lice
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Reporting Sick
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Absenteeism 34 Authorized Absence
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Unauthorized Absence
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Gymnastics 35 Jump-in 36 Identify, Measure and Weigh
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Homework 37
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School Trips
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School Camp
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Exemption from Activities
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Afterschool Activities
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After School Care
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Insurance and Liability
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Suspension and Expulsion
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Suspension
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Expulsion 40 School/ Schoolyard Ban Media Protocol
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Agreements at School
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Agreements with Students
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5. Parents
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Educational Partners
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Stay Informed
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Parent Contact Person
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Parental Involvement
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Parents Council
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School Council
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Parent Initiative
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Voluntary Parental Contribution
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Complaints 47 Handling at the School Level
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External Confidante
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Complaints at Board Level
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Complaints to the National Complaint Commission
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Severe Cases or Suspicions (treatment at government level) National Confidante Inspection Reporting Obligation
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Reporting Obligation of (possible) Sex Crime
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Obligation to Consult and Report on Sexual Offenses
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Report Code on Domestic Violence and Child Abuse
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School Guide 2016 - 2017
Preface This is the school guide of the Visserschool. We are an active and challenging primary school with 200 students, housed in a beautiful building on the Columbus Square in Amsterdam. We offer our students education that suits them, motivates them and gives them the knowledge and skills to become soon a part of society. That starts with the basics: language, math, reading and writing. But it goes beyond that. At the Visserschool, we prepare students for their future lives in a global society. A society in which courses are taught in two languages, internships abroad are happening and work across borders becomes more common. We provide bilingual education and in addition to teaching English, we also focus on internationalization. We have officially launched the bilingual education in the school year 2014-2015. Since early 2012 we have been thinking about ways to include English into our curriculum. In 2014, we got the chance from the Ministry to start bilingual education, an opportunity we seized with both hands. That school year the groups 1, 2, 3 and group 4 received bilingual education, in other words, 30% of the teaching in English, and 70% of the teaching in Dutch. Thereafter the school grew more into it every year. All groups are given on the framework of Global Awareness education on language, cultures and countries. That is why we say, “The Visserschool opens your world.” This school guide tells you more about our education, our team and the way we keep in touch with you as parents. We tell you how we care for the students, where to go with complaints and how we monitor the quality of our education and continue to improve. You’ll find lots of up to date information on our website, on the Facebook page of the Visserschool ‘Come to the Visserschool” and via our Twitter account @visserschool. The school guide is intended as a reference book, which describes clearly how everything works at our school. If you have any questions, feel free to come to me! On behalf of the team,
5 Conny van Egmond School director
Holidays and Important Dates Holidays: Beginning of school year Autumn Break Christmas holiday Spring holyday May holiday Summer holiday Beginning of summer holiday
August 29, 2016 October 17, 2016 until October 21, 2016 December 23, 2016 until January 6, 2017 February 20, 2017 until March 3, 2017 April 24, 2017 until May 5, 2017 July 19, 2017 until September 4, 2017 Thursday July 20, 2017
Days of celebration: Good Friday and Easter The King’s Day Ascension Day Whit Monday Saint Nicholas Day Christmas Dinner Christmas Celebration
April 14, 2017 until April 17, 2017 Thursday April 27, 2017 May 25, 2017 until May 28, 2017 June 5, 2017 Monday December 5, 2016 until 12.00 o’clock Thursday December 22, 2016 Friday December 23 until 12.00 o’clock
Study days: Study day 1, 2 and 3 Wednesday June 28, 2017 until July 2, 2017 Study day 4 and 5 Thursday July 20, 2017 until July 21, 2017 (followed by summer holiday)
Important dates:
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Welcome coffee Introductory meetings Open lesson English 1 Report discussions 1 Open lesson Peaceful school Christmas Dinner
Tuesday August 30, 2016: 08.30-9.00 in the class In the week from September 12 In the week from October 10 In the week from November 14 In the week from November 21 Thursday Evening December 22, 2016
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important dates continued New Year Reception Report discussions 2 Open lesson Peaceful school Open lesson English 2 School trip group 1 to 4 Report discussions 3
Wednesday January 11: 13:15-13:45 in the class In the week from March 6, 2017 In the week from April 10, 2007 In the week from May 15, 2017 Option: Friday June 23, 2017 In the week from July 3, 2017
Open evenings/ mornings school year 2016-2017: Tuesday evening September 20, 2016 Tuesday evening November 22, 2016 Tuesday evening January 17, 2017 Tuesday evening March 21, 2017 Tuesday evening May 30, 2017
Wednesday morning October 26, 2016 Wednesday morning December 14, 2016 Wednesday morning February 15, 2017 Wednesday morning April 19, 2017 Wednesday morning June 21, 2017
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The open evenings are from 19.30 to 21.00
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The open mornings are from 9.00 to 10.30
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At 20.15 starts the English part of the open evening
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1. The Visserschool Opens Your World! World School The Visserschool is a world school in a world square! Here children get interesting education in a challenging learning environment where the basic subjects, social and emotional development and creativity are highly valued. There are specialist teachers for visual arts, physical education and music. The Visserschool has an involved and expert team. We are aware that the teacher makes the difference. It is our task, together with you as parent, to get the best out of the children. This is what we are fully committed to do!
The School Building The Visserschool is housed in a beautiful building in the style of the Amsterdam School. We have nine group rooms, a wonderful schoolyard, two classrooms for work in small groups, a crafts room, a work room for the learning support teacher, an office for the school director, a staff room, an interview room, a fabulous loft, two warehouses with teaching materials, a kindergarten with a beautiful outdoor playground, a parent room, a school library, a computer lab, a music room and our own gym!
Dr. J. Th. de Visser Our school is named after the first Minister of Education in the Netherlands. As Minister De Visser established important legislation acts. He has ensured better training for teachers, and he was responsible for the first class size reduction. The past has made an important contribution to the present and from here and now we want to set the course for the future. As a school of nowadays, we continue to take in new developments in order to best prepare our students for their future. From this context, The Visserschool decided to focus its efforts on the internationalization of education, the main priority: Bilingual education for everyone.
Bilingual Education The Visserschool is the only elementary school in Amsterdam that offers bilingual education meaning that at least 30% and up to 50% of the time class is taught in English. Bilingual education is part of a larger movement, directed towards a more international attitude and
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international skills for students. We are confident that bilingual education is the ultimate preparation for the future of our students. Classes are linked to global orientation courses. The students learn about language, cultures and countries. We introduce bilingual education gradually. In the school year 2014-2015 we
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started giving thematic teaching in English in groups 1 and 2, conducted by a near-native speaker. At the time the students from groups 1-2 were in group eight, bilingual education has been provided for all groups.
Identity The Visserschool is a Protestant- Christian school. From this basis, we want contribute to the development of children. This means in practice that all our students come into contact with the Christian faith. We also pay attention to other philosophies and world religions. This happens in the philosophy classes, which occurs on average 1 hour per week. We find it important that people learn to know, trust and respect each other. From you as parents, we expect you to respect our Christian identity and that your children participate in the philosophy lessons, activities and celebrations.
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What Do We Stand For? The Visserschool opens the world! Our vision is supported by the following four pillars.
1. Quality education for our students §§
We prepare our students for a successful future providing quality education where the basic subjects, social and emotional development and creativity are highly valued.
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The Visserschool has specialist teachers of gymnastics, music and visual arts.
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The Visserschool sees basic subjects such as math and language as conditions for talent development.
