BSN students, families, and staff from across all four campuses joined the effort to supply handmade blankets to the Wool for Warmth organisation, which helps unhoused individuals. This project wove the BSN spirit of compassion, creativity, and collaboration into something tangible and meaningful.
• Approximately 1000 squares knit or crocheted by the BSN community this year
• Blanket squares were knit or crocheted in CCAs, in breakfast club, in staff rooms and classrooms, at Family Association Coffee Mornings, and at home
• Squares for three blankets were sent to Wool for Warmth for assembly
• Squares for one blanket were assembled by BSN staff (& ready for two more, with student help!)
A sense of belonging is more than a feeling ; it is the foundation for learning, resilience, and innovation. It gives students the courage to ask bold questions, share their ideas openly, and connect meaningfully across cultures and perspectives.
This year, we saw that sense of belonging in student-led initiatives across our campuses, in the growing courage students displayed in presenting in assemblies, and in the thoughtful, everyday gestures that helped newcomers feel part of the BSN community. These are the moments that transform nearly 90 nationalities into a connected, thriving whole.
As we reflect on the 2024-2025 school year, we are reminded of our objective to create space for understanding, acceptance, and a culture that values each individual for who they are.
The impact of this inclusive spirit is found throughout school life. Whether on stage in a drama production, at international
sporting tournaments, on science research trips, during musical performances, or in the daily curriculum, our students have achieved and deepened their engagement with their subjects, their communities, and one another.
To our community, thank you. Whether you have been part of the BSN for many years or have joined us more recently, your presence, support, and spirit have helped shape our school into more than a place of learning. You have helped make it a shared identity that fosters connection, pride, and purpose.
Looking ahead, we are excited to welcome our new CEO, Louise Simpson, to the BSN in September 2025. With fresh leadership and a strong foundation, we look forward to the coming academic year. We know it will be filled with new initiatives, meaningful experiences, and ever-expanding opportunities to learn, lead, and belong .
The Board of Management
From left: Patrick Heuff (SSV Headteacher), Nitzan Kaduri (Chief Finance and Operations Officer), El de Libero (Interim Head of Communications and Admissions), Claire Waller (JSV Headteacher), James Oxlade (SSL Headteacher), Karren van Zoest (JSL Headteacher), Duncan King (Acting Head of SSL), and Helen van Buuren (Interim Head of Human Resources).
Recognition of Service: Her Excellency Joanna Roper
Her Excellency Joanna Roper, British Ambassador to the Netherlands, has dedicated the past five years to advancing bilateral cooperation, strengthening UKNetherlands ties, and promoting mutual understanding. Her wide-reaching impact has spanned defence and security through the Joint Expeditionary Force and NATO, as well as trade and energy collaboration. She served as the UK’s Permanent Representative to the Organisation for the Prohibition of Chemical Weapons (OPCW) and other key international organisations based in The Hague, while supporting the city’s legal institutions.
“I have enjoyed very much the connections I have had with The British School in the Netherlands as the Chair of the Association. I wish the students and teaching body alike all the very best in the future.”
— HE Joanna Roper, British Ambassador to the Netherlands
Ambassador Roper’s engagement has included attending key events such as the WeSpeak celebration for the school’s 90-year anniversary, BSNMUN, and the Senior School Voorschoten exhibition at the Voorschoten Museum. She even participated in a Forest School session at JSV during an Association visit.
Her influence has also extended meaningfully to The British School in the Netherlands (BSN). In line with the Articles of Association, the British Ambassador is invited to serve as Chair of the Association. The Association is the legal entity that owns and governs the BSN. It has been a privilege to have Ambassador Roper as the Chair since September 2020.
Throughout her tenure, she has offered invaluable support to the BSN community, particularly in navigating the post-Covid and post-Brexit context. She contributed thoughtfully to a review of the Association’s governance documents and generously hosted one of the Association’s meetings at the Residence annually.
Most recently, she invited BSN Senior School choirs to perform the British and Dutch national anthems at the King’s official birthday celebration in June. This provided our students with the opportunity to represent the BSN at an event attended by diplomats, members of the Dutch Senate, local officials, members of the Judicial Divisions from the ICC, ranking Military officers, and representatives from multilateral organisations.
As her posting concludes, the Board of Governors and Board of Management, on behalf of the entire BSN community, offer sincere thanks for her outstanding service and lasting contributions. We wish her every success in the next chapter of her distinguished career.
Peter Bayliff OBE, Chair of the Board of Governors
LEGO LIONS
From Bricks to Bots
What is First LEGO League?
FIRST ® LEGO ® League is a global robotics programme that encourages students to explore Science, Technology, Engineering, and Maths (STEM) through teamwork, innovation, and hands-on learning. In the Challenge Division, teams like SSL’s Lego Lions design and program a LEGO robot to complete missions at an annual competition. Guided by the engineering design process—explore, create, test, share— students practise researching, coding, and problem-solving.
At the heart of this programme are the FIRST ® LEGO ® League Core Values: Discovery, Innovation, Inclusion, Impact, Teamwork, and Fun.
When Did the LEGO League Start at SSL and Why?
Lego Lion’s 2025 Robot Design
• Inspired by a plastic-eating robot in a popular video game.
• Design idea: collecting plastic rubbish from the oceans and beaches.
“I love LEGO and I also wanted to learn computer programming.
After a discussion with Diya [Bakre] and Rebecca [Jary] we decided to set the club up. Rebecca loves all things LEGO too, and Diya wanted students to engage in practical application of programming.”
Kath Papaioannou, SSL Teacher
This is the second year of the SSL LEGO League Club, and it has already grown in size from last year. The club was the idea of three SSL staff members who shared passions for Lego, programming, and student engagement.
The BSN on
Exhibition
Our school’s long and impressive history was brought to life during a successful exhibition at the charming Museum Voorschoten. Mr. Weston, the BSN’s Archivist, curated a fascinating collection of photos, films, and objects. BSN
• Took further design inspiration from the baleen whale species and the WasteShark, a solar energy ocean clean-up robot.
Competition Day Student Reflection
“The LEGO League competition day (2 February 2025) was an eventful experience for our team, marked by both challenges and valuable lessons. There were 12 teams competing for the Haaglanden region.
