2025 / 2026
SCHOOLGUIDE
INHOUDSOPGAVE
WELCOME
Salto International School (SIS) started in January 2019 as a unique school concept, with multilingualism and cultural diversity as central themes. Our school offers a bilingual hybrid curriculum where 50% is taught in Dutch and 50% in English.
SIS is an IGBO school according to the established standards of the Ministry of Education, Culture and Science. The conditions for enrollment in an IGBO school determined by the Ministry of Education, Culture and Science are as follows: Children can enroll if they:
a. Have a foreign nationality and at least one of the student’s parents or caretakers is working in the Netherlands or in the border region of the Netherlands for a fixed period, or
b. Have Dutch nationality and have been following education abroad for more than two years, or
c. Have Dutch nationality and the parents/caretakers can prove through an employer’s declaration that they will move abroad within two years for at least two years and the student will move with them.
In addition to the above described conditions, there is also the condition that the parents/caretakers of the student expect to stay in the Netherlands for a minimum of three years, but temporarily. When a family is unable to state how long that period will be, the temporary nature of their stay in the Netherlands must be certain.
The school is open to children from the age of 4 and accessible to children of all nationalities, faiths, and cultures, based on equality.
Our two international IGBO departments, RISE and I-St@rt, fall under SALTO school de Reigerlaan. The I-St@rt location is in the Meerhoven district and shares the school building with SALTO school de Startbaan. The RISE location is in the Tongelre district.
PROFILE
2.1. Part of SALTO
Our school is a SALTO school. All SALTO schools share the SALTO DNA. This means that we think in terms of possibilities, we are ambitious, proactive, and flexible and continue to seek to connect with our environment. We are continually on the move, showing courage and decisiveness. We know the direction we want to take; we understand our social responsibilities and we take them seriously. Meanwhile, we remain critical, especially of ourselves.
The starting point for all SALTO schools is that the educational and pedagogical basis is in order. A wellfounded learning and development climate at SALTO is built on a solid basic quality which is never questioned, regardless of a school’s identity or educational method. When we look at the children of our schools, we see above all their talents! We help children to discover and develop their strengths, in a safe learning environment, with appropriate didactics and with attention to a healthy lifestyle. Together with the parents, we feel responsible for the development of the child.
We work based on our shared core values:
SIS looks beyond its own borders. The Brainport environment shows a demand for accessible international education where both Dutch and English are offered. Internationals tend to stay in the Netherlands longer than average, which makes Dutch language and citizenship important. In addition, international doors are opened for children, because the international curriculum in our school offers opportunities for further education in English elsewhere in the world.
In addition to language skills, social-emotional development is essential for children to grow into confident global citizens. Learning about, appreciating, and engaging with different cultures forms the foundation of our school’s educational environment. This is reflected in the activities and lessons that shape the way we interact with one another. Teachers, children, and parents all play a role in creating this inclusive atmosphere.
These values are the basis for learning for life! #SALTO
2.2. Our philosophy
Through our bilingual curriculum, we support students as they grow into confident global citizens. By nurturing their individual talents, we prepare them to contribute meaningfully to the future and to continue their education whether in the Netherlands or around the world.
Be Yourself
To be able to be yourself, it is important to feel safe. And when an environment is new to you, it is important to feel welcome. It helps to connect with people and the world around you. Salto International School is a place where you can be proud of your origins and your mother tongue and where you are encouraged to be curious about a new language and your surroundings. The different backgrounds of families and their children enrich our school with knowledge and experiences, and we can learn from each other. Within our core values there is room for individuality. We encourage the children and each other to learn for life. Developing talent is central to this.
Be International
Within our classes, there are differences in ages, levels, developments, and backgrounds. We use these differences within our school to learn more from and about each other, other cultures, and countries to help our children become successful and empathetic global citizens. We teach in English approximately 50% of the time. The International Primary Curriculum (IPC) encourages an inquisitive attitude that helps children to acquire knowledge and understanding and make connections. Besides language, the inquisitive learning attitude will also make it easier for our children to adapt to other education systems in the world and develop national and international perspectives.
Be Dutch
For many children and their parents, the Netherlands is new. Getting to know a new country and its customs usually takes some time getting used to. To feel at home and get settled in the Netherlands, the Dutch language is an important factor. Our educational programme helps children to develop the Dutch language skills they need to integrate into society and to move on to Dutch secondary education. Dutch is the language of instruction for approximately 50% of the time. We promote integration by involving them in their surroundings and giving learning more meaning. We aim to cooperate with a Dutch school and/or agencies to make sure we connect with cultural and social activities, so that Dutch citizenship plays a prominent role in addition to language.
2.3. Core values
We work on the basis of the personal and international goals of the IPC. These personal goals are our core values and are reflected in our daily teaching:
• Thinker
• Adaptable
• Resilient
• Communicator
• Ethical
• Collaborator
• Respectful
• Empathetic
2.4. Management and staff
School management
Head of SALTO International School RISE : Krista Sijbers
Early years (1-3) coordinator : Charlotte Johnson-Naus
Upper years (4-8) coordinator : Anke Derks
Head of Inclusion : Marja van Veenendaal & Olga Stoffels
English teacher
Dutch teacher
Group 1a Beatriz Garcia de La Sen Yvonne Timmermans
Group 1b Aroa Coello Garcia
Group 2a Monique van de Laar
Group 2b Monique van de Laar
Group 3a Christin Sterley
Group 3b Soné Serfontein
Group 4a Alexis Agnew
Group 4b Esther Schepe
Group 5 Niamh Broderick
Group 6a Niamh Broderick
Group 6b Çiler Akyuz
Group 7 Nicole Pontuti
Group 7/8 Nicole Pontuti
Linda Staal
Vera Risseeuw
Nannie Schroeren
Tamara Mehl / Diana Vosters
Diana Vosters
Anne Linde Vervelde
Mirjam Brave
Imke Bakkers
Karin Reker
Marcha Kleijkers
Marcha Kleijkers
Pim ten Brücke
DAL (Dutch support) and language class Yvon Vereyken
EAL (English support)
Educational assistants
Mareike de Vries
Luciana Soccoro
Elbert Haverkort
Reeta Balakrishnan
English teacher Dutch teacher
Admissions officer Marie Zimmermann
Financial administration
Concierge
PE teachers
Marijke de Rooij / Monique de Witt
Joel McGill
Lynn Leuverink
Floris Riewald
Vicki van Waardt
Amber van der Looij
2.5. Current population
At SALTO International School RISE we have 302 students in 14 groups with an average student count of 21,6 per classroom (19.5.2025). Our students come from 29 different cultural backgrounds with over 30 different languages spoken at home.