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The Visserschool uses projects so that students get acquainted as much as possible with the city’s treasures and to encourage their social, emotional and creative development. Projects like Passport Project (foresight of the upper level), War in my neighborhood (War in my Neighborhood lets the elderly tell war stories to children. Since 2012 children interview Amsterdam elderly people who lived in their neighborhood during the war.), and philosophy- and drawing lessons form part of the curriculum.
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In our education socio-emotional development has an important place. The school has a tracking system for this and works with the Peaceful School methodology to promote an optimal living and learning environment. Furthermore, the school is working with a behavior matrix with respect to group and school appointments.
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The Visserschool stimulates critical thinking, creativity and collaboration. We put forth cooperative teaching methods, learning to do a presentation, or work with the 21st Century Skills. The Visserschool considers it important that students are well prepared for their future therefore the skills that connect to new features and work are essential.
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The Visserschool works in a process-oriented manner. That means that we are effectively and systematically working on optimizing the performance of our students.
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2. Internationalization §§
The Visserschool has more than 35 nationalities. Through themes, activities and parties we give them form and expression.
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The Visserschool employs teachers that are trained at least at B2, but more often at C1 or C2 level.
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The Visserschool is the only elementary school in Amsterdam that offers bilingual education wherein at least 30% and up to 50% of the time the class is taught in English.
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Bilingual education is part of a larger movement in the society, directed towards a more international attitude and international skills for students.
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The students learn about languages, cultures and countries so that they now and later will have full access to the international community.
3. Development of our teachers §§
The Visserschool invests in its teachers. Training, coaching, benchmarking and study days ensure that the team can offer high quality education.
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In the school year 2016-2017 the team retrains further in English, teachers receive guided intervision, they are counseled for the implementation of the STAAL language method and learn more about the development of language and multilingualism.
4. Cooperation with parents and external organizations §§
The parents are closely involved in the school; in the Parents’ Council, the Participation Council and activities.
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The Visserschool is a Peaceful School oriented towards a Peaceful Neighborhood.
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The Visserschool is a Sports Active School. We put extra in the field of sports and exercise.
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In collaboration with other organizations the Visserschool offers a comprehensive array of extracurricular activities.
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The Visserschool has a pre-school. Due to the continuous learning and the involvement of parents, the transition from the pre-school to group ½ advances smoothly.
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The Visserschool is part of AMOS, the largest school board in Amsterdam. Exchanging knowledge, experience and staff through this community makes the school stronger and more effective.
Our Team Nine groups of teachers, a learning support teacher, a teacher for English education, three specialist teachers, an administrative assistant, a concierge, a school social worker, a parent
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contact person, a special education generalist, a meta-school learning support teacher and the school director form together the team of the Visserschool. The table below shows the names associated with these people. Kristianne van Wieringen Edel Voogd Gertjan Eisink Vicky Stretton Tanita Jansen Anouk de Raaij Lotte Gerritsen Marieke Kurvers Eric Benard Nikkie Middag Berry Roodenburg Maartje Korsten Mark Roth Tammerly Jane Nelleke Slager Astrid Boersma Emmie Rombaut Saskia Doesburg Hanneke Verhoog Conny van Egmond
Teacher group 1/2 A Teacher group 1/2 B Teacher group 1/2 B Teacher Group 1/2 C Teacher group 1/2 D Teacher group 3 Teacher group 4 Teacher group 5/6 Teacher group 6/7 Teacher group 5/6 and 6/7 Teacher group 8 Teacher group 8 and learning support teacher Physical education specialist teacher Music teacher from Aslan Visual arts specialist teacher Administrative Assistant Concierge Parent and child counselor Special education generalist ABC Scool director
School Leadership Conny van Egmond is the school director of the Visserschool and is responsible for the education at our school. If you have questions, comments or good ideas, you can contact her. You are always welcome!
Learning Support Teacher The tasks of Maartje Korsten, our learning support teacher, are extensive. She coordinates
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and monitors the care plan and the student monitoring system. This means that she: §§
Counsels teachers
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Coördinates the group plans
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Applies diagnostic tests and performs observations
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Does further research into the background of learning and / or behavioral problems
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Maintains contact with external support agencies
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Involves parents of the students concerned
Additionally Maartje organizes meetings and discussions and coaches our teachers.
Subject Teachers In the Visserschool there are specialist teachers for physical education, visual arts and music. The Visserschool has a new gym. In the attic there is a wonderful crafts room where our students can be wonderfully creative. We also have a real music room. The keyboards, guitars and percussion instruments from this place are used to your heart’s desire during the music lesson!
Team Professional Training Not only our students, but also our teachers develop optimally. Of course teachers learn with and from each other in the classroom and beyond it. In addition, the Visserschool offers its team training, coaching, benchmarking and study days.
Interns and Classroom Assistants The Visserschool offers regular internships for (international) students and PABO (pedagogical academy for elementary education) classroom assistants. We gladly give these future teachers the chance to learn to teach in our school. The final responsibility for internships lies always with the group teacher.
AMOS Support Team AMOS has its own team of remedial educationalists and psychologists for practical support the schools. These experts work both at school, group and on individual level of proper supervision of children and the quality of education in schools.
External Experts Most children thrive in a rich learning environment created by a loving teacher or master. But not every student has enough of that. Some children need special help. This kind of support is provided by the Visserschool in collaboration with the school social worker and the ABC.
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Furthermore, our learning support teacher works with other agencies such as the Youth Care Agency, Altra, MEE, GGZ, Mentrum, the truancy officer and the GGD. Thus we make sure together that all students from the Visserschool get the attention and care that they need.
About AMOS Our school is part of the AMOS Foundation (Amsterdam Ecumenical School Group). AMOS monitors mainstream primary education on over 30 locations of 28 primary schools spread across Amsterdam. This AMOS is a significant player in Amsterdam and rural schools for primary education field. The AMOS office can be found at the following address:
Aeckerstijn Building Baden Powellweg 305J 1069 LH Amsterdam T: 020 4106810 E: info@amosonderwijs.nl The mailing address is: PO Box 9646, 1006 GC Amsterdam
On the AMOS website you can find lots of information about our foundation: www.amosonderwijs.nl
Mission
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The AMOS-schools have their roots in a Christian tradition. At the same time we wantwithin our metropolitan Amsterdam realities- in the coming years to more emphatically fill our identity from the broad, original meaning of �the ecumenism�: the civilized world. This means that we recognize that AMOS schools are a house of different faiths. Exchange of knowledge, sharing stories and joint celebration of festivals in the major world religions are an important thread for all AMOS schools. Meeting each other has a central role in this. The basic values of our Dutch democratic constitutional state are always the starting point.
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AMOS-schools are more than knowledge institutions. Schools play an important role in the education and formation of young people. For us, meeting, connecting and responsibility are key concepts. We want to let students become happy children, who are accepted in their individuality by the group. We want students to reflect upon and let it reflect on their actions and behavior, that they learn to appreciate the diversity of our society. We summarize this in our mission, in which we are guided by five core values: §§
Reliable: We do what we promise.
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Concerned: we care for each other, we see and hear each other.
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Interested: we are curious about new ideas, different views and (life) beliefs and practices and use differences to learn.
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Responsibility: we are accountable for our behavior and our actions.
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Entrepreneurial: We are alert to opportunities that arise and dare to use them.
The Tasks of the Board As a parent, you have mainly to do with the school itself. The board plays a role that usually is not visible for parents. This role includes, among other things: §§
monitoring the quality of education in schools;
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fulfilling the employer’s role for all staff in schools;
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distributing resources among schools;
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acting as the competent authority in disputes between e.g. parent and school (see also complaints procedure);
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ensuring proper implementation of the admission rules;
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conducting the consultations with the Participation Council (PC).