Looking ahead, our team has identified areas for improvement, including refining our robot design. The experience we gained will hopefully help us improve and achieve more next season.”
Oscar, SSL Lego Lion Student
alumni featured prominently. It is wonderful that people still have a strong connection to the school so many years after leaving.
During a special event, guests were captivated by Mr Weston’s discoveries about the school’s origins and his stories from the post-war period leading up to the establishment of the Voorschoten campus. The event also featured musical performances and a reading from BSN students. The perfect end to the ‘gezellige avond’ was a keynote from BSN alumna Lale, class of 1991, about the BSN’s considerable impact on her life and career.
“I was very moved by Mr. Weston’s enthusiasm and very much enjoyed his charming, funny way of presenting some personal stories and school memories. I left the evening with a feeling of contentment and of belonging to the BSN community.”
Caroline Teulings, FA Chair
Conservation and Character in South Africa
Students travel to the Ubuntu Wildlife Sanctuary in South Africa for CAS, Service Learning, and more. For the second year, this was a transformational experience.
Deep in the Outeniqua Mountains, surrounded by wilderness, students had to adapt to living without electricity or hot water. They learned to rely on solar energy, and make fires to prepare meals and heat water for showers. The students not only engaged in vital conservation work but also cared for rescued lions, ensuring their daily needs were met and supporting their rehabilitation. This responsibility instilled a deep sense of empathy and purpose.
The immersion in cultural and local traditions, from cooking South African dishes, to learning survival skills in the rugged outdoors, allowed our students to embrace basic living and appreciate simplicity. The vast, open African skies, combined with limited Wi-Fi, gave them the freedom to fully disconnect from their usual routines, encouraging reflection, confidencebuilding, and a deeper understanding of the world and the people around them.
The programme is designed primarily for CAS students in Year 12 and links directly to the CAS strands and Learning Outcomes. It also meets expedition criteria for the International Award and develops all aspects of the IB Learner Profile and the BSN Character Profile.
“Lovely cultural experience which allowed me to learn about food preparation as well as a lifestyle completely different from at home. The staff were incredibly positive and were always supportive”
Andre
“The trip to South Africa was certainly the best school-organised trip I have ever been on and I am grateful to the staff from both school and the sanctuary for providing such an unforgettable experience.”
Florian
CAS is a core component of the International Baccalaureate (Year 12-13). Through Creativity, Activity, and Service (CAS), students get involved in experiences that will make a difference to their lives and the lives of others, while challenging them to extend existing skills or learn new skills. BSN students outside the IB programme are also encouraged to take up the CAS ethos.
At the start of April, JSV enjoyed celebrating our oracy (speaking and listening) skills through our JSV Speaks event.
We know that to read and write well, we must first become good speakers; it helps us to articulate our thoughts and understand our learning. Also, being able to communicate effectively and present to others is an important life skill; it helps us to be persuasive, influential, and informative. As part of this, we learn public speaking skills in our lessons in preparation for the JSV Speaks event.
All JSV students researched and practised short speeches based on the subject ‘I Went Somewhere Great,’ ready for their stories to be shared. The range of locations chosen was wide and imaginative. Speeches began with exciting ‘hooks’ to grab our attention, and ended with us feeling a sense of excitement.
A few students were selected to share their speeches under the spotlights during our assemblies. Each speaker took us on an exciting journey, holding our attention and demonstrating confidence and speaking skills. One of our students, Aarayna, in Year 3, amazed her audience with her speech about her family connections to South Africa. Her message was humorous and heart-warming, while also showcasing her ability to entertain and impress a large crowd.
I Went Somewhere Great
Each time I hear the song “Africa” by Toto, there is a specific line that gets me singing, “I bless the rains down in Africa”. South Africa is where half my family comes from. Importantly, my grandmother and my aunty, whom I love most dearly. In South Africa, it is said that Africa is a feeling, and my story is about that feeling! There is a special word called “Ubuntu”, which means “I am because we are!”. It refers to community and respecting one another, showing that we are one! Unfortunately, the country has a painful history, but a history that has brought about “Ubuntu”.
Nelson Mandela is the most recognised person from South Africa, and I was fortunate to visit the prison where he spent 27 years of his life. It was a sad place to see, but it made me realise why my mum is constantly teaching me about my African heritage. Some interesting facts about S.A. include them referring to a BBQ as a “braai”! Mmmm, the smell and thought of a braai is most satisfying! Did you know that the first heart transplant was performed by Dr. Christiaan Barnard in Cape Town in 1967? S.A. is also called the “Rainbow Nation” because of its diversity of cultures and languages.
When my dad first visited my mum in S.A., he said that he felt more “at home” there than he ever did in his own country, the Netherlands. I have visited S.A. more than 12 times and think it is a mix of excitement and awe! When you step onto African soil, you are wowed by beautiful scenery, breathtaking wildlife, and as far as I am learning, a rich culture and history. It is hard not to love South Africa! If I think about it now, it makes me wonder: Who did dad fall in love with first? The country or mum?
Shaping Confident, Curious Learners
The BSN and High Performance Learning
In a world that is changing faster than ever, young people need more than exam results to thrive. They need the ability to think critically, adapt to new situations, stay motivated, and approach challenges with confidence.
At The British School in the Netherlands (BSN), this belief underpins every aspect of our approach to education.
In 2023, the BSN joined the High Performance Learning (HPL) global network of schools committed to unlocking the potential of every learner.
What is High Performance Learning?
Founded by Professor Deborah Eyre, HPL is based on a simple but powerful idea: all students are capable of high achievement, given the right tools, environment, and support.
HPL draws on decades of research into how the brain learns and grows, recognising that intelligence is not fixed — it can be developed. At the BSN, this translates into two key focusses:
• How to think – Teaching students advanced cognitive skills that help them become independent, reflective learners
• How to be – Encouraging values, attitudes, and attributes such as perseverance, curiosity, and
empathy that support success in learning and life.
“At the heart of HPL is the belief that everyone can succeed. Our students are increasingly engaged, reflective, and willing to embrace challenges.”
