School Ondersteunings Profiel (SOP) van Rivers International School Arnhem - De Basis
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School Ondersteunings
Profiel (SOP)
van
Rivers International
School Arnhem
De Basis
2019-2020
Vragenlijst Schoolondersteuningsprofiel 2019-2020 PassendWijs Pagina 1The School Support Profile clarifies the following areas:
Specific
Specific
Expertise
knowledge and
Demonstrated
experience
Extra Support
Extra support
through external
within school
agencies
SCHOOL Support
PROFILE
Basic Support Achievements Goals
SCHOOLONDERSTEUNINGSPROFIEL
Algemene gegevens:
School Year 2019-2020
School Rivers International School Arnhem
Location * Arnhem Schuytgraaf
Brinnummer 29XG
Bestuursnummer
Schoolgroep en/ of percentage gewichtsleerlingen Percentage gewichtsleerlingen kleiner
dan 2 % ( 0 okt 2019)
Adress Parnassusstraat 20
Telephone 026-320 2822
Director Gill Eaton
e-mail directeur g.eaton@riversarnhem.com
Head of Primary Department Gill Eaton
Naam ib-er R-Y7 Ilse (roepnaam: Ilona) van Dantzig/
Sarah Argyle
Aantal groepen per 1/10/2019 11
Aantal leerlingen per 1/10/2019 209
Subregio Arnhem
Vragenlijst Schoolondersteuningsprofiel 2019-2020 PassendWijs Pagina 2BASISONDERSTEUNING
Analysis of the school Monitor of Basic support.
What are the results of the monitor of your school? In which areas is it going well? Which
areas need more attention?
Areas of Strength:
● Small class sizes. Average of 18, class size range from 11 up to 24 (under
exceptional circumstances if more children, class will be split or given extra
teachers).
● Strong LS team- more than 1 WTF dedicated to Learning Support and 0,6 WTF LS
TA; 3 in-class Teaching Assistants (2,6 WTF)
● Small class size and LS allocation allows for students to be quickly assessed and
given appropriate tasks
● Teachers ability to differentiate in class, the children feel appropriately challenged,
valued and understood as people and as learners
● Experience teaching students with EAL
● Procedure for referring students to LS is in place.
● Procedure for learning support in place (with on site remedial teaching - language
and maths)
● System in place to analyse test scores and class monitoring- Student Monitoring
System
● Monitoring system in place (PASS) to monitor student wellbeing and schoolwide
wellbeing course; positive relationships between pupils and teachers.
● Regular 2 way feedback between LSCo and teachers about pupils in school
● Weighting system is addressing the workload for teachers in relation to learning
support/the needs in each class.
● High level parental involvement.
● Protocol for application (including Dutch Nationals) tightened
Attention Points:
● Social skills support provision in English.
● Coaching each other– make more use of internal expertise /get training in coaching
● As school is growing, evaluate current LS provision and vision with project group.
● Training in executive functions for teachers.
Specific Knowledge and Expertise *
Binnen de school is specifieke deskundigheid op het gebied van (Within school we have
experience in the following areas):
# Staff Specific Training / Expertise
Members: (diploma, work experience, course...)
1 Master’s Degree in Education
1 Dyslexia- British Dyslexia Association (course/certificate)
all Teaching children with English as an Additional Language (EAL) (work
experience)
1 TEFL (Teaching English as a Foreign Language)
70% of Philosophy 4 Children- Level 1 (course, 4 with certificate)
staff Level 2 (2x)
Level 3
1 x in house teacher training level.
Vragenlijst Schoolondersteuningsprofiel 2019-2020 PassendWijs Pagina 32 Interne begeleiding, LSCO (work experience)
2 Worked in a SBO school (work experience)
1 Advanced maths diploma in helping children overcome barriers in maths
1 Holistic Art diploma (personal)
1 Creative Writing Degree
1 Creating Compassionate Cultures (1 year course)
6 Talk for writing course
2 EAL Specialist Coaching other teachers (work experience)
& diplomas (1x CLIL - Content & Language Integrated Learning)
1 NASEN SEN-certificate
1 PYP certificate
3 Visible Learning course
3 STEM (Science, Tech, Engineering, Maths)
1 Continuous provision course
3 Behaviour
and
1x Course ‘Incredible Years’
1x Positive Behaviour Facilitation
10 15+ years teaching experience
Verder zijn er kortere cursussen, trainingen en studies die door diverse teamleden zijn
gevolgd..
Extra Support within SCHOOL
Describe: How this is organized and who does this? Wtf, in the area
of support
IB-er,(s) Teacher/student/parent support; coordinating support, assessment etc- 1,1
This task is carried out by two people (one in training - working 1 ½ -2 days as IB;
the other 4 days but with with
Remedial Teaching / Extension Teaching One IB-er also works as a Remedial max 0,4 RT (of
Teacher for up to 2 days. She assesses children and prepares programmes of that time)
remediation/intervention or extension in maths. Support is provided on an individual
basis for students with gaps and support is provided to teachers who have a group
of students struggling in an area of maths or for enrichment.
Teachers Provide interventions and differentiation in their own classes, where All staff time
needed supported by the IB-er’s with extra strategies, programmes, and
assessment.