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2. Education in the Visserschool General We create a challenging learning environment where the basic subjects such as mathematics and language, social and emotional development and creativity are highly valued. The Visserschool works in a process-oriented manner. That means that we systematically seek to maximize results for all students. Our teachers continuously adjust the education continuum to the students. At the same time they provide a pleasant atmosphere in the classroom and the school so that all children at the Visserschool have a fantastic primary school time.
Bilingual Education The Visserschool is committed to the internationalization of its education. We see bilingual education as an ultimate preparation for the future of our students. It fits at a time when more and more courses are taught in two languages, internships abroad are happening and working across borders becomes increasingly common. A child learns to speak a language better and has a larger vocabulary as the language is taught in the language sensitive period of 4-7 years. Not only learning English works better. Students in bilingual education have a more complex thinking and a better understanding of languages in general. In addition, they are socially more equitable and have better school results.
Thematic Education The Visserschool requires students to acquire knowledge and skills to optimally prepare them for the society. Thus they become a bigger part of it. The Visserschool works thematically, because education in rich contexts and connected is very effective for learning. Knowledge and skills are deployed to the knowledge of the world, to increase comprehension and vocabulary of students. Students enhance their knowledge and skills by working, reading, speaking, writing and
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thinking around contexts. Thematic work covers all subjects on the Visserschool. We define a theme as an important issue whereupon children can have many valuable experiences as they work on it. Children can only gain learning experiences as they really
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are involved in the subject. To get that optimal engagement, is important to start from the experiences of the students; “What we already know and what do we want to learn?” Working towards a final project with a final presentation gives the teacher and children an additional goal to work towards. Students learn through thematic work: cooperation, using creativity, thinking critically and presentation skills. They also gain ICT skills.
The Lower School The lower school consists of four junior groups and a group 3. In the junior classes is learned the basis for the school career of your child. Young children learn best by experiencing playfully how the world works. Education is strongly focused on playing together, asking challenging questions and interaction. We pay much attention to language and arithmetic. We tailor our teaching to the needs of the child. Not only for children who need support, but also for children that can manage an extra challenge. Because of the small groups, teachers have more time for each child. We also pay much attention to the social and emotional development, playing together and working together, the creative education and the development of the gross and fine motor skills.
Methods Lessons are given in groups 1 and 2 based on themes and subjects are adapted to the level of your child. To increase the literacy and numeracy and social and emotional development of our children, we use the method ”I and Ko”. The children play and learn in the context of appealing themes. The doll Ko is the protagonist in this method. Just like toddlers Ko lives all kinds of adventures and he also has sometimes a little problem. The children want to help him of course! He is the friend of the children, whom they feel safe with. Through Ko’s mouth they can tell their own story. Ko always has a listening ear for children who want to tell him their story. With the ‘Treasury’ method we are working on the comprehensive development of our children. From motor skills to creativity, from language to social-emotional development. And from environmental studies to calculus. Through the establishment of classes in groups and our methods we stimulate autonomy in children that is appropriate to their age. Because of this there is free time for individual assistance.
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For bilingual education we use the Oxford Method ‘Show and Tell’ as a guide. The emphasis in respect to English is placed in group 1, 2 and 3 on vocabulary and communication. In group 4 comes reading and writing in English. Activities encourage children to investigate a theme. During these activities, students learn the language they need to talk about the theme. The aim here is that young students playfully learn English. Students learn in this manner English words, phrases, songs, rhymes, and stories.
STAAL, the New Language Method of the Visserschool After studying different language acquisition methods, the Visserschool selected the language method STAAL. Since school year 2015-2016, we work in groups 4-8 with STAAL in the field of language, spelling and grammar education. STAAL builds a bridge to real life. The themes and sources are realistic, taken from the lives of students. The instructions are functional. Thus, students see the significance of language in their daily lives. And that motivates. The method enables students to be strong in language and spelling. Process-oriented work and applying are central. The students first acquire knowledge which they then apply to a presentation or publication. STAAL works with the proven approach to spelling of Jose Schraven. This method is characterized by instruction and every day repetition. What is also unique about this language method is that the method is highly visual. A lot of movies and realistic contexts and resources are used during the classes. STAAL is consistent with thematic work and later with English in starting as much as possible from the perception of the students!
Upper School Group 4 through group 8 form together the upper level. In these classes work is done individually and problem-solving abilities are increasingly important. Also, we encourage our upper level students in their entrepreneurial behavior. Students get more influence and involvement in their own learning process and can help shape this process. We organize
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activities such as school gardens, art day, museum lessons, music listening lessons and swimming lessons for our students in groups 4 to 8.
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Methods The table below provides an overview of the methods that we use in the upper level. Group 4-8 3 4-8 3-8 1-8 1-8 3-8 3-8 3-8 5-8 1-8 3-8
Subject Language / spelling Reading Reading Reading Writing Math History Geography Biology Traffic English (bilingual education) Philosophy
Method STAAL Safely learn to read Estafette News Comprehension XL Pen Strokes Advantage Quest Guide through the world Natural Between school and home Show and Tell Oxford Discover The Visserschool Curriculum
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Report Three times a year your child receives a report. On November 2016, March 2017 and July 2017. We look at how your child is doing compared to his or her potential. The progress is included in the report and the student’s file. The teacher invites you to come and talk about your child’s report. If you move and your child goes to another school, the new school will receive a relocation report. This allows the new school to read about the school career of your child and see what the level of your child is. It is then easier to connect to the progress and results of your child.
Quality and Results The Visserschool stands for quality education. A good understanding of the results of each student helps teachers adapt teaching to the needs of the students. Therefore, we follow the development of each individual student and the results of the individual groups. We evaluate plans, monitor gains and analyze two times per year the test results.
Cito Scores In Group 8, almost all children attend the CITO final examination. Children that are going to practical education or pre-vocational education with learning support are not required to take the CITO final examination (it is allowed though). They have already taken other tests. The following tables provide a summary of the results of the Visserschool from the last five years. We show the scores with and without SW correction. SW stands for Student Weight. Some students receive additional “weight” because they need more guidance to arrive at the same level as the rest of the group.
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2016 2015 2014 2013 2012
Corrected (SW) 531,6 538,1 536,9 533,5 536,7
Uncorrected 527,5 537,0 534,8 524,1 532,4
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Outflow to Secondary Education Parents are informed about the school advice for secondary education as follows §§
In Group 7, your child’s teacher has a conversation with you about the further education of your child. In this interview, the school informs you about the preliminary school advice for secondary education for your child. Your child’s teacher is certainly present when this conversation takes place.
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In Group 8 will take place a follow-up conversation with you before the Christmas holidays. In this conversation the school will notify you on the final secondary education school advice for your child. Your child’s teacher is also present when this conversation takes place.
Below are the figures of the school advice for secondary education from the past five years.
2016 2015 2014 2013 2012
VWO
Havo/
7% 21% 7% 13% 22%
VWO 13% 21% 14% 0% 7%
Havo
Havo/
Vmbo-T
Vmbo-BK
0% 14,3% 33% 4% 11%
Vmbo-T 0% 7% 7% 13% 11%
47% 29% 13% 53% 30%
33% 7% 26% 17% 19%
The Inspectorate of Education The Inspectorate monitors the quality of education at individual schools in primary, secondary and special education. Each school is visited by an inspector at least once every four years. When the Inspectorate of Education finds serious shortcomings in the quality of education the monitoring will be intensified. In 2014, the Inspector visited our school and the education provided by us was positively evaluated again. The reports of the Inspectorate visits are public and can be viewed on the Education Inspectorate website: http://www.onderwijsinspectie.nl
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3. Care Suitable Education Since August 1, 2014 the Act about Suitable Education is in force. Suitable education is a new way education is organized for children that need special support. The purpose of suitable education is that all students receive adequate education. The aim is: regular education if possible, special education if necessary.