As Fiona Aartsen, Assistant Headteacher, explains: “HPL provides a strong framework that shapes how we think, learn, and grow together as a community.”
HPL in Action at the BSN
The BSN’s commitment to student development extends beyond the classroom. Since introducing HPL in 2023, its principles have been integrated into daily school life:
• Students use HPL language such as “ Perseverance ” or “ Linking ” in subjects like Maths, Science, and Languages
• Group projects, leadership opportunities, and home learning reinforce independent thinking and self-awareness
• Parents are involved through events, workshops, and resources that bring shared language and expectations between school and home.
This builds on the BSN’s long-standing commitment to holistic education, reflected in the BSN Character Profile, launched in 2018. Many of the personal qualities promoted by HPL — Resilience , Curiosity , Collaboration — are already part of the school’s identity.
Celebrating World Class Accreditation
Achieving HPL World Class School status is a milestone for the entire BSN community.
The external assessors commended:
• The strength of relationships across the school — marked by harmony, trust, and shared purpose
• The way HPL is already embedded in planning, teaching, and student learning
• How the BSN’s inclusive, diverse environment provides an excellent foundation for developing global citizens ready to thrive.
Looking Ahead
The BSN remains committed to ensuring every learner develops the confidence, curiosity, and adaptability they need for an uncertain future.
As part of the global HPL network, the school continues to evolve its practice, fostering students who are high achievers and also reflective, compassionate, and ready to contribute wherever life takes them.
The journey is ongoing — and together, we are shaping the next generation of confident, curious learners.
“This
success is the result of dedication from students, staff, and families, with particular thanks to those who contributed to the assessment process and the ongoing work of the HPL Drive Teams across all campuses.”
Proudly accredited HPL World Class School, June 2025
Competition-Winning, Creative Coding
The Just2easy / Council of British International Schools (COBIS) Digital Creations Competition challenged Year 5 students at JSV to stretch their developing digital literacy skills and creativity. Impressively, BSN student Vivek won first place in the coding category with his game Save the Coral Reef from Trash .
“ This coding challenge was a great opportunity to teach my students to delve deeper into game design and use computational thinking skills, particularly decomposition and abstraction. They carefully planned out their games before coding each desired function separately.
I also encouraged them to digitally draw all their own game visuals rather than using stock images to really make their games their own. I am really proud of Vivek and all the Year 5 students for all their hard work with this competition.”
Fiona Kuijpers , Computing teacher.
“ I am happy and proud of myself. I enjoyed drawing my own sprites and tried my best to draw them nicely. It’s harder to draw on a computer than on paper, but satisfying when you finally achieve it. It was a very fun challenge. I hope we do mo re next year. Never Give Up. If I can do it, you can too!” - Vivek
Finance Overview
As a not-for-profit organisation without the benefit of government subsidies, The British School in the Netherlands depends entirely on the income from our school fees. Careful planning enables us to achieve our school growth plans and allocate financial resources to the continuous development of key strategic areas, including the curriculum, staff, and programme development.
The proportion of employees in the financial year (full time equivalents).
Teaching staff Support staff
Income from Fees Academic Year 2023 - 2024
Expenditure
Depreciation of Capital Assets
School Running Costs
Property Expenses
Interest, Bank Charges & Taxes
Student Voice
Reflections on the First Year of School
Completing the first Foundation Year of Junior School (F1) or the first year of Senior School (Year 7) is a milestone achievement. After experiencing many ‘firsts’, and adjusting to a new environment, new routines, and new people, we were curious to know what were our students’ highlights from the year.
Students in Foundation 1 (JSL and JSV) What has been your favourite part of this year?
“I like making the seahorse in the workshop. I showed my friends”
Miraan
“I like playing with my friends”
Pavlos
“I play outside and play hide and seek” Leonardo
“I like playing, puzzles and making things with the LEGO like bullet trains. I like the pirate game in PE.” Chihaya
“I ‘heart’ school that means it is beautiful. We can play so much and I love it.”
Rosie
“I have lots of friends. I like making pictures.” Ryan
“I like making ice lollies with rainbows in the workshop” Holly
“Most I like being the Learning Warrior because I take the bear home.” Astrid
Students in Year 7 (SSL) What part of your learning are you most proud of or have enjoyed the most?
“I have really enjoyed getting to know new teachers and getting more freedom in SSL. I like that we learn how to be more responsible in Senior School and have really liked being in SSL.”
Ayelet
“I remember learning about context in English, about mountains in Geography and algebra in Maths. Looking back, Year 7 was a wonderful year to be in.”
Yueran
“I’m most proud of being a form representative, because I think it shows my responsibility. It’s also nice to be able to help my classmates and carry forward their feedback.”
Thia
“Science - because I like how the teachers had us do lots of experiments which helped us understand what we are doing more.” Omar
“Everything in Drama was amazing and really fun!”
Y7
student
BSN Highlights: A Year of Belonging
A SSV’s First Girls’ ISAA Rugby Team B SSL’s First Class of Year 13 Leavers
BSN Community Choir at the Winter Social
10th BSNMUN
Geography Trip to Iceland (SSV & SSL)
Even after 18 years of living in the Netherlands, which represents the majority of my adult life, when asked where I have been on holiday, I still say, “I’ve been home.”
The sentiment shared in Third Culture Kids by David Pollock and Ruth Van Reken, that “Home is not a place, it’s a feeling,” resonates deeply with me. I know many within our BSN community can relate to that idea. Each time I return to the Netherlands, I experience a shift, both physically and emotionally. It is a sense of uncertainty about where I truly belong.
Through research, I have learned that I am not alone in these feelings. The need to belong is deeply rooted in human biology. When we feel disconnected, our bodies can activate the fight, flight, or freeze response. Stress hormones such as cortisol and adrenaline take over, making it harder to communicate, build relationships, and thrive.
In contrast, when we experience a sense of belonging, our bodies release a powerful combination of hormones, including oxytocin, serotonin, dopamine, and endorphins. All of which can together make us feel more empathetic, improve our mood, and encourage us to want to bond socially.
It made me reflect on how many others within our international community experience similar feelings of uncertainty. Particularly, for those new to the BSN, this can be a challenging transition, especially when moving to a new country, school, and education system all at once.
