L1 taught in the school taught in school NE, EN, FR, DE, IT, FI, GR NE, EN, FR, IT, DE, FI EN, FR, NL, IT, ES, DE 7 Subjects taught in L2 in S 3-5 Subjects taught in L2 in S3: Human science and Ethics S4 and S5 NA S Subjects taught in L2 in S 6-7 not relevant Tuition in the language of the country (compulsory / optional In Nursery and Primary school all pupils must follow 3 Dutch language lessons per week. In Secondary school Dutch is offered as L3 and optional. However pupils with the Dutch nationality are obliged to follow Dutch L1 or Dutch L3 lessons. Composition of management and middle management staff Management team: director, deputy director Primary, deputy director Secondary. Middle management in Primary: Support Coordinator, Section Coordinators, Curriculum Coordinator. Number of teachers Full time Nursery / Primary Secondary Total 33 5 38 Part time 16 * 17* 30 (*3 teachers work at N/P and Secondary) Number and (%) of qualified teachers Nursery/Primary 96% Secondary 100% Total Full time 31 5 36 Part time 16 17 30 (3 teachers work both in Primary and Secondary) C. Information about previous audits and accreditations (Filled in by the Central Office)
There is evidence of procedures for transition of information from nursery to primary and from primary to secondary (meetings, visits, projects, etc.). Since there was no secondary before the school made some interim adjustments to the already developed procedure that it has already in place which is built in the transition document of the ES system. A letter was sent to all parents involved explaining the procedure to be adopted. The P5 pupils visited lessons in the S1 at the ES Bergen. Several meetings for teachers were organised and an induction programme was developed and implemented. The support coordinator for the primary was also actively involved in this activity. II.4 The management ensures mother tongue tuition to pupils whose mother tongue does not correspond to the language of the section
The European dimension is integrated in subjects’ syllabuses, teachers planning and lessons. A rich provision of European language courses and high standards in them is ensured (L3, L4). Pupils work together across language sections. There is evidence of celebration of national festivals and reference to national current affairs. School organises communal events which bring together pupils and teachers (and parents) from different language sections. The secondary cycle has been running only for two and a half months, nevertheless some evidence was already found in nurturing the European spirit within the school. For Human Science, teachers are using European resources. Teachers started working on this and are eager to further develop this aspect, especially if they had access to Learning Gateway where they can pool and discuss good practices with other European peers. Being in a Foundation for International Schools, this European perspective is largely valued both by the ES The Hague staff and the Foundation’s Central Administration. The teachers have been made of the importance of the European dimension during the induction week and it is regularly referred to during staff meetings. This is an area for further development and the SMT is willing to help the staff by all means, especially with the LG access. (Only teachers in S6 and S7 get access to the LG according to the policy of the BSG.) The language courses are offered according to the ES curricula and to the rules as agreed upon in the Dossier of Conformity. L3 is offered from S1 onwards. Because of the recent start of the school especially in S2 and S3 for a relatively high number of pupils L2 and L3 courses are completely new. Therefore it is a challenge for the teachers to ensure that the students attain the expected proficiency and for these students appropriate language support is in place. L4 is NA yet. During PE, Art and Music students work together in mixed groups across language sections. This is also the case during extracurricular activities, e.g. space week, choir, school orchestra, excursions. Also events for the whole school such as Christmas festivities, summer fair, book and cake fair, children’s book week are organised with the help of parents and the community. The SMT is aware of the importance of celebrating national festivals in enhancing the European dimension of the school, and is in the process of developing this area. III.2 The physical environment reflects the purpose of teaching and learning
VIII. Educational Support VIII.1 Pupils individual needs are recognised and pupils get educational support School has guidelines on educational support. There are harmonised procedures to identify pupils individual learning needs. Pupils individual needs are appropriately supported. Pupils receive support in learning the language of the section into which they are integrated when needed. ILPs (Individual Learning Plans) are compiled, reviewed and updated. Given support is monitored, progress and results are registered. A good dynamic support team is already paving the way and helping in the development of guidelines for educational support. Some measures are already in place and the school is committed to respect both the ES Support policy documents and the Dutch regulations. The school has already developed a solid network of institutions that can offer types of support that can’t be offered in school. For a number of students procedures for support by an external specialist or need for further diagnosis have been started in cooperation with the schools’ support coordinator. The support coordinators have already identified and are giving the necessary support required by students with learning needs. Such is the case for some L2 students. It is too early in the existence of the secondary cycle to show evidence of monitoring the support. The support team offers also good data accessibility to all teachers regarding the students taking support. VIII.2 Resources for educational support are in place
There is systematic procedure for evaluation of progress and development (self-evaluation; Plan-Do-Check-Act). Different stakeholders pupils, parents) are involved in evaluation. The school takes part in external evaluations (including pedagogical monitoring of national authorities of host country). Results of evaluations are communicated to the school community and key stakeholders. For the QA of the school, a self evaluation quality assurance system is being worked upon and will be installed and linked to the schools’ administrative system. Part of this system is a yearly parents’, pupils’ and teachers’ questionnaire to evaluate their satisfaction with the quality of education and services offered by the school. Also the annual results of the students will be analysed and used for evaluating the standards the school has achieved. These results will be communicated to the Participation Council, the teachers, the parents, the Advisory Board and the Executive Director of the Foundation. Opinion of the Joint Board of Inspectors The JBI expressed a favorable opinion on the Report on the November 2014 audit of the Europese School Den Haag Rijnlands Lyceum. It recommended that the Board of Governors should grant accreditation for years S1-S5 to the Europese School Den Haag Rijnlands Lyceum.