The Duty of Care The Law about Suitable Education requires the management of schools to offer adequate education for every student. If the Visserschool cannot provide the necessary support, then we seek together with you to accomplish that as good, fast, easy, and as close as possible. Providing quality education and appropriate care are not matters that concern the school alone. Good cooperation between the Amsterdam schools, parents, teachers, youth services and municipality allows us to offer customized education and support for the children. Elementary schools work for that at district level together. Within the district, along with all network partners, we give suitable education shape.
Student Monitoring System The Visserschool holds the results of all students in a monitoring system. Herein we process the learning outcomes of children on the basis of nationally standardized tests. We compare the performance of your child with the national average. This way we can make sure the development of the student progresses successfully and smoothly. We also process data on student and group discussions, interviews with parents, research results, action plans and reports in the student monitoring system. To follow the social-emotional development of students, we use in the junior classes the instrument named ‘LOOK’. In the upper level we use ‘SEE’. Our teachers use these development monitoring systems to determine in which developmental stage each child is. On this basis, the teacher can make the right choices for your child in the pedagogical,
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didactic and organizational domains.
Backpacks Since August 1, 2014, the ‘backpack’ disappeared and there was an end to the legislation concerning special needs student budgets (LGF). The resources do not disappear. They are
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provided via the partnership contact with the school management. Each school receives funds allocated for basic support. These are the preventive and light curative interventions that can be provided in principle for each student by the school. These interventions include: §§
dyslexia or dyscalculia;
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students with non-average learning efficiency;
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medical treatments;
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facilities in the building;
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social skills and behavior.
In addition, the Visserschool can call upon funds for ‘additional support’. This is necessary if a student has a specific support need which does not fall within the basic support category. For this, we propose, in consultation with you, a developmental plan. There are available resources to accomplish this plan.
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The Support Profile Each school has a support profile. The support profile is compiled by our team and the management. As parents, you can use the support profile to determine whether your child can get the support it needs at our school. The support profile outlines the support the Visserschool can offer; itself or with the help of others. Furthermore, the profile describes the ambitions of our school has within the framework of Suitable Education. We also show the limits of the support we can provide. In the Support Profile you can find: §§
what the basic quality that the Visserschool offers for each student;
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what basic support is there for students who need it;
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what additional support can be achieved;
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how cooperation is regulated in the district;
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how the Visserschool wants to work with parents.
In addition to a specific school section, the support profile also includes a general AMOSsection. In it the management describes the standards and ambitions it has regarding Suitable Education. You can take a look at the Support Profile of The Visserschool at the school director or the learning support teacher.
AMOS Support The support team of AMOS provides support in organizing Suitable Education by giving shape to “tailored” education. Children are together in a group but they are all different and have different educational needs. Just like their teachers. With the help of the support team of AMOS, we strive to improve the quality of education and care for all children in the schools. The work of the team consists of, inter alia:
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doing individual research and/ or observation on children to identify their strong and weak points;
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arranging together with the teacher and/ or learning support teacher and parents a suitable curriculum for children;
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arranging together with the teacher and/ or learning support teacher a suitable curriculum for groups;
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counseling / coaching of teachers, in which use can be made of video recordings. The images are for internal use only.
Parent and Child Counselor You hope as a parent that your child is safe, healthy, stable, and growing up in a loving way. There may be circumstances in which you can use tips, advice or guidance. You can then contact the parent and child counselor.
Suitable Education: The Vision of AMOS The vision of AMOS is: “Particularly good education for every child the approach that works.” All AMOS schools continuously work towards achieving quality education. Education and support needs of the student are the starting point for our actions. Every child is welcome at the AMOS-school nearby. We recognize that there are limits to what we can provide for a child. We want to push those boundaries. What we cannot, we want to learn. What we cannot do alone, we can do with others. If we cannot provide the needed support, we accompany the parents in the search for a more suitable place nearby where that is possible. When we reach our limits, we examine if the support needed by a child can be accomplished. We do this in consultation with the parents. We discuss and evaluate periodically if our mutual expectations are met. Then we determine whether we can keep standing for ‘Particularly good education for every child the approach that works. “ Before we examine a child individually, we will request your consent. You will be asked to fill in a form on which you can explain the problems identified. The beginning of an examination is always a discussion with you as parents. After the examination you will have a discussion in which the results are explained and agreements made about the desired approach. After the examination we evaluate the approach plan with the parents, teachers and if necessary with the special needs teacher. For you as parents the school is always the first point of contact.
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The parent and child counselor can provide you information, can counsel you to make a plan together about the steps to take or arrange support from other experts, if needed. We are searching for solutions that best suit your child or your family, so you and your family can become independent again. One is aided by a tip or an advice, another by a number of conversations. The parent and child counselor is part of the parent and child team near the school. The parent and child counselor at the Visserschool is called Saskia Doesburg. She is present in the school for two half-days. The group teacher or learning support teacher can put you in contact with her.
The School Doctor and School Dentist Care at school includes the physical care for the students. For this we have contact with the GG&GD. During the school period the students are examined by the school doctor three times. This occurs during their fifth, ninth and eleventh year. As your child is eight years old, he or she is examined by the school nurse. Every six months, the school dentist comes to school. You get a form on which you can consent to a possible treatment.
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4. School Appointments Enrolling New Students Registration to the Visserschool is only possible by filling a registration form. Parents with 3 year old children receive a letter from the municipality of Amsterdam with the registration form. Make sure the pre-printed data on the registration form are correct. 1.
Fill in the form completely.
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Put the schools of your choice in the correct order. At number 1 is the school you prefer best for your child to attend, then number 2, etc.
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Sign the application form.
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Submit the registration form at your first choice school
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You receive a confirmation of registration. It is important to verify that the information on the registration confirmation is correct.
Your registration will be on time if you submitted your registration form before the end of the registration period. In the below diagram you can see what is the registration period for your child. This diagram is decided upon each year anew. Registration period for the year 2016/2017 Your child is born between May 1, 2013- Augustus 31, 2013 September 1, 2013- December 31, 2013 January 1, 2014- April 30, 2014 May 1, 2014- August 31, 2014
Registration period November 1, 2015-November 1, 2016 November 1, 2015- March 2, 2017 November 1, 2015- June 1, 2017 January 1, 2016- November 2, 2017
Placement Your first choice school records the entries in a central system. Thereafter follows the placement. If the school has sufficient places for the number of registrations, then your child is automatically placed. In over 75% of schools in Amsterdam this is the case. If there are more applications than places, the priority rules apply. First are placed children with priority. Then the remaining entries are discussed.
Getting Used to the Visserschool At the Visserschool, we have an adjustment period for the new students. This is a four-week period before your child is 4, when he/she may come twice a week to school to get used to it. Approximately 2.5 months before your child is 4, you will be notified by the school. Your son
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or daughter will be invited for the first adjustment day, and we invite you as parents to a get to know each other meeting. The first adjustment day starts from 08.30 to 12.00 AM. Then the teachers will, in consultation with you, the parents, agree on the date for the next adjustment day. During the get to know each other meeting you and your child receive an introductory booklet. It is described inside for instance how a school day will be like, when we have gym, what food and drink we have and when we have holidays. From the moment your child is 4 years old, he / she can come to school every day! After the first six weeks, we make an appointment with you, to inform each other briefly about how it goes for your child.