At The British School in the Netherlands, where nearly 90 nationalities are represented, we believe nurturing a sense of belonging is essential for every individual. We are committed to ensuring that everyone feels seen, heard, and valued. Research consistently shows that a sense of belonging significantly improves wellbeing, educational outcomes, and long-term opportunities.
A shared understanding of values, beliefs, and behaviours is key to fostering belonging. That is why our Character Profile is embedded in every aspect of life at the BSN. It provides a shared foundation for how we live, work, and learn together. This is especially important in a community as diverse and culturally rich as ours.
Home is not a place, it’s a feeling
When students see aspects of their identity reflected in the books they read, the lessons they study, and the visuals around them,it helps them feel recognised and included. This kind of representation supports identity development, contributes to self-esteem, and promotes a sense of belonging.
We also recognise that representation matters, and for us to feel like we belong, we need to feel seen and heard in the community around us. Vision is the brain’s most powerful tool for assessing safety. A significant part of our brain processes visual information, and when we do not see ourselves represented, our bodies can perceive this as a threat, triggering stress responses.
At the BSN, we continue to evolve our curriculum, structures, and learning environments to reflect the diversity of our community, create opportunities for shared experiences and ensure all individuals feel included and recognised.
50% of the brain’s surface is responsible for processing visual information
50% of brain’s surface is responsible for processing visual information
A need for belonging is nothing new; it can be traced back to our ancestors, for whom belonging was essential for survival. There has never been a time in history when our wellbeing has not been connected to belonging to a group. Belonging is built through meaningful connections. In today’s unpredictable world, fostering these connections is more important than ever.
There are many ways to connect within the BSN community for students, families and staff. I encourage everyone to engage, get involved, and contribute to building a community where all individuals feel a sense of belonging. You are also very welcome to reach out to me directly for a chat or support.
The BSN is an incredible community, and every day I feel very lucky to belong to it.
To feel a sense of belonging is to feel accepted, to feel seen, and to feel included by a group of people, believing that we fit in and trusting we will be protected by them.
Owen Eastwood, Belonging: The Ancient Code of Togetherness
We have strong hormonal reactions to seeing symbols of us.
Meer dan conciërges
Our concierges are some of the most well-known, beloved, and appreciated members of the BSN community. From ensuring operations run smoothly behind the scenes to forming meaningful connections with students and staff, their contributions to school life are varied and significant. Going above expectations, concierges often share their skills and knowledge to support students’ learning.
This year, Sven de Bruyn and Rob ten Haaf, two of our dedicated JSL concierges, have been teaching students Design Technology skills. They guided Year 4 students through the design and construction of birdhouses as part of a Co-Curricular Activity (CCA) and supported the development of woodworking skills in Year 5. By teaching students how to use tools safely, sharing their tips and tricks, and offering advice to the teaching staff, Sven and Rob helped ensure these projects were a success. Their involvement has enriched hands-on learning and fostered a collaborative school environment.
Sven and Rob also worked closely with Catherine van Renen to develop JSL’s teaching garden, affectionately called “Plantastic Place”. Together, they planned, drew up lists, sourced materials, and costed items. This included discussing the educational needs and what it takes to set up a garden for teaching and learning purposes. The concierges chose to build the greenhouse themselves, rather than have it constructed, so they would know how to repair and maintain it! Always on hand with plant advice, Rob and Sven have also made use of the garden to grow plants from seed and bulbs for the playground and site areas.
A school concierge acts as a liaison between staff, students, and external vendors, managing various tasks related to the upkeep and functionality of the school building and grounds. Essentially, they ensure the school environment is safe, clean, and conducive to learning.
“Ik werk graag samen met mijn collega’s en onze studenten. De vraag kwam om een Tool en Safety-les op te zetten voor onze studenten. Dit om de basis mee te geven voor het werken met gereedschappen en materialen, en het veilig leren om te gaan met gereedschappen in en om de school en andere studenten. Dit zijn voor mij persoonlijk de kersen op de taart. Je bouwt een band op met onze studenten wat een fijnere ambiance geeft met deze groep gedurende hun hele school periode.
Ik ben de BSN dankbaar voor deze kans. Het is ook zo divers: van het leren hanteren van gereedschap tot het bouwen van vogelhuisjes, schilderen van banken en tuinwerkzaamheden. Allemaal even leuk.”
Sven
Learn more about JSL’s teaching garden:
Year 8 Design Project
• Design and make a realistic model bedroom for a target audience that is influenced by the following movements: Art Deco, Memphis, Art Nouveau, or De Stijl
• Use graphics and materials such as cardboard, foamboards, and more
• The model must not be bigger than 240mm x 15mm x 14mm
In late June, incoming CEO Louise Simpson sat down with five Senior School Voorschoten students to answer their questions and introduce herself. The interview below has been edited for length and clarity.
Max: You’ve worked in both Brazil and the UK. How has that shaped your view of education?
Louise: Brazil is a really, really fascinating place. It’s a place of enormous contrasts, and most of the people I worked with were very wealthy at this very impressive school in this huge and bustling city. Everything was hot and happened at great speed.
It made me think about what’s important in education, because, in fact, what the parents wanted [in Brazil] was exactly the same as the parents I had worked with in the UK.
Parents want you to flourish, be happy, have lots of opportunities, and go on to live a fabulous life beyond school. Even in a different environment, I kept being reminded that that is at the heart of everything.
Working internationally brings a broader perspective. You meet people who are often more adventurous and globally minded. That sense of cultural awareness is something you all have as third-culture kids; it’s a real strength.
Shuyan: Over my years at the school, there have been some teachers with whom I’ve had a strong connection and made a lasting difference for me. Were there teachers who made a big difference in your life?
Louise: In my Junior School, in Year 5, I had the most inspiring teacher, his name was Mr Ingham. He made everything fun! Our classroom was turned into a submarine for our Maths project. We went to different places in our submarine, and we would come up, having arrived on an island or a beach somewhere, and we’d do a particular kind of Maths. We had submarine identity cards, and each person had a different responsibility. There was a captain and a second mate, and I was probably the torpedo person. Oh my goodness, we absolutely loved him.
