GeorgeNazi:BoardChair(20yearsatISB)
SimonBaxter: BoardViceChair(16yearsatISB)
JamesMacDonald:ISBDirector(5yearsatISB)
“The Board is responsible for setting the school's strategy, and is the guardian of the school's mission.”
16 languages taught
63 nationalities
1312 unique learners
ACADEMIC
School-wide Counselling Programmes
PERSONAL/SOCIAL
CAREERS
GLOBAL PERSPECTIVES
● Highschool:
○ CollegeMatriculation
○ InternationalBaccalaureateDiplomaResults(IBDP)
○ AdvancedPlacementResults(AP)
○ BTEC
● WholeSchool:
○ MAP
PostSecondaryOffers
BA Preparatory Programme, 3D design and craft, 3D Digital Design, Aerospace Engineering, Animation, Applied Mathematics, Architecture, Arts /Education, Astrophysics, Biology, Biology and Theatre, Biomedical Science, Biomedicine, Business, Business Administration, Business Engineering, Business Entrepreneurship, Business Management, Business Management and Marketing, Business Marketing, Circular Engineering, Civil Engineering, Commerce, Computer Science, Computer Science and Engineering, Computer Science and Information Technology, Computer Science, AI and Cybersecurity, Creative Technology, Dance, Economics, Economics & Finance, Economics and Psychology, Engineering, Engineering & Architectural Design, Engineering Technology, Environmental Science, Events Management, Exercise Physiology, Fashion Business, Film, Television and Molecular Biology, General Life Science and Biochemistry, Food Science and Technology, General Engineering, Global Social Challenges, Grado en Administración y Dirección de Empresas + Innovation and Entrepreneurship (Bilingüe), History, History and Politics of the Americas, IHM, international hospitality management, Industrial Design, Interdisciplinary Futures, Interior Design, International Business, International Business Administration, International Business Management, International Development, International Development and Economics, International Economics and Finance, International Economics and Management, International Foundation Program, International Management, International Politics and Government, International Relations, International Relations & Film, International Business and Business Economics, Kinesiology, Law, Liberal Arts, Liberal Arts and Sciences, Linguistics and Literary Studies, Marketing, Mathematics & Political Science, Mathematics with Statistics, Mathematics,StatisticsandBusiness,MechanicalEngineering,MechanicalEngineeringwithManufacturing and Management, Media and Communication, Medical Preparation Programme, Medicine, Molecular, Cell, and Developmental Biology, Natural Science, Neuroscience, Physiotherapy, Political Science, Politics & International Relations, Politics Philosophy and Law, Politics, Philosophy and Economics, Psychological and Behavioral Sciences, Psychology, Psychology and Management, Spatial Design, Structural Engineering and Architecture,Undecided,VeterinaryMedicine
This is an example of how we compare ourselves with other like schools. This is a data chart from 2022, and every year we have detailed comparative data.
We agreed that this would not be shared publicly but want you to know as parents that we using this information to improve.
The DP results in 2020, 2021 and 2022 were affected by COVID, with grades being adjusted upwards for students around the world. Therefore, it makes sense to track number before and after this period and is shown by this graph, results have improved significantly over this period.
The majority of students in Elementary show high levels of both growth and achievement.
Categorising students into high/low growth and achievement bands provides and very positive picture.
• 71% of students showed high growth and high achievement.
The majority of students in Middle school show high levels of both growth and achievement.
Categorising students into high/low growth and achievement bands provides and very positive picture.
• 70% of students show high growth and high achievement.
• 14% of students saw high achievement and low growth.
Students in Elementary show high levels of both growth and achievement.
Categorising students into high/low growth and achievement bands provides a positive picture, especially for achievement.
• 46% of students showed high growth and high achievement.
• 30% of students showed high achievement and low growth.
Students in Middle School show high levels of both growth and achievement in Reading
Categorising students into high/low growth and achievement bands provides a positive picture, especially for achievement.
• 57% of students showed high growth and high achievement.
• 24% of students showed high achievement and low growth.
Endofyearresults ○ P&L ○ Balancesheet ○ Feestructureandapproach
Enrolmenttrends
10yeartrend
January
*+4.6m exceptional non-cash accounting adjustments due to the purchase of the land **No principal payment required on the first year of our new loan.
- Aligningstaffingtoenrolment
- Timetableoptimization
- ContractedExpenseReductionfirm
- Changed Financial aid & scholarship approach
Loanforland(KBC)
37m (24years)
LoanforHSbuilding(ING) 3.5m(7years) (interestexpenseof1.4mperyear)
● Historicallyour‘sports’ conference. Now
○ schoolheadsmeeting regularly
○ newcharterforthegroup
○ activitiesdirectors collaboration
○ Manyother‘jobalikes’
ISST-8:
Frankfurt International School
International School of Brussels
Munich International school
The American School in London
American International School Vienna
American School of Paris
American School of The Hague
Zurich International School
This is an example of how we compare ourselves with other like schools. This is a data chart from 2022, and every year we have detailed comparative data.