Teaching Assistant/ RT The teaching assistant prepares the support programme in 0,60
consultation with the teachers and/or the IB-er. She works with children individually
and in small groups. Mostly in language areas. (reading/spelling/phonics/dyslexia)
She also provides in-class TA support - programmes organised by the teachers
Teaching Assistants – providing in-class support under direction of the teacher. 3 in 2,6
class, one in training. 0,6 in training
Vragenlijst Schoolondersteuningsprofiel 2019-2020 PassendWijs Pagina 4Extra support in cooperation with External Agencies (denk hierbij aan een andere school,
jeugdhulpverlening, fysiotherapie, logopedie, Karakter, etc)
Description: How is it organized and by whom? Frequency:
Kinderfysiotherapie, in the school in English Structurally (weekly)
Speech Therapist in English (in Dutch - provide a list of Structurally (weekly) - has stopped:
possible in area) currently looking for new one
Marant i.v.m. begeleiding dyslexie incidentally
RED i.v.m. begeleiding dyslexie incidentally
Marant- cognitive assessment in English incidentally (in the past)
BRAAMS Deventer (dyslexia in English; dyscalculia) incidentally
Psychologist- Cognitive Assessment in English, incidentally
organized by the school contact person (and using
BRAAMS).
Psychologist- social skills training Incidentally previously (but having trouble
finding this again)
Bureau Jeugdzorg / School Doctor incidentally (screenings structurally)
Rots en Water in English (paid by parents but in school) In past (not continued)
Kindercoach in English Children referred via parents
Rigtering, praktijk voor kinderpsychologie incidentally
RIO incidentally
Karakter incidentally
Grote Klimmendaal incidentally
Cluster 2 incidentally
Cluster 4 incidentally
Wijkteam Our families come from around the
Gelderland area. We have contact in
Lingewaard, Zevenaar, Elst and various
wijken in Arnhem.
Leerplicht incidentally
VeilgThuis incidentally
CBO Nijmegen incidentally
Het Moziëk, Arnhem incidentally
Vragenlijst Schoolondersteuningsprofiel 2019-2020 PassendWijs Pagina 5Boundaries and Possibilities
We do our best to identify, recognize and meet the needs of our student population,
however we have our limits:
• Children with specific medical needs, where teachers do not have the knowledge or
skills.
• Children who have behavioural problems such that the safety of other children and /
or the teacher is at stake.
• Children who need a very intensive support (more than 6 sessions combined) to
achieve development, cognitive, social-emotional and/or behavioural terms.
● If there are more than 24 children in the group considerations will be looked at in
terms of what is or is not possible, giving staffing and classroom size.
● Weighting of the class needs will be seriously considered as well as if we can meet
the needs of the child when placing a child in the school during the application
process; Carefully checking eligibility and previous schooling progress, for Dutch
nationals, especially from local area schools.
Goals
Goals for current year and the short term (max 4 years) in the following areas:
● For basic support
● Specific knowledge and expertise
● Extra Support
2019 - 2020:
Tracking
● To improve tracking of social emotional needs in children, extend the use of the
data from PASS and integrate it further (e.g. by cross-referencing with other GL
Assessments; more analysis of data with/by teachers).
● Look into the pros and cons of the tracking module in iSams versus Class Monitor,
to decide which is most useful and efficient for tracking formal summative
assessments.
● To more effectively track student progress by rolling out Classroom Monitor to Year
2-7 as part of a project group.
Support
● To support students with social emotional needs - continue to research and network
to extend the support for social skills available in English
● To meet the needs of children who need challenging or are gifted, extend learning
support aimed at this group.
● To explore new dyslexia programmes.
Policy and Communication
● To integrate the Privacy Law updates through use of OSO and further use of
Kindkans.
Vragenlijst Schoolondersteuningsprofiel 2019-2020 PassendWijs Pagina 6● To further increase the involvement of parents and children in their child’s learning
goals, extend/ refine use of parent meetings with regards children with an IEP.
● To complete the latest update of the Child Safety Policy and Reporting Code and
provide a training on the changes to staff.
● To develop a gifted protocol.
● To explore and research a positive behaviour system, and investigate how to
implement this into our school.
● To develop the vision of learning support in light of the growth and changes within
the school (to re-assess needs and expectations) and expectations of the role by de
Basis and adjust the policies accordingly.
Professional Development
● To increase awareness of Executive Functions (and its role in a child’s learning
journey) by providing a workshop on it for teachers and staff.
● To mentor (induct) the new LSCo into the role.
● Attend the Student Support Conference.
● Language learning support TA - look into dyslexia courses from BDA (British
Dyslexia Association).
Over 2-4 jaar:
● Have had learning support TA follow a formal dyslexia course.
● Complete the vision of learning support and begin implementing the changes/
adjustments decided on.
● Extending our relationship with the secondary department and the preschool with
regards sharing resources, expertise and contacts.
● Focus on the transition from primary to secondary for all students and especially
continuation of services for the learning support students.
● Coordinate policies between all departments related to learning support eg:
acceleration, dyslexia…
● Follow up on and continue the development of the above mentioned goals for 2019-
2020.
● Keep up to date screening and assessment resources
● Continue to look for English speaking social skills support (with help of Passendwijs)
● To build expertise for teachers in different learning support areas (like working
memory, dyslexia etc); through coaching, workshops and PLCs (and is indicated in
new vision)..
Vragenlijst Schoolondersteuningsprofiel 2019-2020 PassendWijs Pagina 7You can also read