Then in the Sixth Form, I had a wonderful teacher called Miss Knapton. She was my Geography teacher. Miss Knapton was harsh,
but she did that to create a relationship and to make people understand that her expectations were high. If you were coming in down at this level, you weren’t going to get on very well.
She made us realise that you work hard, keep going, and do the best you can. She was amazing! Also, she was such a traveller, and we got to live through her photographs of all the places she’d been to, which inspired us to travel ourselves. So I loved geography.
I hope in a few years, you’ll be able to say similar things.
Blau: Why did you decide to get into education, and what motivates you now?
Louise: Well, do you know I spent a long time trying not to get into education because my dad was a teacher, and he was quite an unhappy teacher. He went deaf quite early in his life, which I think complicated his life in the classroom.
After some time in the Netherlands as an au pair, I ended up taking a job at an independent boarding school, not far from where my parents lived. I thought I’d just go and be a Biology Technician for a short while, then travel to New Zealand, and then decide what I’d do next.
Four and a half years later, I had qualified as a teacher and been totally taken in by what a great education can do. I don’t mean just what happens in the classroom, necessarily. It’s the relationships. The things that happen on weekends and when you go off on trips. It’s the teachers who have done amazing things that inspire you, and that whole holistic, character-building element of education. It had me hooked. Now I’ve worked in seven different schools and have served as Head three times.
We need to continue providing that individualised journey for each of you, as a pupil at the BSN. That’s what I’m absolutely determined to do.
shared by the pupils, parents, staff, alumni, and the broader community.
The most important thing is what is best for you all, and providing you with the very best educational experience possible. That might mean facilities, like swimming pools, or different teachers, or it could be different courses. It might mean structuring the day slightly differently or offering more co-curricular
What motivates me is that there’s always something new to learn. I love being surrounded by young people. Sometimes they get things wrong, and there’s nothing better than seeing someone improve, reflect and say, “Oh, I’d like to do things differently.” That’s what drives me and keeps me going.
Chiara: What are your plans and priorities for the school?
Louise: My priority is first to understand the school. When you apply for a job as a school leader, the question is always asked: “What’s your vision for the school?”
It’s difficult to have a vision when you haven’t yet lived and experienced the school. Additionally, it must not be my vision; a school’s vision must be
activities. There are lots of different aspects that contribute to this, and the experience will be different for everyone. We need to continue providing that individualised journey for each of you, as a pupil at the BSN. That’s what I’m absolutely determined to do.
If you ask me in a year, I might be able to be a bit more precise about what that looks like. At the moment, lots and lots of listening, lots of talking, lots of consultation, lots of consideration, lots of looking at different data, and that kind of thing.
Shuyan: What are your hobbies?
Louise: My two dogs, Bertie (a fouryear-old, bouncy, and crazy Cocker Spaniel) and Betsy (a nine-year-old, begrudging, short Beagle), take up a
lot of my time. I love walking my dogs and rowing. My daughter rows, so we have a rowboat, and I may bring that with me when I move here. With my husband and daughter, we enjoy going to the cinema, eating out, and that kind of thing.
Blau: We know that you’ve visited all of our BSN campuses. What is your first impression of them?
Louise: I think you have great facilities. They’re all well-maintained and full of young people doing amazing things with their friends, which is what should happen in school. There’s a lot of energy, and it’s been very positive to see.
Schools are not about their buildings at all. It’s about how it makes you feel, what happens there, and what those relationships are, as well as what’s going on in that space. It comes back to what we were saying about relationships. Relationships are very, very important in education.
Max: If you could change, take away, or make one school rule, what would it be?
Louise: I think it would be that everyone needs to smile more. Because when you smile, other people smile back at you, don’t they?
And when you smile, you feel more positive. When you feel more positive, you get more done, you feel more energetic and more optimistic. You feel more, well, more everything, actually. So that’s what I would say. Smile more.
BSN Running Together
On 9 March 2025, our community came together to represent the BSN in the 49th edition of the City-Pier-City Loop (CPC Run). Attracting over 42,000 participants and visitors of all ages each year, it’s the largest running event in The Hague.
Around 450 students from across the BSN campuses and 60 members of staff participated in 1K, 2.5K, 5K, 10K, or Half Marathon races. Parents also participated as coaches, accompanying the younger students running the shorter distances. Many more members of our community volunteered their time to make the event a success and showed up to support the runners on race day. The atmosphere was fantastic, with some amazing times and personal bests being achieved.
Scheveningen Dune Walk Yoga Together Appèl Coffee
Volunteers are the heartbeat of the BSN Family Association. Throughout the 2024/25 academic year, they organised, supported, and brought to life over seventy events and activities. From selling secondhand uniforms and handing out ice lollies on Sports Days to arranging unforgettable museum visits, every volunteer has played a vital role.
This dedicated team of individuals help foster a vibrant, connected community by creating fun, meaningful moments that forge new friendships and strengthen old ones.
If you'd like to be part of a fun-loving team, crafting opportunities for joy, discovery, and connection, join the Family Association’s fabulous team of volunteers by using the QR codes below or by emailing volunteer@bsnfa.com.
Panorama Mesdag Tour
Charity Sale
Scheveningen Dune Walk Museum in Wartime
Meijendel Dunes Tour
Pakistani Snacks and Tea
The Legacy of Mr Collinge
History, Science, and Development
On 4 February, the newly refurbished Science labs at Senior School Voorschoten were officially named the Collinge Chemistry Laboratories in honour of Mr Jeffrey Parker Collinge MBE.
Mr Collinge, a former BSN Governor, left the BSN a generous donation in his will (a so-called legacy gift) that helped fund the refurbishment.
Nadine Stemerdink, Mayor of Voorschoten, officially unveiled the dedication plaque, joined by guests from within our community and representatives from scientific institutions.
A keynote address by BSN alumnus and leading climate scientist Professor Myles Allen CBE encouraged students to engage with global challenges through collaboration and innovation. His words, recorded especially for the occasion, spoke directly to the next generation of scientists, many of whom were actively involved throughout the evening.