Municipal Admission Policy The Municipal Admissions Policy starts from the school year 2015/2016. This means that children born on or after July 1, 2011 are covered by this policy.
One System for the Entire City Clear agreements about registration and enrollment make it easier for parents to register their children for primary school.
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Better View on Capacity Requirements This system ensures that there are no duplicate entries come into schools. As a result, schools are better able to estimate how many students they can expect in the new year in order to organize for example, additional capacity in time. When a child is 4 years old, it can go to primary school. When the child is three years old, the parents receive information about the application and enrollment. Parents have then at least 6 months to orientate, to visit schools and to register their child. Then parents register their child to the school of their first choice. This school registers the notification in a central system. The parent must also hereby indicate the second, third and subsequent choice of primary schools. The placement then takes place automatically based on the stated preferences and priority rules. At least 6 months before the child goes to school, the parents are told which school has a place reserved for their child. Then they can enroll their child at this school. Each child has priority for 8 schools in the neighborhood. The priority is determined by the walking distance from the residence of the child and the school. Want an overview of your priority schools? Enter your postcode and house number on www.schoolwijzer.amsterdam.nl for an overview. In addition, your child may have priority to some schools where the home address does not count. These are the following schools: GBS Veerkracht, Rosj Pina, Cheider, Crescendo and the Morgenster. These schools have a civic function on the basis of their religious inclination. If the school has sufficient places for the number of registrations, the child is automatically placed. In over 75% of schools in Amsterdam this is the case. If there are more applications than there are places, the priority rules apply. These rules of priority are: §§
A brother or sister is in the first choice school when the child is 4 years;
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The child has a preschool and early childhood education indication, goes to the preschool which is connected to the school and has the school as a priority school;
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The child is in an Integrated Child Centre (IKC), that the school of first choice is a part of and has the school as a priority school;
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The parent of the child is working at the school with an undetermined time employment contract;
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The child has the school as a priority school.
More information is available at: www.amsterdam.nl/onderwijs-jeugd/basisonderwijs/.
Cooperation with Preschool To connect as closely as possible to the children who are in group 1, we work closely with the kindergarten. The pre-school coordinator is in regular contact with the leaders of the preschool, that the kindergarten is part of. In this way, there is an ongoing line from the preschool to primary school and children make the transition easier.
Students Data Registration Various data, such as tests data, of the students are stored in the records of the Visserschool. We use these data to follow the progress of the students. Additionally, the Education Executive Agency (DUO) and the Inspectorate of Education also register certain data from schools in the Netherlands anonymously. This concerns, for example, data about the student population and teaching income. These data are, inter alia, used by Vensters PO. Vensters PO is being developed for the PO- Council with the aim of providing a clear, transparent picture of schools. The final completion of Vensters PO is in May 2015, but there are already data on all primary schools in Vensters PO visible on the website www. scholenopdekaart.nl. For more information: www.vensterspo.nl.
Compulsory Education A child may from his fourth birthday go to primary school. It is not required (but desirable), thus it is possible for you to talk to the teacher if your child should go to school all day or only a part of it in the beginning. When your child is five years old education is compulsory. Education is compulsory on the first school day of the month after the month your child is five years old. In exceptional cases, a whole school week is still too strenuous for a five-year old. In such cases you can decide, in consultation with the teacher, that your son or daughter
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should still stay home for five hours per week. These hours may not be saved. In a written request to the management you can ask to extend this number to ten hours per week. Once your child is six years old this regulation stops.
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Teaching Time The law stipulates that primary school students receive at least 7520 hours of education in eight school years. In the first four school years there are at least 3520 hours and in the last four school years at least 3760 hours. The school hours of the Visserschool are: Monday Tuesday Wednesday Thursday Friday
8:30-14.00 8:30-14.00 8:30-13.15 8:30-14.00 8:30-14.00
Leave of absence In principle, we cannot give extra free time to students in addition to the scheduled days off. But there are exceptions. If you have a very important reason to apply for a leave of absence for your child, please notify the management. E.g. for a wedding, a wedding anniversary or a funeral. Leave of absence requests must be submitted two weeks in advance of the requested dates, they must be done in writing, with a clear explanation of the reasons. There is then plenty of time to arrange things with you as parents and possibly with the truancy officer (in case of a leave of absence longer than ten days). If you keep your child at home without a leave of absence request and only later inform about the reasons that goes against the Compulsory Education Act. The school director may grant up to 10 school days per school year of leave of absences in case of compelling circumstances. The school director evaluates the application therefore. If the leave of absence is requested for more than 10 school days per school year due to compelling circumstances, then it is decided by the truancy officer.
Bullying Policy We set rules and we make agreements with each other. We then call each other to these rules and agreements. In our protocol we have described bullying rules and agreements so that all our students enjoy going to school. The purpose of our Bullying Policy: All children need to feel safe at school, so that they can develop optimally and have a good time.
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Our Bullying Policy is based on three golden ground rules. §§
We will not tolerate verbal abuse
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We will not tolerate physical violence
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We will not tolerate disrespectful behavior
The entire Bullying Policy is described in the document “Bullying Policy and So we do it here at the Visserschool”. The Visserschool has a bullying coordinator and the agreements and protocols with respect of social security are described in the social security plan.
Dyslexia Protocol Good reading and language learning is an important focus of the Visserschool. For early identification of reading problems, we use the Reading Problems and Dyslexia Protocol of the Expertise Center Netherlands. The aim of the protocol is to provide teachers guidance for the early detection and treatment of reading difficulties. Along with the learning support teacher, the teacher (and dyslexia specialist) monitors students’ reading problems using a systematic action plan. In this way they can be given good guidance. Thanks to early intervention, an important part of the reading problems can be remedied in the Visserschool.
Water Drinking The Visserschool students starting from lower school are drinking water at lunch. Within a year, the Visserschool has ensured that its students not only drink water instead of sugary drinks, but also no longer eat unhealthy snacks during school hours. In collaboration with Jump-in the Visserschool promotes a healthy lifestyle and it challenges students to exercise plenty and play sports. The Visserschool also involves parents. After all, healthy lifestyle begins at home! At school there are information mornings for parents about food, treats and movement and the teachers also participate to the discussions with the parents when it comes to physical development/ condition. For is it not true that with a good sleep, a good breakfast and a healthy lifestyle this school development is going much better for you?
Traffic Exam Group 7 participates in the national theoretical and practical traffic exam. The students must
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take a written exam and a route by bike.
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Birthdays If it is your child’s birthday he / she can treat the group. The treat should be healthy. So no candy or chips. The Visserschool is clearly conscious about healthy nutrition and exercise.
Head Lice Though we make every effort to prevent it, we sometimes have to deal with head lice. Once we find head lice, we will immediately contact the parents. The parents must pick up their child and treat him. If this is not possible, we ask the parent to treat the child as soon as possible after returning home. This procedure is necessary because it has been found in practice that lice spread very rapidly.
Reporting Sick Is your child sick? Report it before 08:30 on this number 020-618 04 81. If your child becomes ill at school, we will immediately contact you. It is important that the school has a correct phone number so we can reach you at all times. If your child is absent without notice, the school will contact you shortly.
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Absenteeism The Visserschool records the absenteeism of the students. The school has regular contact with the truancy officer. The truancy officer at the Visserschool is called Bouchra Sahsah. If the absenteeism is notable, then the teacher group and / or the school director will discuss that with you. We make a difference between authorized and unauthorized absence.