OUR EDUCATION 3
3.1. IEYC and IPC
The International Early Years Curriculum (IEYC) and the International Primary Curriculum (IPC) are curriculums that are used in a variety of countries around the world with an international emphasis. The IEYC/IPC offers global learning opportunities, facilitating interactions between pupils and staff. The purpose of the IEYC/IPC is, through a combination of educational, personal and international learning, to create and maintain a passion for learning. Children will develop many diverse skills they will need in order to face tomorrow’s world.
Our education is aimed at promoting active citizenship and social integration and knowing and getting to know different backgrounds and cultures of peers. Our educational offerings are also tailored to the different learning needs of students.
Within IEYC/IPC, pupils develop interpersonal skills such as how people interact, how they solve problems and how they give meaning and purpose to their existence. Our education:
• assumes in part that pupils grow up in a pluralistic society;
• is also aimed at promoting active citizenship and social integration;
• is also aimed at ensuring that pupils have knowledge of and become acquainted with the different backgrounds and cultures of their peers.
Children learn from a number of IEYC/IPC units, of which there are more than 130 available. Each unit is carefully chosen to meet the needs and learning goals of our school community. The units have a theme that is important for children in today’s world. Children learn about different subjects through the topics in such a way that their learning is meaningful to them. Units have recommended activities linked to learning goals, but the design of the program encourages schools to be innovative and to concentrate on the needs of their children. The acquisition of skills is a very significant part of the IEYC/IPC. At SIS our learning activities have been designed to develop these essential lifelong skills for our children.
Interaction is a core value within each IEYC/IPC unit.
Through our curriculum, we give our children the opportunity to:
• identify and have a sense of belonging in their own culture;
• be Dutch, be international and be yourself;
• respect international culture and values;
• be mindful of the richness of commonalities and celebrate them;
• respect and have empathy for other people, their thoughts and their opinions;
• have strong interpersonal skills
The IPC/IEYC has a clear emphasis on a skills-based approach to preparing all children for the fast-changing world in which they will be living.
IPC encourages an inquisitive attitude that helps children to acquire knowledge and understanding and make connections. Besides language, an inquisitive learning attitude will also make it easier for our children to adapt to other education systems in the world and develop national and international perspectives. Therefore, we are teaching the IPC in both Dutch and English.
• IPC supplements inquiry-based primary learning and is shown in most of the lessons.
• The curriculum covers the following subjects: Art, design and technology, Geography, History, Music, Science, health and wellbeing, ICT and computing.
• The curriculum is build up in units; a unit is a theme-based program including all the subjects mentioned above.
At SIS, we promote active and cooperative learning. Learning is central to everything we do. Not only do our staff guide and support children in their learning, but we also empower students to take ownership of their own development. Parents also have an important part to play. We ensure that at the start of a unit, parents are aware about what their children will learn. Work is celebrated and shared with parents and the school community during the year.
3.2. Early years
ur Early Years classrooms consist of group transition/1 a Our Early Years classrooms include children in Groups 0, 1 and 2. These learning environments are thoughtfully designed to support development through play-based learning. Children explore and grow through hands-on activities and meaningful interactions. Tasks such as sorting, matching, classifying and sequencing support the development of early mathematical and literacy skills. Activities like rolling playdough or completing puzzles help strengthen fine motor skills and hand-eye coordination – essential for using tools like crayons, pencils and brushes.
Social and emotional development is a key focus across all Early Years groups. Independence and positive social interaction are encouraged through daily routines and structured play moments. Children are introduced to Fides strategies that help them manage emotions and resolve conflicts constructively. In Group 2, the focus gradually shifts toward early literacy and numeracy. Children are introduced to foundational reading concepts including phonics, phonological awareness and print recognition. Skills such as sound discrimination, phoneme-grapheme correspondence, and word segmentation are developed, leading naturally into blending sounds, reading consonant-vowel-consonant (CVC) words and phonetic writing. Mathematical learning also progresses, with materials and expectations evolving to challenge and engage each child at their level. In Groups 0 and 1 emphasis is placed on building the core physical and cognitive foundations needed for reading and writing. This includes fine motor development, hand-eye coordination, and crossing the midline – all key readiness skills. Literacy at this stage typically emerges through play, language exposure and early phonic skill development such as rhyming and tuning into sounds. We carefully monitor each child’s individual development and tailor our academic approach to support their unique learning journey, regardless of their age or group placement.
3.3. Upper Years
Our Upper Years classrooms consist of group 3 until group 8. All of our groups maintain a 50/50 split between the Dutch and English languages. In the mornings, we mainly work with the students on language and math. We try to make these lessons as meaningful and language-oriented as possible by linking our language goals to the IPC theme we are working on at the time. During the day, we also regularly make a link to the personal goals of IPC to help students gain insight into their own personal development and goals. In the afternoons, our students are broadening their general knowledge through IPC. We work during IPC lessons around different subject areas such as science, biology, geography, history, etc. We have reserved 5-8 hours per week for IPC, also integrating it in our language education.
Curriculum
At our school, we use a bilingual curriculum based on the Dutch, British, and American educational frameworks. We have carefully mapped learning goals across the systems to identify common objectives. While we aim to avoid unnecessary duplication, many goals are intentionally addressed in both languages to support repetition and reinforce understanding. This also allows children to access content in the language they are most comfortable with, enhancing overall comprehension. Language-specific goals are taught in their respective languages.