Students led live demonstrations in the labs, welcomed guests, provided live music performances, and more. Their energy and professionalism set the tone for the event. An atmospheric video featuring experiments from STEM club added visual flair, while archive photo displays connected the past with the present.
Mr Collinge, a civil engineer, played a significant role in the history and development of the BSN. He was the project manager for merging the separate Middle and Senior Schools and the move to the Voorschoten campus. He advised on the construction of the new campus and oversaw the laying of the foundation stone in 1977.
Mr. Collinge’s legacy is a tangible example of building on the past for the benefit of current and future students, as well as a testament to his strong personal connection to the school.
WATCH: Professor Allen’s keynote:
Mr Collinge, far right, at the laying of the SSV Foundation Stone
You’re Allowed to Change Your Mind
In 2015, I left The British School in the Netherlands with a suitcase full of dreams and a one-way ticket to New York City. I was determined to become an actor, and I’d been accepted into two top schools. I thought I had it all figured out.
But life didn’t go exactly as planned
While training as an actor, I got a job in hospitality, like many actors do. Three months in, I realised the late-night shifts clashed with who I actually was: someone who liked early mornings, sports, and freedom. So I pivoted. That summer, I studied every day and became a certified personal trainer. By the time I was 19, I was self-employed in New York, training professionals twice my age.
After graduating, I worked as an actor and continued running my fitness business. And yet, even after achieving my so-called dreams, something shifted. I didn’t want it anymore. That was a hard
truth to face… I’d spent years telling everyone I’d be an actor. Letting go felt like failure, until I realised it was just growth.
Since then, I’ve changed direction many times. I taught myself videography and video editing through YouTube and became the global content creator for INTERSPORT, working with brands like Nike and Adidas. I worked at a mental health startup as a project manager. In 2023, I finally became a digital nomad and began travelling the world full-time. I even started studying psychology again, the very subject I once walked away from. I just finished my degree at 28 - not because I needed it, but because I wanted it.
There’s a common pressure to choose one path early and stick with it. But in reality, most people don’t end up working in the field they studied! The first decade of adulthood is less about having answers and more about gathering data: trying things,
making pivots, learning who you are through action.
Changing your mind doesn’t mean you’re lost. It means you’re learning. You can’t expect to fully know what you want at 18. You haven’t had enough life experience, and experience is what changes us and allows us to learn more about ourselves.
Listen to a podcast interview with Gabie and learn more about her experiences and philosophy—scan the code :
There’s more than one way to build a life that makes you happy, and it doesn’t have to look like anyone else’s.
Food Technology a recipe for success
An engaging Food Technology (FT) curriculum starts in the Foundation Stage and continues through to our upper years, with each stage thoughtfully designed to build on prior knowledge and develop essential life skills. Our specialist staff at JSV and SSV reflect on the strengths of their curriculum at Junior and Senior School.
Junior School Vlaskamp
Starting in Junior School, students think about how to make a recipe, and also the impact of what they eat -- how food is grown, maintaining a healthy diet, the seasonality of food, and food waste. This approach aligns with the UN Sustainable Development Goals and guidance from the British Nutrition Foundation.
As part of student learning, a new ‘Cottage Garden’ is being developed in the JSV grounds. We hope the garden will be a source of delicious produce for the lessons and will provide a ‘hands-on’ experience for the students to see how their food is grown.
We discuss and encourage the importance of eating a healthy and varied diet with all students. To support this message, we participate in the EU School Fruit Programme. Through this programme, fruit and vegetables are available daily in each classroom. We share fun and interesting facts about the produce each week and try to incorporate these ingredients into our FT recipes. Students and staff enjoy discovering new and healthy foods together this way!
Foundation Stage 1&2 and Year 1: 1x per half term
Year 2 & 3: 1x per week for one half term, plus extra topic lessons
Year 4 & 5: 1x per week for two half terms, plus extra topic lessons
6: curriculum-specific topic lessons
Year
Foundation 1Thumbprint Cookies
Year 4 - Carrot & Apple Strudel
Year 2 - Kue Garpu
Senior School Voorschoten
The SSV Food Preparation and Nutrition programme builds on the experience gained in Junior School, equipping students in Years 7, 8, and 9 with essential life skills in healthy eating and culinary preparation. Simultaneously, it encourages creativity and cultural awareness.
Students explore the principles of food safety, sustainability, food science, and nutrition through a combination of theory and hands-on practice, using the UK’s Eatwell Guide. The complexity of recipes increases as students gain more advanced food preparation skills, safety knowledge, and confidence.
The curriculum empowers students to cook inclusive dishes by addressing special dietary needs, religious influences, and food allergies. Projects like ‘Food Around the World’ result in students exploring (and sharing) international cuisine and food provenance. Co-curricular activities, such as bake-off competitions and MasterChef, engage those with a competitive spirit! Students learn about career opportunities through SSV’s work with The Hotel School Den Haag, as well as guest presenters from the food industry.
Further, with culinary hotspots like Spain and France on our doorstep, students can choose to join specialised school trips focussed on Food Technology, taking their learning far outside the classroom (and lab).
For those who are interested, SSV offers additional options in the upper years. In Years 10 and 11, students can choose Food and Nutrition as a GCSE subject, and in Years 12 and 13, SSV offers BTEC Level 3 Hospitality. These academic paths allow students to take their culinary experience to the next level.
SSV’s well-rounded approach to Food Preparation and Nutrition fosters the skills and knowledge needed for healthier, independent living, and also nurtures future culinary talent and professional aspirations.
Cross-Curriculum Links with Food Tech Food Technology supports a wide range of crosscurriculum practical applications at stage-appropriate levels for JSV and SSV students. For example:
Science: Functional, chemical, and mechanical properties of ingredients
Year 7 & 8: 3x per 2-week* timetable for the whole year
Year 9: 3x per 2-week* timetable for half the year
Year 10-11: GCSE Food and Nutrition
Year 12-13: BTEC Hospitality
*including 1 double, practical session
Chocolate Making in France BTEC Hospitality Students
BSN Highlights: A Year of Belonging
A Author, Lucy Ann Unwin, at JSV & JSL for Book Day
B JSL Children’s Mental Health Week
C JSV Children’s Mental Health Week
D JSV Year 6 Parade
E JSL Year 6 Garden Party
F JSL Multilingual Storytelling
The Art of
In Year 5, students at JSL study the science of Space during a 10-week unit. This theme is also explored in other subjects like, Art, reading, and English.