Authorized Absence Primary school students must attend school. Sometimes there is a reason why they (temporarily) do not have to go to school. E.g. due to illness or religious or belief obligations. We call that authorized absence. Compulsory Education describes the situations that can be considered authorized absence, namely: §§
Because of the student’s disease;
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If the student is temporarily denied access to the school as a disciplinary measure;
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Due to fulfillment of duties by the student arising from religion or belief. In Amsterdam, it was agreed as a general guide for the school to give one day leave for each duty;
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When the family due to the specific nature of the profession of one parent can only go on vacation outside school holidays.
Unauthorized Absence What if a student is absent without a valid reason? Then we can talk about unauthorized absence. If a student of the school is too often absent, the school warns the truancy officer. This occurs in cases of an unauthorized absence of 16 hours of class time within 4 consecutive weeks. As a school we can and may decide to inform the truancy officer even earlier than we can talk of unauthorized absence. Unauthorized absence of less than 5 days of school in four weeks of lessons
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Arriving late frequently
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Worrying absenteeism due to sickness
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Doubt about sick reporting
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Absenteeism around school holidays
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Unauthorized absence after leave of absence application rejection
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Traveling abroad
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Parents are informed about the report on unauthorized absence. Upon receipt of a report the truancy officer will investigate why the child did not come to school. Information is obtained from the school and other agencies. Parents can also be called for an interview or hearing. In the first instance, the truancy officer attempts to make arrangements with the parents to end the absenteeism. If that fails, then the truancy officer may issue an official warning or draw up a report. In practice, for the Visserschool that means: §§
If your child is too late more than three times a month, the teacher will discuss this with you.
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If for a 2nd time the child is more than 3 times late you have a discussion with the school director (or learning support teacher).
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The third time the truancy officer is informed, and he/she will invite you to a discussion.
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Should absenteeism occur more than three times then the truancy officer will be contacted earlier.
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For continuously being late to pick up the child the same rules apply.
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Exemption from School Attendance for Children Younger than 6 Years
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From the fifth to the sixth anniversary of your child, the following apply:
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parents can rely on exemptions from school attendance for more than 5 hours per week;
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the school director may, at the request of the parents, grant another 5 hours per week exemption from school attendance.
Gymnastics Sports shoes with light soles are required during gym classes. For students in group 1 and 2 sneakers without laces, preferably elastic are the best. This saves a lot of time with dressing and undressing. Furthermore, you can best have your child take with him/her a T-shirt and shorts or a leotard. During gymnastics is not allowed to wear jewelry. This brings the safety of your child during gym class at risk. We recommend leaving jewelry at home on the days when your child has gym class.
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Jump-in The Visserschool is a Jump-in school. Jump-in is an Amsterdam initiative of the Social Service Development and the Public Health Service Amsterdam. Jump-in takes care since 2002 that children between 4 and 12 years old exercise more. It is a fact that children in Amsterdam are too fat and they move too little. Jump-in is considered to be the answer for obesity and inactivity in children. Through the clever use of six instruments the project leads to some good results. At the Visserschool we find sport and exercise very important! Movement gives you a good feeling. The motor skills of active children are better, they are more socially equitable due to the many games they play together and often concentrate better on a task. Moving a lot leads to improved physical health. What are the Amsterdam goals for a healthy school? When is a school a healthy school? The Jump-in team encourages and supports primary schools to become Healthy Schools. There are eight goals drafted for schools in order to become healthy schools:
1. 2. 3. 4. 5. 6. 7. 8.
Health is permanently on the agenda Parents and school are working together for a healthy lifestyle A healthy nutrition is a fact There is plenty of physical education for all children The school actively encourages outdoor play Encourages children to participate in sports and exercise Identifies children with motor retardation and ensures appropriate supervision The school has an adequate support structure for over- and underweight
Identify, Measure and Weigh The children at the Visserschool that are in group 2, group 4 and group 7 are measured and weighed by nurses and physician assistants from the Youth Health of the Public Health Service. These measurement times are intended to notice overweight and underweight at
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an early stage. If the measurement points to that, children and parents will be invited to a discussion with a nurse from the Youth Health about the weight.
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If our school, despite regular checks from the youth health, is still worried about the weight or eating behavior of a student, we may approach the parents about this. If you as parents give us permission, we may make an additional appointment for your child from school with the child healthcare to talk about the weight or eating behavior.
Homework From group 3 your child can get homework. In groups 6, 7 and 8 our students get homework regularly. Your child must then learn or make something at home. It’s fine if you look at the homework together with your child and guide him/ her in the learning process. It is also the responsibility of the parents / guardians that the homework is finished on time and handed in to the teacher. The Visserschool has a homework class for several years. In the school year 2016-2017 the Visserschool will start a homework class for students from groups 6-8.
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School Trips The students in groups 1 to 7 go to school trips every year. You will be informed in due time about the date of the school trip. We expect all children to go on the school trip. The school trip is one of the highlights of the school year for students and teachers.
School Camp As your child is in the group 8 he or she goes to the school camp. This is part of the school program. It means that your child will be away from home for two nights and three days with his classmates. This is always done under the supervision of several teachers. The cost for the camp is not included in the parental contribution.
Exemption from Activities Exceptionally you can ask the school if it is possible for your child not to participate in a certain educational activity. The board of the school decides about that. The director advises the board on the request. This advice is discussed in advance with you. The director also indicates what it thinks to be a meaningful replacement of the educational activity for the student, if the board consents. The board lets you know in writing whether your request is granted and on what grounds the board has taken its decision.
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Afterschool Activities The Visserschool organizes many artistic and sports extracurricular activities for the children such as handball and table tennis training, theater and circus project, carpentry workshop, cooking workshop and music courses. Football is so popular at the Visserschool that every year we participate in the Amsterdam School Soccer Tournament. The idea is that kids find it nice and have fun. Participation in the activities is often free and never required.
After School Care Akros and Partou Foundation provides after school care. The reception is around the corner near the school. For information, please contact Akros: 020-589 33 33 or Partou 020 -398 61 00
Insurance and Liability The Visserschool has concluded an insurance package, consisting of an accident and liability insurance. On the basis of the accident insurance are all those involved in school activities (students, staff and volunteers) insured. The insurance entitles to (limited) benefits if an accident leads to permanent disability. Also, the medical and dental expenses are partially insured for, provided that the private insurance of the person concerned does not cover it (for example, by your own risk). Material damage (e.g. broken glasses, bikes etc.) is not covered. The liability insurance provides both the Visserschool itself and those active for the school (board members, staff and volunteers) get coverage against claims arising from unlawful acts. In connection with this we remind you two aspects, which often give rise to misunderstandings. Firstly, the school i.e. the school board is not (necessarily) liable for anything that takes place during school hours and extracurricular activities. If this were the case, any damage that occurs in connection with the school should be reimbursed by the school. This view is shared by many people, but is based on a misunderstanding. The school only has a liability for compensation when there has been a culpable error. The school (or those who act for the school) must therefore have failed in their legal duty. Damage may be suffered without the existence of any illegality. For example, during the gymnastics a ball can hit somebody’s glasses. This damage is not covered by the liability insurance, and (therefore) not reimbursed by the school.
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Secondly, the school is not liable for (damage) caused by the unlawful behavior of students. Students (or, if they are under 14, their parents) are primarily self-accountable for their actions. A student whose unlawful conduct during school hours or during other activities organized by the school caused damage, is him/herself (or the parent) firstly responsible for it. It is therefore important that parents / guardians have concluded their own private liability insurance.