For mathematics, we use a Dutch method to meet national standards, while also giving attention to differences in English conventions—such as reading time and number formatting (e.g., use of commas and decimal points). We are teaching mathematics for 5 hours per week, where we implement routines to encourage a balanced learning with digital, play and movement based learning and paper instruments.
The Language curriculum is structured into the following areas:
- Reading (technical and comprehension)
- Listening, speaking and Presenting
- Writing
- Language (grammar, sentence analysis, language terminology and punctuation)
- Spelling (English/Dutch)
Dutch
The areas mentioned above contain learning outcomes from both the English and Dutch syllabi. In the Dutch curriculum, lessons are delivered thematically, based on the IPC (International Primary Curriculum) units. Subject areas are integrated into a cohesive whole, providing meaningful learning contexts. Within this approach, there is specific and increased focus on expanding Dutch vocabulary. We use a variety of teaching methods and resources to support this, tailored to the needs of our hybrid and bilingual organisation.
English
On English days, children receive daily English literacy lessons. These lessons consist of several parts throughout the day including; phonics, grammar and Power of Reading. The Power of Reading is about teaching literacy through using high quality books and creative teaching approaches such as art and drama. This approach aims to engage and motivate children in their literacy learning and also enables children to deepen their understanding of texts and provides a meaningful context for writing.
Our Dutch- and English teachers are working together closely to maintain a collective understanding of the curriculum and the progress of the students.
Circle time/group talk
Subject: Mathematics and English or Dutch Language Reading, language, spelling, reading comprehension
Fruit and break
Subject: Mathematics and English or Dutch Language Reading, language, spelling, reading comprehension
Respectful
Empathetic
3.4. Citizenship
Citizenship is woven throughout our education and starts from our main vision: Be Yourself, Be International, Be Dutch.
Our school is a community where parents, students and our team come together to learn from and with each other in the broadest sense. We appreciate, and are interested in, each other’s cultures, views of the world and opinions. This is very visible within our curriculum. There is a clear connection between all subjects. Where IEYC/IPC is the common thread with which we bring the
world into the school and also send our students back into the world. Students are taught: Knowledge goals: Learning objectives for all subjects
Skill goals: Learning goals that students continue to develop in and need to function well in society (cooperation, presentation etc.).
International goals: Learning goals for developing an international perspective and mindset. These goals build up over the years.
Our entire language curriculum is linked to our IEYC/IPC projects and thus acquires meaning and importance for our students. We teach our students the importance of working together with everyone’s
individual and cultural perspectives, while also learning to debate and discuss their own moral values and views. All this in both English and Dutch and related to the personal goals of IPC.
Through the International (Early Years) Curriculum (IPC and IEYC), learners are encouraged to be globally competent, future ready, socially conscious, and motivated to positively contribute within a local and/ or global context. The eight personal goals of IEYC/IPC link nicely to the eleven pillars of citizenship.
Our main focus this year will be on linking the personal goals to our Fides approach (see year plan – school development). We closely monitor the students’ development through observations, student conversations and solid planning by our teachers.
3.6. School advice secondary schools
All children will receive secondary school advice. Although the word advice is used, it is actually a formal decision that determines the most appropriate level of secondary education for your child. Advice is shared in 2 steps.
At the beginning of the school year group 7 and 8 parents/guardians will be invited to join an information evening. During this evening parents/guardians will be informed about the transition from Primary education (PO) to Secondary education (VO). The different levels of secondary education (seen in the diagram below) will be explained. The criteria for the advice and the timetable for the new school year are also discussed.
IPC personal goals: Adaptable Collaborator Communicator Empathic Ethical Resilient Respectful Thoughtful / Thinker
The 11 pillars of citizenship:
1. Freedom and Equality
2. Power and Involvement
3. Democratic Culture
4. Identity
5. Diversity
6. Solidarity
7. Digital Living Together
8. Sustainability
9. Globalisation
10. Technological citizenship
11. Thought and action
3.5. Assessment and report cards
Assessment for learning is a learning process which Assessment plays a significant role in the SIS learning process and falls into one of two categories: assessment for learning and assessment of learning. Assessment for learning is a learning process which takes place daily within the classroom and is used to determine the next steps of the route. Assessment of learning is a summative method used to assess the success of pupils and monitor development. Children will be assessed in both Dutch and English. To monitor development within English, we use PIRA. For Dutch, we use IEP. We use the knowledge of student monitoring systems along with other assessments to monitor and track the children as they progress. For example, we will use the NSCCT, a non-school cognitive ability test, in group 8 and for individual children when needed.
1. At the end of Group 7 the first official advice, also called preliminary advice, is given.
2. Final advice is given during February/March in Group 8.
Formation of our final advice
The advice is established by the teacher and the Quality coordinator in January/ February. The final advice is based on child characteristics (working attitude, motivation, learning style), test data and classroom observations.
During the schoolyear, parents receive more detailed information on the exact timeline and procedure.
Transfer to secondary schools 2024-2025
Location RISE Advise number
1
3
2
1
3
HAVO/VWO 8
5
3.7. Quality of education
Our school is constantly developing. Where necessary, we adapt and continue to improve our education. In order to monitor our school’s development, we use a quality cycle.
In our school plan, which relates to the SALTO strategy policy, we focus on long term goals for 4 years. In our year plans we zoom in on the yearly school developments. In the past year, the focus of school development has been on implementing and improving working with our bilingual language curriculum and find additional powerful resources, implementing Fides and refining the new report card format (now called ‘Learning Journals’).
You can find the annual plans for the upcoming school year below:
Education & Curriculum
We will finalize and further implement our bilingual curriculum. And improve our effective assessment practices by critically reviewing current tools and their application.
Multilingualism & Language driven teaching
Investigate how different types of play contribute to language acquisition and curriculum development within our 50/50 bilingual model (group 0 -3)
Pedagogy & Inclusive Education
Last year we receiver our Fides certificate. This year we will further implement Fides, our social emotional approach.