We agreed that this would not be shared publicly but want you to know as parents that we using this information to improve.
01 02
Keepingfeeincreasestolevels ofinflation
Introducingadiscountfor long-stayingfamilies(from5 years)
Enhancedexternaltestingto helpusknowandsupportour students(NNAT3,additional MAP,etc.)
Forpast4years,contractedthe formerDirectorofUK’sOfsted DataUnittoprovideunbiased analysisandinsights
Connectingcurriculum standardsmoreseamlesslyto assessmentandtracking
Allowsforadditional personalizationoflearningby betterensuringtheappropriate challenge.
New taught classes with the lower school timetable: (French and Dutch are already in place)
Expanding to the Upper School next year
02 03
ASINGLELEARNINGPLATFORMTOPROVIDESTUDENTS:
• Unifiedapproachestoaccessingcurriculumandstudentdata
• Acoherentlearningexperienceforstudentsthattransfers acrossthesectionsoftheschool
• Alearningplatformthatwillsupportamorepersonalised approachtolearning
• Anabilitytotrackandcommunicatestudentlearninginone placeovertime
• Asingleplatformforeasyparentandcommunityaccess
• Schoologyhasbeenwidelyimplementedasalearning platformacrossHS,MS&ES
• SpecialProgramshasbeenimplementedasaninitial phasewithourLearningSupportProgramme
• Curriculum&Instructionisbeingutilisedtoensurethe curriculumisfullydocumented
• PerformanceMattershousesschoolwidelearningdata andisintheearlystagesofimplementation
▪ Toensureallpartsoftheplatformwillbeinplaceforfull implementationtofurthersupporttheschool’sstrategyof Personalisation
• Toreviewandenhancethecurrent“Professional GrowthandAccountabilityforLearning(PGAL)” systemforfacultyandstaffinordertocreatea greaterbalancebetweenstructuresthatsupport growthandevaluation
• Aprojectoverviewhasbeensharedwiththewhole facultytodeepenunderstandingoftheworkscope.
• FInalisedthemodelforteacherswhoarenewtoISB
• Draftedandbegunrevisingasetofteaching standardswithafocusonapproachesthatsupport personalisedlearning
• Developingandimplementingaprocesstocollect feedbackaboutthecurrentmodel
• Settingupfocusgroupstodeepdivefeedbackfrom thesurveywhowillserveasconsultativegroups throughoutthedesignprocess
• Gatherfeedbackfromfacultyaboutthecurrent processandsetupfocusgroups
• Confirmtherevisedsetofteachingstandards
• Developframeworkandtoolsforgoalsetting
With a key focus on personalisation, this programmeprovidesanopportunityforthree chosen areas of athletics,arts,andSTEM to create powerful personalised learning opportunitiesforstudents
• Tocreateaholisticandcomprehensiveprogramme thatoffersISBstudentstheopportunitytopursuea passionforARTS,ATHLETICSandSTEMoutsidethe traditionalpathwaysprovidedbytheschool
• WearecurrentlyinPhase1ofimplementation, focusingonstudentswhohavesignificant commitmentsoutsideofISBthatalignwiththeir chosenpathway,makingitchallengingtonavigate theexistingschoolstructure.
• Asmallgroupofstudentsiscurrentlypilotingthe programme,receivingtailoredsupporttohelpthem thrivebothwithintheschoolenvironmentandintheir externalpursuits.Thispilotwillallowustorefinethe programmeandaddresspotentialchallengesbefore expandingittoalargergroupofstudentsinfuture phases.
▪ TolaunchPhase2ofimplementationinSpring2025 focusingonstudents whoneedmore personalisationinthecreditearningcourse offeringsatISBtomeettheirPathwayGoals.
• DesignandimplementameaningfulSTEMExperienceforall studentseachyear
• Developanindividualisedpathwayforstudentswith specialisedinterestinSTEMareas
• Ensurestudentsandfacultyhaveaccesstohighquality facilities,training,andresourcestosupporttheSTEM programme
• DevelopstrategiesforcommunicatingSTEM programme/opportunitieswithinandoutsideoftheISB community
• Developedthepurposeandgoalsoftheproject
• ConductedanauditofthecurrentSTEMopportunitiesacross theschool
• ResearchedandpilotedoptionsforSTEMmaterialsforLS&MS
• Developingimplementationtimelinesforeachgoal
• ExpandingthetheSAMLabstrialanddocumenttheprojects
• Buildingpartnershipswithoutsideorganisations
• LaunchingnewSTEMcourses
• Alignwiththisyear’sTechnologyCurriculumreview
From October 7-12, we will have a Pathway 2 visit.
A
