Schoolguide 2024

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OPEN-DAYS 10 February & 18 May 2024 10:00 - 12:00 hours

SCHOOLGUIDE Amstelland International School

October 2023

2023 - 2024


School Guide 2023-2024


































WELCOME TO THE AMSTELLAND INTERNATIONAL SCHOOL Our school aims to further develop internationally minded, curious and empathetic young people who are intrinsically motivated to positively impact their local and global community, creating sustainable change. The school philosophy is founded on a deep understanding of compassion for one another, community-based learning, relationship building, valuing our unique identity whilst learning the importance of celebrating diversity. This school guide takes you on a journey of what it means to be part of the AIS learning community and how our educational approach is structured. This school year we will further professionalise our organisation, with a focus on improving education, organisation and communication. Our school development plan 2023-2024 will embrace the need for creativity, social and emotional safety, re-connecting after COVID and prepare our school for the International School Recognition & the Dutch Primary School Inspection. AIS is steadily growing to meet the demand for international education within Amstelveen & Ouderkerk. In order to maintain a balance between growth, stability and educational quality, our team has developed a school plan which will be closely monitored by our quality care committee (QCC) throughout the school year. In line with Onderwijsgroep Amstelland’s school group educational strategic plan, AIS aims to continue developing a deeper understanding of what it means to be internationally minded, fostering a curiosity about one another, AIS values building trusting relationships with all twelve Dutch schools in our dynamic organisation. Our parent community play a fundamental role in developing and maintaining these important relationships. While fostering our global citizenship values at AIS, we embrace the local Dutch community and seek out invitations to participate and experience the Dutch culture celebrating the values of our host country.

Our team looks forward to welcoming you at the AIS family!


School Guide 2023-2024

1. THE PHILOSOPHY OF THE AIS The AIS philosophy is built upon the understanding of

All educators are asked to critically evaluate the

the importance for community. The fundamental role

resources in their classroom, what the purpose is of their

quality relationships play in fostering a healthy thriving

resources, how do they add value to learning or do they

learning community. We are curious about one other and

require innovation, recycling or simply no longer

unanswered questions which invite for exploration. Our

has a purpose? We practise the understanding of

curriculum is designed to challenge every learner to seek

“It takes a village to raise a child” on a daily basis.

understanding which excites them to develop a love for

All adults in the school building make an effort to learn

learning to the world around them.

the names of student community. No member of our community is unnoticed or undervalued. We strive for

We believe that every member of our community is

collaboration and we all take ownership of our collective

valuable. Each member of our community has unique

responsibility to provide a safe and exciting learning

talents and skills which require refining and creative

environment for all stakeholders.

expressional freedom. Our action-based research projects inspire children and the adults in our community

Identity and diversity are celebrated whilst learning

to take ownership of their learning and empower

how to respectfully disagree and bravely express our

student voice. At AIS we do not only hear what our

vulnerabilities. At AIS we understand the importance

children have to say, more importantly; we actively

of developing a global awareness, inviting multiple


perspectives despite our difference, developing a growth mindset. We aim to create critical thinkers who play an

At AIS we design our classrooms inspired by Reggio

intricate role in improving the world we live in as global

Emilia’s philosophy towards love for learning.

citizens and ambassadors of their own cultures.





Amstelland International School is dedicated to establishing a learning community which empowers student voice, invests in nurturing relationships, fosters compassion for humanity and inspires a shared responsibility of our planet.

International education which inspires creative thinking, provoking children to become curious and take ownership of their learning.






Responsibility The AIS is a Dutch subsidised international school. This

The AIS is accountable for high standards to the

enables us to deliver high quality international education

Inspectorate of the Dutch Ministry of Education,

at competitive school fees rates.

International School Recognition and The International Primary Curriculum (IPC) accreditation standards.


School Guide 2023-2024

3. CURRICULUM INFORMATION PRIMARY SCHOOL, IPC All classes have a maximum of 22 students. In order

Groups 1 and 2 have full-time Teaching Assistants to

to ensure an optimal learning environment for our

help support the teaching and learning. Group 3 classes

students, the profile of class groups at the AIS is guided

have part-time Teaching Assistants, who may also assist

around the principles of mixed ability levels, social/

other areas of the primary school according to different

emotional and learning diversity requirements, English

curricular and student needs. Teaching Assistants help

language ability. The teaching and leadership team will

support the diverse learning environment so that the

decide on whether or not a particular age level/group will

teacher may differentiate to meet the needs of individual

remain together moving into a higher grade or be mixed

students and make optimal use of a multi learning-style

creating a new community. When mixing class groups

approach in daily lessons.

AIS follows a very careful and sensitive procedure: Our student care coordinator meets regularly with the ▶ The teacher identifies healthy learning peers & social group for each student ▶ These students are placed together in a Friendship Pod (between 3 to 5 students) ▶ The friendship Pods are then shuffled creating a

teaching team to continuously evaluate the academic, social and emotional needs of all our students. Any additional learning needs required are provided within the means of a mainstream school according to Dutch law.

new combined class community ▶ The new combination of healthy learning peers/ Friendship Pods form a new class list.