Evaluation of Education
After each term teachers evaluate every child’s development in the group support plan. Twice a year we look at our formal assessments with our whole team. With this we make an analysis of our education, we form goals and make adjustments when necessary. The Quality coordinators visit all groups at least twice a year, and once a year a member of the management team will join this visit.
3.8. Educational needs & inclusion (Passend onderwijs)
All special and mainstream primary schools in Eindhoven, Best, and Son en Breugel are part of the Samenwerkingsverband Eindhoven (Educational Partnership Eindhoven). Together, they have a shared responsibility to provide appropriate education for all children in the region - preferably as close to home as possible.
When you register your child at our school, we assess whether our school is the most suitable learning environment for them. This involves a conversation with you about your child’s characteristics and needs. We may also request information from their daycare centre or current school.
If we find that we are not best equipped to meet your child’s needs, we will work with you to find a school that can provide the appropriate support.
For more information, visit: www.po-eindhoven.nl
Teachers monitor each child’s development using a group plan. Within our basic in-school support structure, we work with five levels of support, as shown in the pyramid below.
Support level 2: Extra support in the group
Children who require more support than the basic classroom provision receive additional instruction and guidance from their teacher(s). In addition to the core lessons, these children work on personalised goals through targeted support.
This extra support is provided by the teacher either one-on-one, in small groups, or during focused circle times within the classroom. The teacher is responsible for planning and delivering the support, as well as communicating with parents about it. All extra support is documented in the group plan.
Support level 1:
Effective education
Whitin our school we use the guidelines of Direct Instruction. This is a proven methodology that enables effective instruction and allows for differentiation within 3 levels: below age related expectations, at related expectations and above related expectations.
Support level 2:
Extra support in the group
Children who require more support than the basic classroom provision receive additional instruction and guidance from their teacher(s). In addition to the core lessons, these children work on personalised goals through targeted support. This extra support is provided by the teacher either one-on-one, in small groups, or during focused circle times within the classroom. The teacher is responsible for planning and delivering the support, as well as communicating with parents about it. All extra support is documented in the group plan.
Support level 3:
Special support in consultation with the Quality Coordinator - Specific interventions
If the extra instruction or the challenge in the classroom is proven not effective, specific extra interventions are needed. The child will receive targeted help and might receive support by one or more ‘in house’ specialists (e.g: Quality coordinators or language specialist). This extra support can range from support for language or maths to social-emotional support. Sometimes external partners can also assist us at this level, for example a speech therapist, a motor skills therapist or the Salto expertise service. The teacher remains responsible for communication with parents about the given support. If all efforts from level 1 to 3 have not been sufficient, an external expert will be consulted. Parents and the Quality coordinator(s) are always involved in this process. The support that needs to be provided at school can then be discussed during a consultation meeting and incorporated in the group plan, or/ and in a personal development perspective (OPP).
From schoolyear 2025-2026 onwards, it’s mandatory to inform all children with an OPP about the content of the OPP (hoorrecht). Therefore we include parents and children in this process. Once the OPP is discussed with parents and child, both sign the OPP.
Support level 4:
intensified support with help of specialists and organisations:
If all the efforts of levels 1 to 3 (basic support) are not sufficient, we can scale up to intensified support. For each child who receives support at level 4, an OPP is made. The OPP is evaluated and discussed with parents and child with a minimum of twice a year.
Support level 5:
Referal special education:
When our school is not able to meet the educational needs of a child, we inform the parents/guardians. We will work with you to find a school that better suits your child. During the search for the most appropriate school, we can ask for advice from external parties such as the SALTO expertise service or the coordinator passend onderwijs (tailored education coordinator of SALTO).
If a child transfers to a special education school, a fixed procedure is followed. All the steps necessary for this are discussed with you, so that the transition to the new school goes as smoothly as possible.
Support level 4
intensified support with help of specialists and organisations:
Support level 3
Special support in consultation with the Quality Coordinator
Support level 2
Extra support in the group
Support level 1
Effective education
Extra support provision: Taalklas en EAL.
At SALTO International School RISE we are specialised in language learning. We have a challenging bilingual curriculum; Dutch and English. Children who speak no or very little Dutch are offered a place in our taalklas where focused lesson are given to support early language development.
For children who are new to English we offer EAL (English as an Additional Language) support. The amount of extra EAL help a child receives depends on the child’s starting level.
From the 2024/2025 school year onwards, it is mandatory to explain the different levels of care to children. In this we also apply the principles of Fides: e.g. ‘Everyone is 100% okay’. All teachers talk with their students about the idea that everyone is unique. We come from diverse backgrounds, each with our own strengths and needs. The type of support we require can differ from person to person and may change over time.
Overview transfer to special educational needs facilities
2019-2020 0
2020-2021 1 (SO) 1 (SBO)
2021-2022 0
2022-2023 1 (SO)
2023-2024 1 (SO)
2024-2025 1 (SO)
3.9. Materials and methods
Our teachers create their own materials and lesson programs based on our SIS Curriculum handbook. Our curriculum handbook summarizes all the goals per year group and serves as a handbook for our teachers. The Dutch and English curriculum goals are merged and linked to our IEYC/IPC planning where possible. In our curriculum we are using a variety of teaching methods, routines and resources to organize our bilingual education.
School provides all materials such as books, workbooks, pens etc. All digital devices will be provided by school as well. We have digital boards and iPads in each class and starting from group 4 all students have their own Chromebook.
Methods, materials and routines used in school:
• IEYC/IPC Fieldwork
• Gynzy
• Power of Reading
• Pandora books
• Twinkl
• Reading eggs
• Veilig Leren Lezen
• Mondeling Nederlands Nieuw
• Getal en Ruimte
• Junior Einstein
• Estafette
• Blink
• Atlantis
• Fides
4
PARENTS
Communication between parents and school is key. For official news we send an email to all parents. For news from the individual groups and less-informational news and updated we use Parro. We arrange coffee mornings for parents about different topics to engage with school and other parents on a regular basis.
4.1.