Suspension and Expulsion We hope that it won’t, but sometimes it happens: things are not good between the school and a student. We are then talking about a very serious situation. We can think for instance about a situation in which the school cannot support (anymore) the needs of a student or to a situation involving serious misconduct of the student (or parent). The board may then as a last resort suspend a student for a period of maximum five school days or in a serious situation expulse them from school.
Suspension A suspension period is considered primarily as a cooling-off period for all parties. Usually at the end of the suspension period, the appropriate steps are put forth such as a conversation with the parents, to give the student a good restart. The board adopts the decision to suspend the student formally. Parents are informed by the school director. To extend the suspension the board takes again a formal decision and the parents are informed again. The inspectorate and the truancy officer are informed over decisions to suspend a student for more than one day. Parents can lodge a written objection within six weeks at the board. The board decides within four weeks from receiving the objection after having heard the parents first. If parents disagree with the decision on their objection then they can go to court. See also: www.amsterdam.nl/gemeente/organisatie-diensten/dmo/onderwijs-jeugd/bureau-leerplicht/
Expulsion By the term expulsion, we mean the permanent denial of access to the school and the
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lessons. The expulsion process ends with the un-registration of a student. Causes that can lead to an expelling decision of a student are learning and/ or behavioral noticed problems, not tolerating the behavior of a student and in extreme cases not
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tolerating the behavior of parents / guardians. Expulsion as a result of learning and/ or behavior problems only happens when despite specific support efforts provided by the problems still hinder the development of the student or the safety of other students or the teacher is at stake. The decision on starting an expulsion procedure is reserved for the board. Before the board reaches this decision there are a number of steps to take. The board has heard the teacher and the director if desired as well as the parents. On the basis of these discussions, the board shall decide whether or not to proceed with the expulsion. If so decided, the board has the obligation to find another school for the student. Once this has been achieved the final expulsion takes place. The inspectorate and the truancy officer will both be informed of the proposed as well as the final decision of expulsion. Parents can object in writing to the board. In extreme cases, parents can go to court. See also: www.amsterdam.nl/gemeente/organisatie-diensten/dmo/onderwijs-jeugd/bureau-leerplicht/
School/ Schoolyard Ban The board is entitled to if necessary and justified, to deny access to the school to a parent for a period. In some cases, the behavior of parents can also lead to the expulsion of a student.
Media Protocol Since the school has TV, video and internet facilities, there may be pictures and programs entering the school that we deem inappropriate for students. Here we have in mind certain manifestations of violence, sex and racism. Notably through easy access to the Internet, there is a big risk of bringing in disrespectful and inappropriate material. The school is of the view that unwanted communications should be prevented as far as possible without having the students assume all responsibility. The school sees an opportunity for students, under supervision, to assume their own responsibility. Access to the Internet is itself seen as a teaching point within the school. We choose the “pedagogical� filter in regard to Internet use. The school confronts children oblivious to said expressions. The teachers will engage students in discussions about undesirable behavior on the Internet. The staff uses the Internet especially for educational purposes. It applies to all
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the staff at school that it is not allowed to search for sites that display themes of violence, sex and racism that have nothing to do with the educational mission of the school.
Agreements at School §§
The teachers promote a sense of responsibility in students by guiding access to the Internet and videos.
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At school the use of mobile phones, mp3 players and related equipment is allowed only for educational purposes.
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When showing films and TV programs the viewing guide is taken into account. The school sees it as an educational task to make children aware about why certain expressions cannot be tolerated.
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Students may use the Internet for teaching assignments; the school staff looks “along with them over the shoulder.”
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The school teaches students which search will and which will not be relevant when looking for information on the Internet.
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Tools are used for educational purposes.
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The school staff is not allowed to make contact with students outside school through social media.
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When publishing photographs of children in school situations, we are careful. We find it important that we provide a representative picture of the situation at our school and that justice is done to the integrity of each individual. There is a rule agreed upon at school about how parents may object to the inclusion of photos in school publications: brochures, school guide, school website.
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If irregularities occur, it is always reported to the management. This keeps a log about them. In this way we gain insight into the improper use of ICT resources in schools.
Agreements with Students §§
Never give out personal information on the Internet such as names, addresses and phone numbers without the permission of the teacher.
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Visit no web sites that do not meet the decency standard.
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Tell the teacher immediately if you come across information that you do not feel comfortable about or that you know it does not belong there. If you hold to that agreement, then it will not be your fault that you came across such information.
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Never put forth contacts from school with anyone without permission from your teacher.
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Never send photos of yourself or others in your messages.
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Never respond to messages that make you feel uncomfortable or in which there are things that you know do not belong there, it’s not your fault that you get such messages.
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Do not send yourself such messages either.
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Talk beforehand with your teacher what you want to do on the Internet.
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You cannot make purchases over the Internet from school.
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If you are being bullied over the Internet you need to tell this to your parents, teachers or confidante from school, just as you do with other problems.
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5. Parents Educational Partners We see parents as educational partners. This means that we as a school team up with you. We work together on the development of your child. Because we share the responsibility for bringing up your child, it is important that we are on the same page. As a parent, you have the primary responsibility for the upbringing and our teachers are primarily responsible for good education. We expect from you that you work at home with your child and practice with school work, as prompted by the teacher. Sometimes it is important to repeat at home what your child is taught in school. Your help and support is crucial. Exercising and repeating makes a big difference for many students. Children find it nice to talk to their parents at home about school, the teacher, boyfriends and girlfriends. So, ask often how your child’s school day was. For children it’s an extra boost as parents sympathize with them.
Stay Informed On the website www.devisserschool.nl, the Facebook page ‘Come to the Visserschool’ and the twitter account: @visserschool you can find general and current information about the Visserschool. We stress that it is important for your child’s progress that you discuss with the teachers. Come to our classes and parents’ evenings. The Visserschool offers during the third week of each school year introductory meetings with parents. Each parent gets fifteen minutes to talk to the teacher. The introductory meeting
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is designed to build contact, trust and closeness between parents and school from the start. The Visser Tales is our monthly newsletter. Here you can read all the news from inside and around the school.
Parent Contact Person Margareth Barten is our parent contact person. She is present two half-days at school. During the school year it provides themed meetings and courses for the parents. These alternate with the coffee mornings.
Parental Involvement Parents from the Visserschool are active through the Parent Council and the School Council. Also our parents are actively involved in school activities and trips. We are always looking for parents to control lice, reading by parents, classes by parents and parents who want to share their talent with the students from the Visserschool!