The educational team is trained throughout the school year on child protection and student wellbeing. During six designated meetings the whole team collaboratively

Each class has a designated Primary School qualified

dialogue about the needs of the children in their class.

teacher who is responsible for the individual year group.

Sharing best practices is fundamental to improving

In Group 1, 2 & 3 we have qualified teachers co-teaching

teaching and learning at AIS. Parents are invited to

alongside the classroom teacher in their role as teaching

four designated parent information evenings especially


designed to foster awareness of the vulnerability of our children and how to apply positive parenting strategies

The year group teachers work collaboratively on

at home. AIS invites parents to curriculum workshops

planning the curriculum and this ensures that all

and social coffee mornings further fostering the sense

students have access to the same key concepts and

of community.

learning assessments. In addition to the Classroom Teacher, there are specialist teachers who deliver Dutch Language and Culture, English Language Acquisition (ELA), and Physical Education (PE). All teachers are involved in the assessment and the progress reports (PLG) of the individual students that they teach. AIS will be elaborating on our ARTS and culture team, integrating skilled ART, Drama, Musci and Robotics specialists.


AIS has designed a sexual education curriculum which

Blocks that follow, preparing children for new pathways

informs children about their bodies, emotions and

of learning. This stage allows connections between

thoughts. The ongoing changes children experience,

previous and new learning to be made and/or highligh-

positive body image, personal (safe) expression, self-

ted, supporting the brain to learn associatively; for the

worth, self-esteem and the diversity of family structures,

youngest learners, it is also an opportunity to review

are some of the topics our educational team explore

what has already been experienced and learned.

with the students. Parents play an intricate role in the impact our curriculum has on the lives of their children.

Ready, Steady

We believe that parents are the first and most important

Teachers will use the Journey through the Theme stage

contact for any child. Parents are empowered to take the

as an opportunity to look forward and scaffold children’s

lead in translating our school philosophy appropriately,

thinking and enquiry skills. Teachers will help children to

whilst inviting room for their own cultures and religious

identify which Learning Blocks they believe will provide

beliefs at home.

answers to their Capturing Curiosity questions, and con-


sider and predict how these questions may be investigated within the theme.

Playful Learning Experiences

The IEYC presents a modern and all-encompassing cur-

The Playful Learning Experiences stage has been desig-

riculum solution that addresses every aspect of learning

ned in Learning Blocks. Each provides a central learning

pertinent to early years, kindergarten, and pre-school

focus, within the unit theme, that enables children to

education. The IEYC is the beginning of a child’s learning

learn in a constructive and iterative way. Within each

journey with the International Curriculum, making it the

Learning Block, there are specific contextualized activi-

ideal starting point for children moving on to the IPC or

ties linked to scaffolding children’s learning through a

other alternative curriculums.

mini-cycle that supports them as they explore new IEYC Learning Experiences,

The Journey through the Theme stage informs children of the expected learning and activities within the Learning


express their ideas, understanding and thinking, and extend their learning and development.

School Guide 2023-2024

Explore, Express, and Extend

The Exit Stretch

The Explore, Express, and Extend mini-cycle provides

The Exit Stretch stage of the Process to Facilitate Learn-

children with opportunities to engage in learning acti-

ing has a number of purposes:

vities that have been holistically designed around the

▶ to allow children to repeat, revisit and reflect

IEYC’s Dimensions of Learning and Development. This

on their Personal, International and Academic

mini-cycle recognises learning and development as a

Learning Experiences

process, with children needing time, space and pace to

▶ to share their learning with peers and teachers

consolidate knowledge, develop skills and increase un-

▶ to celebrate the learning that has taken place

derstanding within the earliest years of life. This Explore,

within the unit of learning, strengthening

Express and Extend mini-cycle is repeated multiple times

connections between their learning and the wider

within each Learning Block, allowing children to extend

world, which may include an invitation to take

their interests and learn holistically as they make links


between the different activities. Each Learning Block suggests a possible pathway through linked activities and the IEYC Learning Experiences they provide. Explore, Express, and Extend cycle gradually passes ownership and direction of the learning to the child; from teacher-scaffolded (Explore) to child-led (Express) and then to child-initiated (Extend).



learning. The more connections the brain can make, the better a child can learn.

The International Primary Curriculum is a curriculum

The development of skills is a very big part of the IPC.

that is being used in over 1000 schools in 90 countries

Learning activities at AIS have been designed so that

around the world. It was launched in 2000 having

our children can develop these skills. The IPC is not just

been created by a team of leading experts in children’s

‘topic’ learning. Although the learning is based around

learning from around the world. The goal of the IPC is

a theme, the learning that the children do within that

for children to focus upon a combination of academic,

theme has very distinct outcomes to ensure that children

personal and international learning and through the

are learning exactly what they need to. Nobody can

IPC develop all the skills children will need in order to

predict the nature of work and life opportunities that will

confidently face the world of tomorrow.

be available for our children in the future. Many of the jobs don’t yet exist!