Communication
In school we have several forms of communication:
• Teachers will send emails via their outlook school account
• Via our school app Parro we send bi-weekly updates and short other school and class updates
• Our Newsletter will be shared biweekly via Parro and e-mail, containing a RISE essential section (important for everyone) and a RISE extra section (for those interested)
• Via our school app Parro and or Seesaw teachers send classroom related content, parent support requests and pictures of activities
Communication about important matters
We understand how important and special it is that you entrust your children to us. We promise to put in our best effort to allow your child to develop to their full potential.
There may be times when your expectations differ from what we are able to offer, or when we view a situation differently. This can understandably lead to feelings of frustration or even anger. After all, it concerns your child. These kind of situations ask for appropriate and respectful communication. Communicating emotions through, for example, emails, can result in various unintentional and/or unwanted effects, both for you as well as for us. And that will never be in the best interest of your child. For this reason, we place great importance on having a conversation with you about sensitive matters, rather than addressing them in writing. We kindly ask that you request a meeting in a timely manner if something is bothering you. Please speak with the teacher(s) first. If the issue cannot be fully resolved together, you may then contact a member of the school’s Management Team.
4.2. Parent-teacher association
The SALTO International School PTA represents parents and teachers from both RISE and I-St@rt. This is a legally required entity that all schools are obligated to have.
The PTA consists of three parents and two teachers from each location, ensuring representation from all groups involved in making our schools a great place for both students and staff.
The PTA serves a dual role. On one hand, it represents students and their parents. This includes working closely with school staff to help create the best possible school environment. PTA members contribute to setting the holiday calendar, participate in school communications, and support decisions around resource allocation. On the other hand, the PTA also acts as a formal partner of the school. In this role, it holds advisory and/or consent rights on school policies, and is involved in approving financial and staffing plans. The PTA also helps school leadership shape future directions regarding curriculum and educational programmes. This part of the PTA’s role is defined by Dutch law, but we also collaborate closely with school management and the broader SALTO organization to ensure a strong, shared vision for the future.
4.3. Complaint procedure
As parents and school, we share one goal: doing what is best for your child. But what exactly is best, and how do we achieve this together? Sometimes, opinions may differ and that’s okay. What matters is how we handle those differences.
Start with the Teacher
Your child’s teacher is your first point of contact. They know your child well and are often best positioned to discuss concerns or questions. If the issue remains unresolved, you can contact the unit leader responsible for your child’s group. Should the concern still persist, you are welcome to speak with the school director or one of the other support options listed below.
Open and Respectful Conversations
We believe that open, calm, and respectful conver–
sations are key. These discussions take effort from both sides, and we value listening to each other’s perspectives. When we communicate clearly and with empathy, we can usually find a solution together.
Still Concerned? These Are Your Options
If, after several conversations, a concern grows into dissatisfaction or a formal complaint, there are steps you can take:
• Internal confidential advisor: offers a listening ear and can help think through possible solutions.
• External confidential advisor: supports parents and staff in cases of (sexual) misconduct or legal violations.
• Participation council: for questions or concerns about school policy or school-wide decisions.
• Mediator: can be brought in through the Executive Board if communication between parties has broken down.
Filing a Formal Complaint
If the issue cannot be resolved within the school, and it concerns abuse of power, malpractice, or inappropriate behavior, you can file a formal complaint with the Board of Trustees. You can do this via email, post, or through the “compliments/complaints” button on the SALTO website. Your message will be received by the chairperson of the Executive Board, who will then decide how the complaint will be handled.
If, even after this step, the issue remains unresolved, you have the right to file a complaint with the independent national complaints commission. Of course, we hope and trust that by working together with respect and openness, it won’t come to that.
Contact information: Internal person of trust / Interne vertrouwenspersoon
The internal persons of trust for RISE are: Marja van Veenendaal and Olga Stoffels
Contactinformation: Marja.vanveenendaal@salto-eindhoven.nl Olga.stoffels@salto-eindhoven.nl
SALTO is affiliated with www.vertrouwenswerk.nl. The external persons of trust work for vertrouwenswerk. If you contact them, the SALTO board will be notified of the contact.
External person of trust / Externe vertrouwenspersonen Salto
· Annelies de Waal (06-33646887, anneliesdewaal@vertrouwenswerk.nl)
· Roy Ploegmakers (06-48088774, royploegmakers@vertrouwenswerk.nl)
The schoolboard SALTO
t.a.v. de voorzitter college van bestuur Insulindelaan 115a 5642CV Eindhoven
E: salto_bestuur@salto-eindhoven.nl
T: 040-2606710
The national complaints commission and the disputes commission on appropriate education Zwarte Woud 2 Postbus 85191 3508 AD Utrecht
T: 030 2809590
W: www.onderwijsgeschillen.nl
Domestic violence officer: Olga Stoffels
Social safety officer: Marja van Veenendaal
PRACTICAL INFORMATION 5
5.1. School calendar
School holidays
August 18
September 24
First day of school
Teacher training day
October 13 - October 17 Autumn break
November 17
December 19
Teacher training day
School ends at 12:30
December 22 - January 2 Winter break
February 3
February 13
Teacher training day
School ends at 12:30
February 16 – February 20 Spring break
March 27
April 6
April 20 – May 1
May 5
May 14-15
May 25
June 8 – June 12
July 10
Teacher training day
Easter Monday
May break
Liberation day
Ascension weekend
Whit Monday
Student free week
School ends at 12:30 start Summer break
5.2. School timings
You can bring your child between 8:20 and 8:25. Classes will begin promptly at 8:30. To ease traffic, children ingroup 4 and above who can wait independently can be dropped off starting at 8:15. While we’ll attempt to have someone from the school outside, we cannot guarantee it. Therefore, the child should have some independence to make use of this drop-off time.
Being on time
We believe that arriving on time is important - it helps your child start the day calmly and be fully part of the class. Of course, we understand that sometimes things happen. But when being late becomes a pattern, it can affect your child’s learning and the flow of the day. If your child is late three times, we’ll invite you for a short meeting with the teacher to talk about how we can support your child (and you) in getting to school on time. If lateness continues and happens two more
times, you will have a follow-up conversation with the unit leader to explore further solutions together. If despite these efforts the problem continues, we are obliged to involve the attendance officer. In that case, legal steps may follow, including the risk of a fine. We trust that, by working together, we can help every child arrive on time and ready to learn.