Parents Council Parents have ideas and we do something about it. Our Parent Council is thinking and helping the Visserschool. The PC meets about six times a year and discusses the highlights of the school with a teacher and/ or our director. Parents also help organizing various activities such as the Children’s Books Day, the Christmas dinner, and sports days. We find it very nice that we as a school can always rely on them. The Parents Council also writes about the activities in The Visser Tales. Parents not only help, they also come with a lot of good ideas. At the initiative of the Parent Council a Christmas café was organized where parents can eat and drink something together during the Christmas dinner. The parents have supported the themes and activities, and celebrations. To conclude the 2015-2016 school year, the Parent Council with the help of many other parents organized a great Summer Ending Party. The leaders of the PC are: Andjelka Cajic (president) Lenne Muffels Jamaa Taharrasst Aiste Jonkute Annick Chevalier
Mother of Ilja from group 4 Mother of Nina from group 1/2 C Mother of Shahin from group 3 Mother of Luca from group 3 Mother of Kyan from group 3
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School Council The School Council (SC) thinks along about everything that has to do with the policies of the Visserschool. This may be about education, but also about things that have to do with the school. SC not only thinks along, but also gives advice. In some cases, the SC even decides along. SC consists of two parents and two teachers. The two parents are representing the parents of the Visserschool. Any parent can make his/ her voice heard through the parent members. SC does not deal with individual problems, but issues that concern everyone. PC members are: Parental guidance Julia van Ooststroom Aspha Bijnaar Teachers Lotte Gerritsen Marieke Kurvers
Mother of Wolf from group 3 Mother of Silver-linn from group 1/2 D Teacher of group 4 Teacher of group 5/6
Parent Initiative Two parents started at the end of December 2012 a parent initiative at the Visserschool. Meanwhile, the parent initiative has grown and it has led to many registrations. A parent initiative is a collaboration of parents who consciously choose the Visserschool. They build even before their child is at our school a bond with the school and the other parents and children of the initiative. Meanwhile, the parent initiative has been successful. The school has experienced tremendous growth. The initiative is now complete. Parents can attend the open evenings and mornings. The data are provided on the website. You can register via the placing system and you will hear within a certain time if your child has a place at the Visserschool.
Voluntary Parental Contribution The Visserschool asks you as parents for financial assistance for activities which are not compensated by the Ministry or Municipality. The parental contribution amounts to 65 euros
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per student. Here are included the costs of the school trip. The parental contribution is not mandatory; parents pay it voluntarily. Admission to the school is not dependent on the payment of the parental contribution. We ask the parental contribution because we use it for activities and projects for students. The parental contribution will be used for activities additional to the compulsory program.
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These could include school trips, parties or projects. Without the parental contribution is not possible to organize these activities. The school has the right to exclude students from these activities, if the contribution is not paid. In that case, the school provides, insofar as it relates to activities during school hours, for an appropriate alternative assignment for students. The School Council determines annually the amount of the parental contribution, and what the money spent for. From school year 2016-2017 the Visserschool will provide the opportunity for parents to donate an additional parental contribution to the school. The Parent Council oversees how that money is used.
Complaints The school and the board both endeavor for a safe school environment for all students. A safe school environment is the joint responsibility of parents and school from our point of view. Yet it is possible that a difference of opinion arises between parents and school. For those situations AMOS has a complaints procedure. A copy of the complaints procedure can be consulted at the school director or on amosonderwijs.nl. For questions about the complaints procedure, the procedure to follow in any case, please contact the designated contact person. Each AMOS school has a contact person, who is also an employee of the school. The contact person can also assist you with the clear formulation of your complaint in the case of simple complaints. Our contact persons at school are: Maartje Korsten (learning support teacher) and Edel Voogd (teacher group 1/2 B). In short, the agreements and rules come down to this:
Handling at the School Level If you have a complaint relating to (the conduct of) a teacher of the school as such, you can make an appointment with the concerned teacher or concerned other. If this does not lead to satisfactory results, please contact the management of the school. Complaints about inappropriate behavior should be immediately submitted to the board (supervising authority) and may also be made known directly to the external confidante (see below).
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Under unacceptable behavior is included physical violence, psychological violence, sexual harassment or sexual abuse, discrimination or radicalization.
External Confidante AMOS has two external confidantes. The first confidante checks whether a solution can be reached through mediation or a complaint to the board should/ could be filed. The decision to file a complaint lies in principle with the complainant. The external confidantes are independent of the board and have a confidentiality obligation. The board will be informed by the confidante of the fact that the external confidantes were contacted. The confidantes from AMOS are: Mrs. JosĂŠ Welten
Mr. Henk Heijerman
020 4190240 or 06 47430001
020 7703013 or 06 44660228
j.c.welten@gmail.com
hheijerman@live.nl
Complaints at Board Level If you believe that your complaint at school level did not lead to an adequate solution, in case of a complaint regarding possible inappropriate behavior (see above), you can write to the board. In that case you can find on amosonderwijs.nl the form you must fill out and send. You will receive a confirmation receipt and will then be given the opportunity to present your complaint orally in a designated hearing. Finally, you will be notified in writing of the validity or invalidity of your complaint, and on any measures to be taken.
Complaints to the National Complaint Commission If you do not agree with the judgment of the competent authority regarding your complaint
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or the way your complaint is handled, you can contact the National Complaint Commission for Christian Primary Education, Secondary Education, Vocational and Adult Education.
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The National Complaint Commission investigates the complaint, takes a decision on its validity or invalidity and advises the Board on the eventual measures to be taken. The regulations of the National Complaint Commission can be seen on the GCBO website GCBO PO Box 82324 2508 EH The Hague Phone 070 386 1697 Fax 070 302 0836 Email info@kringenrechtspraak.org website www.gcbo.nl
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Severe Cases or Suspicions (treatment at government level) Sensitive matters or matters relating to unacceptable behavior may arise at school. Under unacceptable behavior is included physical violence, psychological violence, sexual harassment or sexual abuse, discrimination or radicalization. In such case parents and children can appeal to several people: to the school management, to the school’s contact person, to the (external) AMOS confidantes or to the National Complaints Committee.
National Confidante Inspection The Inspectorate of Education employs a small team of confidante inspectors. Parents, students, teachers, directors and boards can consult the confidante inspector when in or around the school occur problems in the field of: §§
sexual harassment and abuse;
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physical violence;
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gross harassment;
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discrimination and radicalization.
Serious complaints that fall within these categories can be discussed with the confidante inspector. The confidante inspector will treat the complaints in an advisory and informative manner. If necessary, the confidante inspector can also assist on the route to filing a formal complaint or drafting a declaration. The inspector has no specific role in dealing with complaints. It has no obligation to declare it and is bound to confidentiality. The confidante inspector is available during office hours at 0900-111 31 11 (local rate).
Reporting Obligation If they suspect or detect crimes, for instance (child) abuse, AMOS and its employees are obliged to bring this to the attention of justice. Obviously, justice will follow its own course. AMOS has no influence on that.
Reporting Obligation of (possible) Sex Crime
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The law on primary education includes a reporting obligation that applies to all employees of a school. Reporting obligation means that if the employee in any way becomes familiar with a committed (or possibly committed) sex crime, that employee must report that to the management. This also applies to contact persons and confidantes that come across information about a possible sex crime in their functions. No employee can in that context
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rely on confidentiality. If there are complaints from parents and students about a school situation where there is a possibility of unacceptable behavior towards a minor student, the board is obliged to report to the confidante inspector.
Obligation to Consult and Report on Sexual Offenses The law stipulates that the board shall declare if they came to the conclusion together with the confidante inspector that there is a reasonable suspicion of a sex crime committed by a school employee toward a student. Before the board proceeds to the declaration, the parents of the student in question, the possible culprit (employee of the school) and the confidante inspector will be informed about it by the school management.
Report Code on Domestic Violence and Child Abuse AMOS has established, in accordance with the requirement of the Law on Primary Education, a Report Code on Domestic Violence and Child Abuse. That Report Code, recorded in a Protocol describes five steps that schools must take when there are signs of domestic violence and child abuse. Part of this Report Code is that the decision to report or not a suspicion of domestic violence and child abuse lies with the professional. You can take a look at the Report Code on amosonderwijs.nl.
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AMSTERDAMSE OECUMENISCHE SCHOLENGROEP
52
De Visserschool
T 020 618 04 81
Columbusplein 34
E komnaar@devisserschool.nl
1057 VB Amsterdam
W www.devisserschool.nl