Children learn through a series of IPC units of work. Each unit of work has a theme that today’s children find

The IPC focuses on a skills-based approach to prepare

interesting and relevant. Children learn many of their

our children for the fast-changing world they will be

subjects through this one common theme so that their learning has meaning to them.

of all abilities and all learning styles. It

Linking subjects means that

encourages learning in groups as

children can make lots of

well as individual learning.

connections with their


living in. The IPC has been designed for children

School Guide 2023-2024

These IPC phrases are described below.

of; Adaptable,Collaborator,Communicator,Empathetic Ethical, Resilient Respectful, Thinker. By their nature, the

The IPC Unit: A collection of learning tasks based around

personal goals are not age specific.

a theme which children carry out to meet their learning goals.

International Goals: These are the goals for children’s learning, development and understanding on Interna-

IPC Unit Letter: An informative letter sent home at the

tionalism. For example, knowledge and understanding

beginning of each IPC unit. The letter is written by class

beyond that related to their own nationality, culture and

teachers to inform parents about the learning involved

home country; the ability to develop both a national and

within the next IPC unit and how to help at home.

an international perspective and the ability to adapt to other education systems.

Entry Point: An activity at the beginning of each IPC unit which provides an exciting introduction to the work that

Learning Tasks: The children’s learning tasks which are

is to follow.

delivered with a variety of learning styles in mind; these will include enquiry-based research tasks, recording

Knowledge Harvest: A specific activity which takes place

tasks and international tasks.

in the early stages of each unit. This activity provides an opportunity for children to reveal what they already

Exit Point: A Student-Led Conference carried out at the

know about the theme they are studying and for their

end of each unit to provide an exciting and stimulating

teacher to build on that knowledge.

exit to the learning which the children have done. This is a celebratory conference opportunity. Students take

Subject Learning Goals: These are the goals of achieve-

parents on a learning journey walk through their achie-

ment for the children’s learning within the IPC subjects.

vements and progress in the IPC unit, literacy and nu-

Each Milepost’s subject goals are appropriately levelled

meracy. The classrooms are set up in diverse curriculum

for the children’s ages.

areas with provocations, student portfolios and teacher guided questions to support the conversations about the

Personal Learning Goals: These are the goals which

learning achievements.

promote and develop the children’s personal qualities


Learning should be at the core of what every good school does, and the overarching question the IPC asks is


‘How does this improve learning?’ The IPC Learning Goals

Design, Technology and Innovation

are so central to the IPC that it’s important to think about the language used when talking to the children, with


colleagues and with parents. An IPC teacher talks about

Health and Well-Being

what children have learned before they talk about what children have done. The clear, precise Learning Goals


give schools, teachers and leaders the chance to do that

ICT and Computing

much more easily. The Learning Goals are organized into 3 distinct but connected sections.

SUBJECT LEARNING GOALS The clearly defined Learning Goals of the International Curriculum were developed with teachers from our member schools and beyond, with reference to over

Language Arts Mathematics Music PE Science

twenty different national and regional curricula. The Subject Learning Goals cover the Knowledge, Skills and Understanding that children should learn in:

PERSONAL LEARNING GOALS Personal Learning Goals cultivate within us, a set of ways of approaching challenges, and they strongly shape our attitudes and capabilities as thinkers and learners. For this reason, if learners are to flourish and overcome challenges, their dispositional qualities must be a key area of focus for teachers and school leaders. It has been argued that there is a need for increased focus on soft skills as we enter the fourth industrial revolution; with increasing levels of artificial intelligence, equipping learners with skills that artificial intelligence cannot emulate is more important than ever before.

The aim of the Personal Learning Goals are to develop the character of our students and their attitudes towards learning.


School Guide 2023-2024

The 8 Personal Learning Goals are all things we can be:

international, global and intercultural perspectives on the world around them, whilst developing the capacity to


take action and make a difference.


of curiosity about the world and its people is essential

The development of an inquisitive mind and a sense


for international learning. It facilitates the acquisition


feelings of bewilderment or uneasiness that they might

of investigative skills which helps learners to overcome


experience when faced with unfamiliarity. Furthermore,


cultures and societies as well as the commonalities that

it raises their awareness of the differences between


bind humanity together. An understanding of diversity


among different nations and peoples, creating a

is essential to fostering mutually beneficial collaboration platform for the sharing of learning around the world.

Each Personal Learning Goal has a number of indicators with progression through the mileposts. These are

The expectation that learners will take action as a

included in the International Curriculum Learning Goals

result of their learning is a particularly crucial part of

document alongside the Subject and International

the International Learning. The International Learning

Learning Goals. Opportunities to experience and practice

Goals encourage thoughtful engagement with local and

these specific goals will be built into the learning tasks

global issues and combined with the Process to Facilitate

found within each unit of learning.

Learning, provide opportunity for direct intervention


so that children feel empowered to enact meaningful change. Moreover, the goals help to bridge the gap between school and the wider world so that learners

The International Curriculum is unique in defining

can immediately begin applying their newly acquired

International Learning Goals that help learners begin

international Knowledge, Skills and Understanding

the move towards increasingly sophisticated national,

outside of the classroom.