5.3. Sick leave
If a child is sick and therefore cannot attend school, their absence must be reported on the school app before school starts.
5.4. Substitute teachers
In the case of illness or absence due to training or special leave, we work with substitute teachers. However, there is currently a significant shortage of substitutes, both within SALTO and across the Netherlands. Of course, we do our best to avoid sending students home. We always aim to find creative solutions within our school, such as deploying teaching assistants or support teachers. As a result, it may sometimes be necessary to switch a planned teaching day in English or Dutch.
5.5. Drop-off and pick-up
Groups 0-2: All classrooms are next to the small playground. Parents can guide their children to their classroom door where the group teachers will wait outside to help guide the children inside. At the end of the day you can wait for your child by the same door.
Groups 3-8: Children from group 3-8 enter the school by themselves via the main entrance. The classroom teachers will be waiting for the children in the classrooms. At the end of the day the teacher accompanies the children outside.
5.6. Clothing
Children should come to school dressed appropriately for the weather and the activities they will participate in. We play outside in all weather conditions, so children need clothing suitable for cold and wet days, as well as sun protection for sunny days. Since children can take part in daily messy play and physical activities, they should wear sensible footwear and clothes that can get dirty.
Groups 0-2: We ask for all young children to bring spare clothes (including underwear and socks) every day in their bag. We also ask for all children to bring rain boots and gym shoes to be kept in school. All items need to be labelled with your child’s name. Groups 3-8: A set of spare clothes can be useful for unforeseen circumstances. On gym days suitable gym wear including gym shoes needs to be brought to school in a separate gym bag to make sure they are able to change clothes afterwards.
5.7. Lunch and healthy school
We have a continuous schedule, which means children stay at school for the entire school day. Children need to bring their own snack (fruit or vegetables), lunch, and drink (water, milk, or tea) from home.
Snack time is around 10:00 am, and lunch is around 12:00 pm. As an official Healthy School, we encourage healthy eating habits and ask that you provide only healthy lunch options. Please note that we do not have heating or cooling facilities for students’ lunches, so lunches should be prepared accordingly. For young children, please keep portion sizes small. If a child does not finish their food, the teacher will send the remainder back home.
Being a Healthy School also means that the entire school premises are strictly smoke-free. Smoking is prohibited at all times.
5.8. Medication, allergies etc.
We have a continuous schedule, which means children
stay at school for the entire school day. Children need to bring their own snack (fruit or vegetables), lunch, and drink (water, milk, or tea) from home.
Snack time is around 10:00 am, and lunch is around 12:00 pm. As an official Healthy School, we encourage healthy eating habits and ask that you provide only healthy lunch options. Please note that we do not have heating or cooling facilities for students’ lunches, so lunches should be prepared accordingly. For young children, please keep portion sizes small.
If a child does not finish their food, the teacher will send the remainder back home.
Being a Healthy School also means that the entire school premises are strictly smoke-free. Smoking is prohibited at all times.
5.9. Birthday celebrations
Birthdays are celebrated within each class with groupspecific activities. After the celebration, the birthday child is invited to the office to choose a special gift. We kindly ask that no treats or gifts be distributed to other children on birthdays.
5.10. After school care / Before school care (BSO/VSO)
Our school closely works with Korein. Korein offers a wide range of services on school premises, e.g. after school care (BSO) from 14.30pm (12:30pm on Wednesdays) to 18.30pm.
For more information Korein | RISE Eindhoven
5.11.
School fees and payment details
We ask for a registration fee of €50 per family. The admissions process will continue only after this fee has been paid.
The annual school fee is €1,000 per student. These fees allow us to hire specialist teachers with advanced language skills, implement our intensive language
policies, organize excursions, and use the International Primary Curriculum.
Parents will receive an invoice twice a year, each for half of the yearly amount.
5.12. Transport excUrsions/ field trips
Over the course of the school year, we plan a number of trips and excursions for each group based on their IPC topics. Parental permission is not required for these trips; however, parents will be informed in advance by the group teacher, including if additional parental support (such as driving or supervision) is needed. Please note that the costs for these trips are not included in the school fees and may require an additional payment from parents e.g. for transport. For Group 8, the children will participate in an overnight camp lasting two or three days. An additional fee of €50 is requested for the camp. When there is a combination group 7/8, both group 7 and group 8 will join the camp.
Please Note: In years with a combined Group 7/8, both groups attend camp. If the group consists only of Group 8, then only Group 8 attends camp If you have a reason why your child cannot participate in the extracurricular activities, please speak with their teacher. Usually, we can find a solution together so that your child can still be involved. We believe it is important for all students to take part in these activities as a group. If your child is not attending a field trip for any reason, they must still attend school on that day and will be placed in another class. If you are unable to resolve this, you can find information on how to request an exemption here.
5.13. Extra leave
We understand that, as an international community, families may occasionally need to travel abroad for important family matters and that such trips can sometimes take longer than the Dutch system typically allows for. While we empathize with these circumstances and try to support families as much as possible, we are legally required to follow Dutch compulsory education laws. This means that any request for extra leave outside the scheduled school holidays must meet strict criteria and be officially approved. We kindly ask for your understanding as we navigate this together within the boundaries of the law. To request extra leave days outside the scheduled school breaks for up to a maximum of 10 days, a leave of absence form can be requested through our admissions officer Marie Zimmermann. She will then consider the request and consult the compulsory education officer (leerplicht) when needed. The leave request needs to be submitted
6 weeks before the leave date.
In order to qualify for the extra leave at least one of the below criteria must be fulfilled:
a) in ‘weighty’ circumstances, such as marriage, serious illness, funeral, etc. of (close) relatives;
b)for extra holiday leave: a job of a specific nature of one of the parents, which doesn’t allow holidays during the school holidays (e.g. farmer, catering staff, etc.). When parents can prove that they cannot go on holiday together in any school holiday and depend on the income they earn together during the school holiday period, they can apply for extra holiday leave for a maximum of 1x per school year and for a maximum of 10 school days. Any subsequent holidays (e.g. winter sports) are not eligible for this. The necessity for this must be demonstrated by a statement from the management of the company concerned. Extra holiday leave in the first 2 weeks of the school year will not be granted.