In Art, students focussed on creating retrofuturism-inspired artwork, developing a wide range of artistic skills. Each skill was introduced and practised individually before being applied to create the elements of their final, collaborative artwork, which was proudly displayed in our art showcase.
We began with an artist study, exploring the work of two artists known for their use of space themes: Chesley Knight Bonestell, often referred to as the “Father of Modern Space Art”, and Peter Thorpe, a more contemporary artist.
Next, we explored a variety of artistic techniques to add visual effects such as shadows, reflections, hatching, and cross-hatching. These techniques were used to create our spacethemed backgrounds.
We expanded our art vocabulary, learning terms like hue, tint, tone, and shade. Using this knowledge, we created personalised colour palettes and practised mixing techniques.
Using compasses, we drew circles and explored how to create form through light and shadow. We applied our colour mixing skills to design planets, experimenting with different media and coloured paper.
For the foreground, including craters, we used a range of mark-making techniques such as stippling, cross-hatching, blending, hatching, scribbling, circling, pressure lines, and doodled lines.
Once all the individual elements were complete, we arranged them on our backgrounds, carefully considering the light source and how it would affect the placement of each piece. Once we were satisfied with the composition, we glued everything in place. We also added creative details like rockets and aliens to personalise our work.
Finally, we evaluated our artwork through both self-assessment and peer feedback. Based on this reflection, we made final adjustments to enhance our pieces.
We think the result was out of this world!
Discovery and Inspiration at the Space Expo
For the third year in a row, Year 5 had a fantastic time at the European Space Agency’s (ESA) Space Expo in Katwijk! The children were excited to see real-life models of the elements and concepts they had explored in class.
They discovered what it really takes to become an astronaut - it is much more demanding than expected! The guided tour was a highlight, with the ground shaking beneath them during a simulated rocket launch.
Students also learned fascinating facts about the International Space Station and explored the clean room where Mars rovers are built, connecting directly to the book they had been reading in school
During their free exploration time, the children enjoyed moon jumping - leaping high as if they were on the moon - and experienced the thrilling sensation of re-entering Earth’s atmosphere in a capsule simulator, complete with shaking and rumbling.
It was an unforgettable day full of discovery, excitement, and inspiration!
Joining the BSN: Reflections and Advice From Our Community
The BSN is exceptionally well-positioned to support newcomers as they navigate their way and develop a sense of belonging within both the school and the wider Dutch context. With nearly 90 nationalities represented across the school, our community brings a wealth of experience in relocating, adapting to new environments, and embracing fresh challenges and opportunities.
“We feel incredibly fortunate. Every concern or question has been addressed with care and efficiency, reflecting a genuine commitment to the wellbeing of both students and parents.”
Junior
and Senior School Parent
This collective awareness shapes the BSN experience, fostering an inclusive culture in which our whole community plays a part.
Year 7 students offer valuable insights as they all experience the transition from Junior to Senior School, whether they have been part of the BSN for years or were new this year. Staff and families who joined the BSN community in 2024-2025 have also shared their reflections and offered thoughtful advice to future newcomers.
A Warm Welcome to the BSN
“The BSN is such a welcoming place, from the brilliant students to the amazing support staff.” – Staff Member
“We’ve been so grateful for the BSN faculty, who communicate openly and partner with us to find the best paths forward. It’s created a safe space that has gently guided our kids in all the right ways.” – Senior School Parent
Settling In: Adjusting and Embracing Change
“The best advice we got was to expect that the first six months will be challenging. Your children will be exhausted in the beginning, and you may feel overwhelmed with all the new information – but that’s normal for both children and adults.” – Senior School Parent
“Changes can be hard for people, but without change, we miss so many opportunities and new friendships.” – Senior School Parent
“Don’t be nervous or anxious. You have a chance to participate in many amazing opportunities.” – Year 7 Student (SSV)
“Lean into the BSN community – meet other families, volunteer, attend school events, and take the time to connect with teachers and staff.” – Senior School Parent
Community Beyond the Classroom
“Go to as many events as you can — seeing students and colleagues outside the classroom shows a side of them you never knew existed.” – Staff Member
“Coffee mornings and parent excursions helped me connect and understand Dutch life better.”
Junior School Parent
Student Top Tips for Year 7s
“Print your timetable and keep it with you.”
“Don’t get stressed about lockers — it gets easier!”
“Make habits for your learning – plan when to do your homework.”
“Go to the student café after 20 minutes –more food options, no queue.”
“Don’t be afraid to make friends –just talk to someone!”
“Be kind, be brave, talk to new people.”
Classlist
Your place for:
• Connecting securely with parents
• Family Association social event info
• BSN-wide Interest Groups
• Residential trip updates
• Buy-sell-trade listings
Student Voice Why Do We Write Fiction?
There is a science of sorts behind it, but at its essence, especially in the modern era of fast-paced expectations, fiction is an escape. Through escapism, one might expect to leave behind societal norms. After all, when traversing the uncharted jungles or undiscovered, foreign planets, where is the space for debates about human rights, gender equality, or racism? Yet, bias is woven into every thought process of every human being, whether consciously or not. Our upbringing and experiences, which contribute to creating unique and rich stories, are also inherent in the way the creator views the world and inevitably influence their biases. So, how do these preconceptions materialise in a world of abundant fantasy?
Star Wars: A Case Study in Speciesism
Speciesism is the assumption of human superiority and subsequent exploitation, discrimination, or avoidance of other species. In the context of our world, this would place humans above animals or even plants. Oftentimes, this happens when comparing intelligence, such as equating similarity of the human brain or human functions to being smarter or more evolved. We view human consciousness as the pinnacle of growth, disregarding the needs of animals, which are seemingly ‘below us.’