NUMERACY: WHY DO WE USE NUMICON? Numbers and maths, in particular, can be difficult for children to understand when expected to do so by means of rote learning. Numicon is a concept based math program designed to teach children how to understand and experience mathematical concepts by mean of hand on learning. Numicon is a collection of flat plastic shapes with holes in them. Each shape represents a number from one to ten, and each number has its own colour. The mental impact that Numicon has is a kinesthetic one. Due to children being able to be hands-on with numbers, they can see and feel what they are learning and the approach. This multi-sensory experience allows children to maintain the information they have learned. Numicon is arguably a fantastic example of learning through play. It is a leading primary school product that allows teachers, parents, and guardians to create visual and interactive activities for children to learn maths with. Dealing with complex maths problems can be frustrating but using Numicon aids with children’s understanding. Using a wide variety of resources, it uses bright imagery to help support the understanding of a range of mathematical concepts. It is a highly useful tool in a classroom situation. Either as a stand-alone product or by integrating it into your own lesson plans and resources, Numicon provides a practical, visual experience for children trying to understand numbers and mathematical operations in a simpler way. A Numicon slate can be used to help children visualise what numbers look like. Seeing numbers beside each other solidifies for children the unique relationship between the digits and aids with seeing patterns. Numicon then provides a method of showing children how numbers work together.

LITERACY: WHY DO WE USE LUCY CALKINS UNITS OF STUDY Lucy Calkins Unit of Study series encourage students to discover and refine their own personal writing style, as they compose “stories that matter.” In many of the groups at AIS we use the Writer’s Workshop to encourage the students through exploration and inquiry into writing. Learning to write is a process. Skills for writing are taught with respect for a child’s development and meeting their needs. Reader’s Workshop focuses on the essence of reading and that is understanding. The children learn comprehension skills by exploring and thinking about authentic literature. Both workshops are constantly integrated into other project and learning areas. Lucy Calkins’ main emphasis is on storytelling, reading, and writing, but this program also covers scientific areas by means of carefully selected text choice. The key to all of these items is to permit kids to wonder, to question, to be creative, and to see the world through clear and thoughtful eyes. In July 2023, AIS became a fully accredited Cambridge International School. We are now implementing the Cambridge Early Years and Primary English curriculums which empower learners in their application of English and encourage life-long enthusiasm for reading, writing and spoken communication. These curriculums develop communication skills in English that learners can apply in everyday situations and in study. They also equip them with transferrable language skills for interrogating and producing spoken and written texts, and working collaboratively. Together the reading, writing, speaking and listening skills acquired through Cambridge Early Years and Primary English support learners’ overall intellectual, creative, cultural and social development.


School Guide 2023-2024


Literacy Concepts that are covered are:

Phonetic Awareness Vocabulary Story Telling Comprehension Skills Fluency Creative Writing

The Cambridge Early Years curriculum is a child-centred,

sounds easy and fun to remember. They give speedy

play-based programme that helps young learners to de-

access to all 44 sounds and their major spellings. They

velop at their own pace. It encourages them to act inde-

create fast, smooth transitions to blending plain letters to

pendently, make their own choices and discover feelings

read, and segmenting spoken words to spell. Our Letter-

of self-worth. It helps children develop the knowledge,

land curriculum is fully aligned with the Cambridge Early

understanding and skills they need for the next stage in

Years and Primary curriculums and adopts a multisenso-

their education and supports learners, whatever their

ry approach to learning through stories, actions, songs

level of English when they begin the programme.

and activities.

Through the Cambridge Primary Curriculum, we im-


plement an ‘Active Learning’ pedagogy which involves

We believe language to be one form of expression, a

learners being engaged in their learning rather than

tool to use when communicating verbally accessing a

passively listening and copying information. Learners

diversity of languages & dialects. At AIS all languages are

take part in a variety of activities that involve thinking

equally celebrated and form part of our identity as a rich

hard. The focus is always on the creation of transferrable

learning environment, seeking to understanding one

understanding. Active learning can take place inside the

another overcoming language barriers.

classroom or outside the classroom, and by working individually, in pairs, in small groups or as a whole class. The

At AIS Primary, we study two official languages:

important thing is that learners are engaged in their own

English and Dutch (Netherlands).

learning and have some responsibility for their progress. Active learning encourages learners to think about their

Parents are partners in their children’s learning, we

thinking (metacognition) through opportunities to plan,

encourage parents to speak their home language (mo-

monitor, evaluate and make changes to progress their

ther tong) at home with their children. It is fundamental


that young children grow up with a strong mother tong foundation. Once this foundation is established correctly,

Phonics - Letterland:

a child is able to learn a second, third or even forth lan-

Letterland is a unique, phonics-based approach to

guage successfully building upon their firmly established

teaching reading, writing and spelling to 3-8 year olds.

mother tong base.

Its characters make plain black letter shapes and their


School Guide 2023-2024

DUTCH LANGUAGE COURSES The second language taught at AIS is Dutch, this is the language of our host country; ▶ Two official one hour lesson blocks ▶ One hour Dutch culture lessons ▶ Two hours of Gym taught in the Dutch language *(translation in English where and when necessary). AIS has chosen to teach our Gym lesson in Dutch encouraging our students to integrate into the Dutch sporting community making sport clubs/ trainings accessible to our students.