When parents take their child out of school without an approved leave of absence, this is considered unlawful school absenteeism. The school is obliged to report this to the Office for Compulsory Education and/or to the school attendance officer of the municipality, who will take the case further into consideration. Parents run the risk of a fine and/or an official report because they will have violated the Compulsory Education Act.
5.14. Facilities (per school)
5.14.1. Library
The library is located in the central hallway of the building. Children can borrow books from the library to take home.
5.14.2. Gym
Gym lessons take place twice a week. One lesson is taught by our gym teacher, and the other by the classroom teacher.
Groups 1 and 2 use the smaller indoor gym on site. From Group 3 onwards, children use the larger gym facilities at nearby schools. Groups 3 and 4 travel to the gym by bus, while Group 5 and above walk to the gym. During changing, a teacher is always present in the changing room to supervise
5.14.3. Extra-curricular/after school activities
In our school building we have several external partners who organize extra-curricular activities after
school, we offer different programs each term for example;
• dance lessons
• language classes
• Mad Sience
• Chess club
• gym program
• musical star class
We will inform you via Parro about the schedule, availability and sign up procedures. The program may differ per term.
5.15. Photos and video’s
When your child starts with us, you will receive a form to give permission for the school to take and/or share photos or videos of your child. Once a year, you will receive a reminder on Parro to review your preferences. If you wish to change your preferences during the school year, please notify us by sending an email to admissions.international@salto-eindhoven.nl.
If the school has posted photos or videos of your child that you do not agree with, please report this to the Head of School.
Some parents or caretakers do not give permission for photos or videos showing their child to be taken or shared. Therefore, we kindly ask parents and caretakers not to take photos or videos of other children during school activities.
If photos or videos are taken at other times, we will inform you and ask for your permission if necessary.
5.16. School photographer
Each school year, a photographer will take a class group photo as well as individual pictures. Parents will have the opportunity to purchase these photos.
5.17. Celebrations and events
Each school year, a photographer will take a class group photo as well as individual pictures. Parents will have the opportunity to purchase these photos.
• Christmas
• Carnaval
• April Fools day
• Kingsday
• Sportsday
SAFETY IN SCHOOL
6.1. Anti bullying program
SALTO International School has a behavior policy per location. These documents describe how we treat each other in a respectful and correct way. It also describes advice and guidelines to guide students who exhibit unwanted behavior. SALTO International School “where you can Be Yourself, Be International and Be Dutch”, has a clear vision of education that will support each child to engage successfully in lifelong learning and develop their individual qualities and learning dispositions through the Personal Goals of the IPC. We use the differences within our school to learn about other cultures and let our children become successful and empathetic global citizens. School has to be a safe haven for all people in the classroom and beyond. We promote a positive culture to develop the wellbeing of every child. In joining the school, families commit to supporting us in implementing our behaviour policy and in promoting the values of our school community.
6.2. Social safety
All schools are required by law to monitor the social safety of their students. At SIS students in Groups 6, 7, and 8 complete a wellbeing questionnaire once a year to share their perceptions of social safety. We use the results to help us evaluate and improve our school environment.
Every two years, we also ask parents to complete a questionnaire. We analyze the results and use the feedback to adjust our policies accordingly.
6.3. Physical safety
Our school has an evacuation plan in place. Together with the other partners in our building, we organize joint evacuation drills each year. It is important that not only the teaching staff but also the students participate in these exercises.
Our emergency response team (BHV) receives annual training to stay up to date with safety procedures. The coordination of safety measures is the responsibility of the BHV team and the school’s prevention officer. The prevention officer ensures that all safety regulations are in line with government protocols.
If a student’s behavior poses a risk to physical safety, we follow the procedures outlined in sections 6.7 and 6.8.
6.4. Internet and Social Media
At school, we approach the use of social media in a thoughtful and responsible way. We have established a number of guidelines, which are outlined in our Internet & Social Media Protocol. In addition to these, our general school rules and expectations for respectful behavior also apply when using the internet, email, and social media.
We regularly discuss this topic with the children and encourage them to use digital tools responsibly. Safe internet use is also embedded in our IPC curriculum. If you notice that the protocol is not being followed at school, please report it to the teacher or a member of the school’s management team. Together, we will look for a solution. If necessary, appropriate measures will be taken by the school.
You also play an important role in how your child engages with social media and the internet at home. Bullying often takes place via platforms like WhatsApp, Instagram, or other apps your child may use. We encourage you to talk regularly with your child about their online behavior and how to navigate these platforms safely and respectfully.
6.5. Information security and privacy (Dutch: IBP)
Information and IT are increasingly used in education. Think for example of the student monitoring system and all the software programs that students use in class these days. SALTO International School considers it important to protect information properly and to handle personal data safely and responsibly. We have therefore created an organizational policy plan. In this plan, we indicate how we have arranged information security and privacy within the school and how we deal with any risks.
We will also ask for your permission to process certain personal data in a number of cases. For example, if we as a school use photos or videos of your child, your consent is always required. You can arrange this yourself Parro. However, asking permission does not apply to all personal data. We also process data to comply with our legal obligations. Think for example of the Ministry of Education, Culture and Science and the Tax Office.
If you have any questions or would like further information on information security and privacy, please contact our IBP coordinator Marie Zimmermann at marie. zimmermann@salto-eindhoven.nl . Marie is the 1st point of contact for questions about privacy. A school board is obliged to appoint a data protection officer (FG) as well. This officer ensures proper compliance with all privacy rules within schools. Clemens Geenen of PEP Onderwijsadvies is our FG. He is certified and can be reached at info@peponderwijsadvies.nl.