When applied to fictional worlds, such as the diverse space opera of George Lucas’s Star Wars, speciesism becomes a more complex concept. Despite the vast diversity of alien species within the galaxy, most central characters are human—or at least humanoid— providing audiences with familiar faces and figures to relate to. In contrast, non-human characters are typically pushed to the background, often existing merely to enhance the visual aesthetic rather than meaningfully adding to the narrative.
Statistics Among the Stars
Now, the exact number of characters belonging to each race is a bit difficult to narrow down, so I compiled my own list of 409 characters, ranging from main to secondary to background, in hopes of illustrating the disparity between species.
• Humans account for 56% of all characters (see Fig. 1).
- This prevalence helps audiences connect with characters, but it also diminishes the potential for an expansive exploration of the unique perspectives available.
• Main roles are overwhelmingly human.
- Humanoids and aliens are typically confined to secondary or background roles (see Fig. 2), reducing them to set decoration rather than fully realised characters.
• Animated media showcases more non-human characters.
- Compared to live-action productions, animated Star Wars content features significantly more aliens and humanoid species (see Fig. 3).
- Even so, human characters still dominate the leading roles.
The data reveals a persistent preference for human characters. Although Star Wars has a plethora of fantastical organisms at its disposal, it tends to use these more science fiction elements as embellishments and Easter eggs in the background, while humans remain the primary focus. This choice provides viewers with an easier entry point into the story, but ultimately limits the depth and diversity of the fictional universe.
Figure 1: Pucovská, Hannah. Pie chart displays number of characters total in each species category. 11 Dec 2024.
Budget or Bias?
While the reasons behind this species preference are deeply rooted in our inherent need to value our kind (and people who look like us) above others, there are also a plethora of societal and economic causes. Live-action productions face significant budget constraints. For example:
• Prosthetic makeup can cost up to $10,000 per character.
• Individual silicone body parts may cost around $6,000 (Dinetz).
Although film budgets have increased, directors often overlook the time and resources required to maintain the illusion of fantastical worlds, thereby compromising the aesthetics of the chosen fictional world too quickly.
Animation offers far more creative freedom. It allows the portrayal of species that would be impossible or prohibitively expensive to achieve in live-action; however, animation faces its own challenges.
• It is frequently marketed to younger audiences, which limits budgets and can restrict the depth of storytelling expected within the medium.
• Despite its flexibility, animation has a reputation for being childish compared to live-action projects.
Species Organised into Character Type
Bibliography
Species Organised into S tory
Mediums
Progress on the Horizon
There is, however, growing momentum for change. Recent movements within the film industry have led to a push for greater recognition of behind-the-scenes creatives.
• The 2023 SAG-AFTRA (Screen Actors GuildAmerican Federation of Television and Radio Artists) and WGA (Writers Guild of America) strikes brought widespread attention to the underappreciated labour of writers, makeup artists, and special effects teams.
• These strikes not only highlighted poor working conditions but also set a precedent for more equitable treatment across film departments.
As awareness grows, there is hope that future productions will allocate greater resources to costume and character design, empowering creators to fully realise imaginative worlds without defaulting to human-centric storytelling.
Animation is also beginning to shed its “childish” label. Critically acclaimed projects like Arcane and the SpiderVerse films have showcased the medium’s power to convey complex narratives, emotional depth, and visual innovation. These advancements demonstrate that animation can deliver profound, mature storytelling worthy of greater investment and respect. Pouring more care and attention into character designers (both live-action and animated) is key to allowing more limitless creativity, which can only pave the way for less speciesism.
Hannah Pucovská, Year 12
Dinetz, Michael. “The Truth About Prop, Makeup, and Effects Costs + Why You Shouldn’t Cut Corners”. Backstage, 14 May 2021, www.backstage.com/magazine/article/truth-prop-makeup-effects-costs-cut-corners-1313/ “How will the WGA strike affect post-production?”. EditShare, Accessed 9 Jan 2025, editshare.com/post/how-will-wga-strike-affect-post/
Figure 2: Pucovská, Hannah. Bar chart represents the characters in each species category organised into their character types. 11Dec 2024.
Figure 3: Pucovská Hannah. A bar chart visualises the characters in each species category organised by their story medium. 11 Dec 2024.
Acknowledgements
This edition of Insight is a reflection of the many individuals who shape life at the BSN. To all who contributed—named and unnamed—thank you for bringing your voices, creativity, and spirit to these pages.
Our community is full of stories worth telling. While we could only include a few, each piece shared offers a glimpse into the rich experiences, diverse perspectives, and everyday moments that make our school truly unique.
We hope this collection captures some of what makes the BSN such an inspiring place to belong.
This year’s Children’s Mental Health Week theme, Know Yourself to Grow Yourself, speaks directly to our diverse, multilingual community. True belonging doesn’t come from fitting in—it begins with self-understanding and acceptance.
At the BSN, we nurture that journey through reflection, connection, and a supportive environment.
Our cover captures this beautifully: during a library session, students, staff, and parents read aloud in their home languages. Celebrating culture and language fosters empathy, helping us see one another more fully.
Belonging is not just an idea; it is a fundamental human need that we intentionally foster at the BSN. You belong, and we appreciate you.
“Our sense of belonging can never be greater than our level of self-acceptance.”
Brené Brown
Cover photo: Lia Lo
Student Showcase
Student Showcase (SSV)
Left character head: Maud, Year 9; middle head: Dylan, Year 9; right head: Suzy, Year 9; insect left: Maya, Year 7; insect right: Franziska, Year 7
Student Showcase (JSL)
Collage (portrait orientation): Bakhtawar, Year 4; collage (landscape): Zac, Year 4; adverbs: Noorah, Year 1
Student Showcase (JSV)
Plant: Lizzy, Year 4; portrait: Audrey, Year 6
Student Showcase (SSL)
Art Deco: Elli, Y8; Art Nouveau: Elise, Y8
AI Use Disclaimer: All content in BSN’s 2025 Insight is original and was human-authored; AI tools were used to streamline the editing process of some sections.
Fun and Games
Young Minds Edutainment
Paper Folding:
Fold along the lines as indicated below and see what appears. No scissors or glue required.
Word game:
Think of the words that go with the pictures. Replace (=) or remove (-) the letters in the word pictured with the alternatives below the picture. Put all the new words together, what does it say?