ENGLISH LANGUAGE COURSES (ELA) Any student that studies at our school and whom is not proficient in the English language is exempt from the

ADDITIONAL LANGUAGE PROGRAMS As AIS grows in student numbers, our population and rich diversity of spoken languages expand. Currently AIS has no additional language program, in the school year 2023-2024 AIS will establish additional language classes after school hours. All home languages are celebrate and students are encouraged to think creatively in their mother tong language. Students who require additional language support are invited to express their understanding in their mother tong and translate their thinking as an additional tasks. Parents are partners in their children’s language development and play an intricate role in the translation process. Conceptual understanding of any concept at AIS is freely expressed in the students preferred language and form of communication.

two officially Dutch lesson per week. These students follow an intensive English language course to fast track their BICS development. Once these children are proficient and confident in using the English language after six months to a year, they then join the Dutch language classes.


4. ASSESSMENT, REPORTING AND PARENT-TEACHER CONFERENCES Definition of learning At AIS we believe learning to be an ongoing learning process which develops an attitude of curiosity, nurturing the freedom of creative expression & trust, whilst expanding ones sense of self & building community. We believe the purpose for assessment at AIS is a dynamic, ongoing process that evaluates the conceptual, creative and compassionate development of the child, guides parents, teachers and informs the curriculum. Parents are partners in their children’s learning, we encourage a no homework policy at AIS. Children are motivated to take ownership of their learning and engage in hands on project based learning activities with their parents at home. Our Action Based Research projects are designed by the teacher and students. Both have agency of the learning process. Parents are invited into this process and encouraged to support their children at home by making a real world connection to the concepts explored at school.

PRIMARY SCHOOL REPORTS The school year is divided into three terms of:

view and celebrate the work of their children.

3. TERM 3 A formal academic report is shared with families that focuses on student’s development according to the IPC learning goals and the

TERM 1 Autumn

evidence of their ongoing formative and summative

TERM 2 Winter

Student-Led Conference is held where parents can

TERM 3 Spring 1. TERM 1 A settling in report is shared with families that focuses on the student’s Personal Learning Goals (PLG) according to the IPC and evidence of their bassline assessment outcomes (Knowledge Harvest). After each unit, an Exit Point or Student-Led Conference is held where parents can view and celebrate the work of their children. 2. TERM 2 A formal academic report is shared with families that focuses on student’s development according to the IPC learning goals and the evidence of their ongoing formative and summative assessments. After each unit, an Exit Point or Student-Led Conference is held where parents can


assessments. After each unit, an Exit Point or view and celebrate the work of their children.

School Guide 2023-2024

STANDARDISED TESTING Standardized testing is a way of assessing children within an age group to see if they are making appropriate developmental progress in relation to a majority of children of their age. It is also a way for our school to monitor the quality, breadth of coverage and balance of the curriculum we are delivering. As a certified Cambridge International School, we use CEM Assessments as our baseline assessments which are evidence-based evaluations designed for global use, providing actionable insights for schools following international curriculums. For early years, these assessments are called ASPECT and BASE and use a fun, storybook-style approach, creating one-on-one interactions between students and teachers. They are adaptive and flexible, allowing teachers to start or stop assessments at any time. We administer these assessments twice per year, at the beginning and end of the school year. For primary years, we use Cambridge Primary Insight (formerly known as INCAS). Every October, students are assessed in these five key developmental areas which research shows are linked to later academic outcomes: ▶ Reading (word recognition, decoding, and comprehension) ▶ Spelling

vement for each student. Moreover, the data generated by CEM Baseline Assessments serves as a powerful tool for comparing and tracking student progress over time and serve as a quality assurance check for our school. Internal and External Assessment ▶ Internal summative assessment (observations & documentation of active learning) identifies a stage in the learning of students, irrespective of stages reached by other students. ▶ External assessment (Aspect, BASE and Primary Insight) are exams by the Center for Evaluation and Monitoring as part of Cambridge University Press & Assessment. These are adaptive, baseline, curriculum independent, digital assessments that are used as a strategy to monitor and improve the success rates of students. Assessment strategies ▶ Teachers are required to use a variety of interactive learning experiences and diverse engagements opportunities for the students to explore and express their conceptual understanding during a unit of study. ▶ Assessment environments are safe, supportive, and welcoming environments, helping students to develop confidence and a love of learning. Diverse methods to express ones knowledge is available for the students to use.

▶ Mathematics (includes numbers, measures, shape and space, and data handling) ▶ Arithmetic (addition, subtraction, multiplication, and division) ▶ Developed Ability (picture vocabulary and nonverbal reasoning) The adaptive programming personalizes questions to each student’s ability, ensuring accurate and tailored measurements. The assessments provide objective, research-based measurements of key success factors for learning. By focusing on these critical factors, we gain valuable insights into the strengths and areas of impro-


5. STUDENT SUPPORT At Amstelland International School we welcome children of all nationalities, beliefs and cultures. The Amstelland International School believes that the well-being of our students to be the most important aspect of their development and learning. Children are able to thrive academically once their pastoral needs have been cared for. The AIS team prioritise developing a close working relationship with our parent community and a large group of professionals which form our external student support team. The AIS teaching team will meet with the Director to dialogue about in class observations and possible stage one support required or any child in question. This support will occur in class and be provided by the classroom teacher, teaching assistant or the child will be provided with additional learning materials/ manipulatives to be applied to their learning independently. Stage two support will include an external agencies involvement in the students individual learning plan/ goals. The personalised learning plan/goals (PLG) will be shared with parents and reviewed every six weeks.