6.6. Phone and Smartwatch policy
In line with government regulations, the use of mobile phones and smartwatches is no longer permitted in class. The government has stated that these devices can distract pupils, leading to reduced concentration, which in turn may negatively affect academic performance. For this reason, new rules have been introduced. Mobile phones and smartwatches may only be used if they are essential for the content of a lesson — for example, during a lesson on online safety. Exceptions can be made for pupils who rely on such devices due to medical reasons or a (learning) disability.
Agreements at SALTO International School RISE
• As a general rule, children should not bring mobile phones and/or smartwatches (hereafter referred to as devices) to school. We understand that some children may need to bring a device in order to contact their carers after school hours. In such cases, the device must be placed in the designated storage area in the classroom. Devices must remain switched off for the entire school day. The school is not responsible for any damage to or loss of devices.
• If requested by the teacher, a child may use their device for school-related purposes. After use, the device must be put away immediately.
• If a device is required for medical or learning purposes, a request for usage should be submitted to the teacher. In such cases, specific arrangements will be made depending on the child’s needs.
• Devices, including smartwatches, are not permitted on school trips, unless otherwise stated in a written communication from the school.
• If a child does not comply with the above agreements, the teacher will confiscate the device until the end of the day. In cases of repeated noncompliance, the student and their parents will be invited for a meeting with the teacher or a member of the Management Team.
• These agreements apply throughout the entire school day, including break times.
• School staff are expected to set a positive example and will limit their own device use during contact time with pupils.
In Short:
1. During school hours, you can reach the school by phone at 040-2677152, and your child’s teacher via Parro.
2. Mobile phones and smartwatches are not permitted in school.
3. If a device is brought to school, it must be placed in the classroom box by 08:30.
4. Taking photos, videos, or audio recordings is strictly prohibited during school hours.
6.7. Suspension and school removal
If you or your child in or around the school seriously violates school rules of conduct or if there is behavior that endangers the safety of the children, parents and/or staff of the school, we will make this behavior an immediate topic of discussion. In some cases, the behavior may be grounds for suspending or removing a child from the school. In implementing these measures, SALTO follows a procedure.
This is described in the ‘Admission, Suspension and Removal’ regulation and is published on the website of SALTO: https://www.salto-eindhoven.nl/nl/ouders/ regelingen
6.8. Reporting code for domestic violence and reporting of sexual abuse
A safe learning and working environment is of great importance. We are jointly responsible for this. All school employees know and apply the reporting code for domestic violence and child abuse. This means that if the school has signals that there may be domestic violence or child abuse, a set process with five steps is followed.
In case of suspicion of sexual harassment, sexually transgressive behavior or sexual abuse by a SALTO employee, the school and the school board have an obligation to report and consult with the confidential inspector of the Education Inspectorate. Do you suspect sexual harassment, transgressive behavior or abuse? Discuss it with the head of school. The head of school will listen to your concerns. Based on this conversation, appropriate follow-up actions will be taken.
More information about the reporting code and the obligation to report can be found at https://www.schoolenveiligheid.nl/po-vo/kennisbank/ meldcode-huiselijk-geweld-en-kindermishandeling/.
You can ask the school’s internal confidential counsellor for any questions you may have.
ADDITIONAL INFORMATION 7
7.1. Privacy
In order to provide good education and organize activities, the school processes data from you and your child. This includes contact information, school results, the progress of education, information about the school fees, etc. In the ‘Privacy Regulations Pupil Data’ of SALTO is described how the school handles this data. It also states who has access to which data and to which organizations our school may provide data on your child.
The school stores data per student in a student file. We use the ParnasSys system for this. As a parent you have the right to inspect your child’s student file. If you want, ask the director of the school for access to your child’s student file. In consultation with the director is determined in what way you can see the file. An example of this is a paper printout of the file or an inspection in the digital application. If you wish to correct, add to, delete or block your child’s data, you must inform the director of this, together with the reasons why you wish to do so.
The Privacy Regulations can be found on the SALTO website (https://www.salto-eindhoven.nl/nl/ouders/ privacy).
7.2. School insurance
SALTO has an accident and liability insurance. This ensures that all parties involved (students, staff, volunteers) are insured during school activities. However, we advise you to get a liability insurance yourself, because you are liable for any damage your child causes at school.
SALTO’s damage insurance will only be called upon if your own insurance does not provide cover and the damage is caused by the school’s fault. An example where the insurance does not pay out is when during gym class or outdoor play your child’s glasses are broken. Do you have questions about the school’s insurance or about damage? If so, please discuss the matter with the Head of School.
7.3. Sponsoring
If the school receives donations or additional funds beyond the school fees, this is referred to as sponsorship. Before any sponsorship campaign begins, the purpose of the campaign and how the funds will be used will be clearly communicated. You are free to decide whether you would like to contribute to the sponsorship campaign, and if so, with what amount. There are national regulations regarding sponsorship. If you or your company would like to sponsor the school, please contact the Head of School to discuss the possibilities.
There is more information in the school plan and on the SALTO website.
7.4. Partners
GGD
For most children, growing up healthy and safe happens naturally. As a parent or caregiver, you want the very best for your child - a safe, supportive environment in which they can thrive. Children grow and develop quickly during their school years, which can sometimes lead to questions, doubts, or concerns. That’s where Youth Health Care (JGZ) can help.
Schools work closely with the Youth Health Care (JGZ) team from GGD Brabant-Zuidoost. This team includes a pediatric doctor, pediatric nurse, nurse specialist, assistant, behavioral scientist, and a healthy school advisor. JGZ is there to support all children and their parents from pregnancy and birth up to 18 years of age.
Omnia
Omnia supports families from all cultural backgrounds with questions and challenges related to parenting. The name “Omnia” means “wish” in Arabic and “everything” in Latin, reflecting their commitment to meeting the unique needs of each family. We offer culturally sensitive, multilingual support tailored to every family’s situation. Their approach is system-focused, involving the whole family and other key people in their lives. Omnia provides a warm, professional environment with qualified staff who work with respect, equality, and proven effective methods.
Salto International School RISE
Tafelbergplein 8, 5642 GP Eindhoven
www.salto-internationalschool.nl