Partner external agencies

Procedural steps


Student Care Coordinator



Speech and language therapist


Samenwerkingsverband – Special educational needs


Occupational therapist

and Director informally observe the students


Child phycologist



Parent child advisor


Student support meetings occur monthly


Kabouterhuis primary school


Stage one support requirements are implemented


Stichting Ark


When necessary, stage two support requirements


School doctor

requirements are stated on their application form 2.

Classroom teachers, Teaching assistants, SCC

are implemented in partnership with the

10. Veilig Thuis – Child Services 11. Learning Diversity Teacher

Students educational, personal and medical

students’ parents. 6.

Student support requirements and developments are reviewed every six weeks.


School Guide 2023-2024

6. STUDENT WELL-BEING & SAFEGUARDING All members of our community are responsible for the

AIS student well-being & safeguarding (SWS) policy is

well-being and safeguarding of our students. The safety

divided into five sections;

and well-being of the children is the most important


Protocol, (step by step guide) of actions &

factor and all actions planned or taken must ensure that

responsibilities required to be followed/taken when

the children are safe and secure at all times. At AIS we

encountered with any SWS situation.

consider it our responsibility to safeguard the physical,


What consuetudes as a SWS concern.

emotional, social and mental well-being of all individuals


Inhouse and external training to develop awareness

within our school community. The Council of Internati-

and the skills required to identify or take action in a

onals Schools (CIS) & International Primary School (IPC)

SWS situation.

safeguarding criteria has been implemented into the


school policy at AIS.

*The identity and dignity of any person who might find themselves in an incident, will always be handled with compassion and discretion according to the GDPR regulations.


The contact information of relevant safety officers in the school and external agencies.


7. A SCHOOL DAY AT AIS School hours for 2023-2024 ▶ Drop off and Pick up will occur at the classroom door

Arrangements for the first week of school ALL Group 0 and 1 children attend school half days (12:00 pick up) during their first week of school.

▶ Drop off is at 8:20 ▶ Late drop off registry is at 8:40

Healthy Snack & Lunch

▶ Lessons begin at 8:45

Please make sure that your child has a healthy breakfast.

▶ Lessons end at 14:50

This is the most important meal of the day! Kindly we

▶ Dismissal is at 15:00

ask you to provide a healthy snack and lunch, to avoid

▶ Late pick registry is at 15:10

confusion please have the snack and lunch in two clearly labelled, separate containers with the word


Our Daily Routine

Snack/Lunch and your child’s name on the container. We

Every morning we warmly welcome your child to enter

promote healthy eating at school, and some ideas for

the reception area at 08:45, kindly we ask they proceed

healthy snacks are sliced fruits or vegetables, or cheese

to their classroom where their teacher will have set up

and crackers. We are a nut free school, please do not

the classroom to receive them . School finishes at 14.30

send your child to school with any nuts as many of our

every day of the week.

children are allergic.

School Guide 2023-2024

School Bag Please provide your child with a school bag that is big enough to hold their A4 library folder as well as their lunch and snack box. This should preferably be a backpack that they can carry easily. At AIS we promote independence and encourage children to care for their own personal belongings. Please remember to send: A pair of clearly marked gym shoes that can stay at school • An extra full set of clearly labelled clothes • Indoor shoes or slippers • GYM & other Physical activity sessions Children are encouraged to develop their self-help skills which promotes independence and builds their selfesteem. Parents are kindly asked to practice tying their shoelaces at home. Please send your children to school with Velcro or zip-up shoes until they are able to tie their shoelaces independently. We ask you to consider the clothing your child is wearing on the days when PE is taught. We recommend all children should wear comfortable gym clothes to school on these days. Please avoid, dresses, skirts and skinny jeans on GYM days. You

Rest time for Gr 0 & 1 children

will receive more information at the beginning of the

Every day after lunch the children in Group 0 and 1 will

year regarding the exact schedule. No jewellery should

have rest time if they require it. Please send a small, pil-

be worn during the PE lessons due to safety reasons.

low labelled with your child’s nameand small blanket in a plastic bag for your child’s quiet resting time. We suggest

Children at AIS go out to play in all weather

that your child has rest/quiet time at home on days that


they don’t have school to allow them to get into this

Please provide you child with rainboots and a

routine. During this quiet time, children are expected to

raincoat so that they are able to enjoy playing

rest their bodies without disturbing their friends. You are

outdoors in the puddles. Please send your

welcome to send a clearly marked soft comfort toy that

child to school in play clothes, clothing that is

can stay at school. These will be kept with the pillows

allowed to get dirty, messy, full of learning and

and blankets and will only be allowed during rest time.

exploration stains.


8. LEAVE OF ABSENSE Absences, late arrivals, and after-school pick-up After-school pick-up, It is important that all children are collected from school on time.


In regard to afternoon pick-up, we would like to make the

The AIS closely monitors student attendance on a daily

following requests:

basis, this includes being late for class. The school is legally obliged to report absences to Bureau Leerplicht

▶ Parents need to ensure that if their child has

(Truancy office) of the gemeente where the student is

permission to go home along with an adult other

registered. Parents/guardians are responsible for

than the child’s parents/guardians, to provide

informing the school by email before 8.30 a.m. in case

school with a written request and identification of

of illness: please email you classroom teacher &

the adult taking responsibility of their child.

▶ If children are to be collected for a play-date, etc. by another student’s parent/guardian after school, the

Unexpected circumstances

Classroom Teacher needs to be notified via email.

When unexpected circumstances lead to a student being

Students will not be sent home with the parent or

late or absent the school must be informed as soon as

guardian of another student unless the Classroom

possible. The Head of School will decide if the reason

Teacher has been notified.

provided by the parents is valid.

We are making these requests in order to ensure that

Late for class and Bureau Halt

all of our students are supervised at all times during our

If a student has been late four times within four school

afternoon exit routine.

weeks a warning letter will be sent out to the student and parents/guardians. If the student continues to

After-school Club UniKidz

arrive late for class the school will report the lates to the

A variety of after school activities are organised by UniKidz.

Truancy office. The school may ask the Truancy officer

UniKidz is a dynamic organisation located on campus,

(Leerplichtambtenaar) for intervention between school,

they provide workshops, swimming lessons, baking, golf,

student and parents. The Truancy officer will then invite

dance, sewing, languages, art, guitar, and much more.

parents and student for a meeting. Truancy will report

For more information please search:

students with more than twelve lates in four school weeks to Bureau Halt. Halt is a Dutch organisation with a national network of offices which aims to prevent and combat juvenile crime. Bureau Halt offers a special programme for school absences. For more information on Truancy and Bureau Halt: leerplicht-verzuim. Information about the Behaviour Policy and detentions can be found in the Student Handbook.


School Guide 2023-2024

GUIDELINES FOR LEAVE OF ABSENCE AND EXTENSIONS OUTSIDE DESIGNATED SCHOOL VACATION PERIODS 1. Extra leave request The Dutch Compulsory Education Law (Leerplichtwet) 1969 (LPW 1969) states that a request for a leave of absence must be submitted in writing to the Head of School a minimum of 6-8 weeks in advance. In accordance with Article 14 (LPW), the school Di-

3. Exceptional circumstances

rector can grant requests of leave of absence up to a

Only in cases of absolute emergency is it possible to

maximum of ten (10) school days.

request leave of absence retrospectively. Written evi-

Requests for leave of absence exceeding ten (10)

dence must be submitted within two (2) school days

days must be submitted to the Truancy Office (Bu-

after the period of absence.

reau Leerplicht Plus). The following are examples of exceptional circumstances: The Head of School is legally obliged to report any student who is absent from school without permission to the Truancy Office. Please note: when asking for an extension, written declarations and / or supporting documents are mandatory.

• To comply with legal obligations which can only take place during school hours. • To attend wedding of blood relative or extended family member - within The Netherlands • (maximum 2 school days) - outside The

2. Extra Vacation leave request (Article 13a) Parents of school-age children must adhere to the designated school vacation periods.

Netherlands (maximum of 5 school days). • Serious life-threatening illness of blood relative or 1st/2nd family member. • Death of blood relative or 1st/2nd family member.

The school Director must receive written evidence from the employer that the specific nature of one of

The following are examples of exceptional circumstances

the parent’s profession does not make it possible for

which will not be considered valid:

a joint vacation of two consecutive weeks within the designated school vacation period.

• Visit of family or friends from other countries or from country of origin.

This type of leave can only be granted: ▶ Once per school year. ▶ For a maximum of two consecutive weeks per school year. ▶ Should not fall in the first two weeks of the schoolyear.

• Travel arrangements made to take advantage of low season travel discounts. • Earlier departure or return travel arrangements to avoid peak travel times. • Activities of associations such as scouting or sports camps. Other children in the family are on different vacation periods. • Sabbatical leave.


9. COMMUNICATION WITH PARENTS/ GUARDIANS AND STUDENTS Parents are encouraged to read the school news and

Participation council (PC)

blog page of the website on a weekly basis. Classroom

The PC operates as a critical friend of the Leadership

teachers regularly post events and specific news letters

Team. Its function is to advise the Leadership Team and

relevant to their classroom on the classroom pages.

to ensure that checks and balances are in place when the

Parents are kindly asked to contact the classroom tea-

Leadership Team makes decisions. The PC will discuss,

cher via email in the morning and afternoons to indicate

advise and sometimes co-decide on AIS policy matters.

any late arrivals, doctors’ appointments and playdates.

It will meet once every six to eight weeks and consists of

Please note that AIS will not release a child to any other

staff, student and parent representatives.

adult without written permission form the primary care givers.

Staff Council The Staff Council is made up of teaching and support

Privacy regulations prohibit our staff in distribute the

staff from the Primary School. It functions in an advisory

email addresses of all the families in a particular class

and policy-making capacity. Suggestions concerning re-

to parents. If you are interested in collecting the email

gulations and other appropriate matters may be brought

addresses and/or contact information of families in your

to the notice of Staff Council members.

child’s class we request that you do this in person. This is to respect the individual contact preferences of our AIS

Student Council

community. At AIS we do not encourage group WhatsAp-

The Student Council is made up of student representati-

p’s. Should a class community wish to create a social

ves, and functions in an advisory as well as policy-making

media communication platform, we urge you to read and

capacity. Suggestions concerning regulations and other

conform to our social media and communication safety

appropriate matters may be brought to the notice of

policy. AIS has a clear anti-bulling policy which can be

Student Council members. The student council are also

found on the website. Parents and students are expec-

the representatives for AIS at conferences and Onder-

ted to communicate between one another according to

wijsgroep Amstelland student events.

our compassionate communicate agreements. Coffee Mornings (Parents supporting the AIS) Events for parents include themed breakfasts, coffee mornings, monthly workshops and in the future we aspire to introducing Dutch cultural outings. On our whole school calendar, parents are invited to attend our monthly coffee mornings and enjoy a relaxing conversation with the leadership team and our parents. Building community and seeking out contact is important to ensure our community remain connected.


School Guide 2023-2024


10. ADMISSIONS PROCEDURE At Amstelland International School we welcome

If you would like to enrol your child(ren) to our school,

children of all nationalities, beliefs and cultures.

please visit our website, there you can fill in a registration of interest and review the full admissions procedure.

We welcome: • Children with international parents who will reside

For Early Years applications before a decision can be

in the Netherlands for a limited period, 3-5 years.

made on acceptance, we will invite your child for an

(Dutch and non-Dutch nationals).

Informal Social Play Morning.

• Children with Dutch parents who have lived abroad or who are planning to move abroad in the next

If your child attends a pre-school, kindergarten, play-

two years.

group or day-care, the Early Years report is required to

• Children who have received international education

be completed by their Early Years school/teacher.

previously and require a transition period into the Dutch school system. (In some cases, we will

For all other Groups we will require at least 2 years

partner with the Taalschool – Dutch language

school reports (translated into English).

classes – to ensure a smooth transition for your child).


School Guide 2023-2024

GROUP PLACEMENT Group placement academic year 2023-2024 All children will be placed into the academic year that corresponds with their date of birth.


Class (group)


0 (Jan-July)




Upon date





1 October 2019




1 October 2018





1 October 2017





1 October 2016





1 October 2015





1 October 2014





1 October 2013




MYP1 – Kopklas

1 October 2012


Middle School



school, parents are required to sign and acknowledging

Amstelland International School is recognised by the

nal School in fulfilling the payment of the school fees in

Dutch Ministry of Education, which enables us to offer

full. In order to secure a position within the school for the

a high-quality international education with subsidised

following school year, parents are required to clear the

school fees. Our school fees are set annually according to

outstanding balance of the school fees in full before the

Dutch International Primary School guidelines. Enrolment

beginning of the following academic school year.

their financial obligation towards Amstelland Internatio-

is € 200 admissions fee (non-refundable). The deposit is € 500. This deposit is refundable when

The chart below shows the tuition amount depending

your child leaves the school and if you have fulfilled all

on the month the student starts school at Amstelland

the financial obligations. To secure placement within the

International School:


Starting in


August / September

100 %

€ 5,070


90 %

€ 4,563


80 %

€ 4,056


70 %

€ 3,550


60 %

€ 3,042


50 %

€ 2,536


40 %

€ 2,028


30 %

€ 1,520


20 %

€ 1,013

June / July

10 %

€ 507

You can visit our website to review the full Policy.


School Guide 2023-2024


Jacquelene Da Silva


12. SCHEDULED EVENTS & SCHOOL HOLIDAYS Amstelland International School calendar 2023-2024 Sunday


Summer holidays



Inservice training day, school closed for students



First day of school for students

October Wednesday


OGA inservice study day, school closed for students


21-10 to 29-10-2023

Autumn holidays



Inservice training day, school closed for students



First day of school for students

December Wednesday


Inservice training Cambridge, school closed for students



Inservice training Cambridge, school closed for students



Collaborative planning next Unit, school closed for students



School closed at 12:00 half day for students


16-12-2023 to

Winter holidays

07-01-2024 January Monday


First day of school for students

February Thursday


Inservice training day, school closed for students



Inservice training day, school closed for students


17-02 to 25-02-2024

Early Spring break



Inservice training day, school closed for students



First day of school for students

March Friday


Good Friday, school closed


30-03 to 01-04-2024

Easter weekend

April Friday


Inservice training day, school closed for students


27-04 to 05-05-2024

May school holidays

May Monday


First day of school for students



Ascension day, school closed



Professional development day for staff, school closed



2e Pinksterdag, school closed

June Friday



Inservice training day, school closed for students

School Guide 2023-2024

July Friday


Last day of the school year, students go home at 12:00



Summer holidays

September Sunday


Summer holidays



Inservice training day, school closed for students



First day of school for students




Curiosity 34

School Guide 2023-2024





Monday - Friday

Amstelland International School

Doors open


Doors close


Lessons begin


Afternoon pick up


Asserring 93 1187 SM Amstelveen Telephone: +31 20 820 90 91 E-mail:


Amstelland International School Asserring 93 1187 SM Amstelveen Phone: +31 20 820 90 91 E-mail:

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