Additional Support

Learning Support and Inclusion

Support and Inclusion

The ISE serves a diverse and globally mobile community, accepting students of varying abilities. We embrace individuals from all nationalities and backgrounds, fostering a culture of equality and respect.

Our inclusive approach to learning means we welcome students who are able to access and engage with the IB curriculum. To ensure an optimal learning environment, we thoughtfully consider class composition based on mixed ability levels, social and emotional needs, special educational requirements, English language proficiency, and gender balance. This holistic approach promotes learning diversity and enriches the educational experience for all students.

The ISE is supported by the IB access and inclusion policies which are designed to allow accommodations to enable students to participate in the IB MYP and DP programmes. In addition, the IB supports individual students when they are met with adverse circumstances during their assessment period.

The ISE’s support structure is built on two main pillars: in-class regular support and specialised educational support for students with identified needs. Students requiring additional support may have a modified timetable to allow them to be able to attend learning support classroom lessons. These lessons are tailored to the individual learning profiles of the students and are facilitated by the learning support classroom teacher and supported by a learning support educational assistant. Further targeted support in English, Math, and Science is provided by remedial teachers, who work closely with subject departments, delivering both in-class assistance and one-to-one or small group sessions.

Standard type of support

The ISE’s standard type of student support encompasses three support levels (Levels 1, 2, and 3). These support levels are fully integrated within the student support framework. In certain cases, the ISE may consult external specialists to provide additional expertise.

The ISE offer students (possibly in cooperation with external partners) a minimum of preventative and differentiated support in the areas:

Standard student  support  at the ISE

Preventive and mild curative support interventions

Skills based approach as a condition for an excellent pedagogical and didactic climate

Skills Based Approach (Handelingsgericht werken, HGW)

The Skills Based Approach (HGW) is based on principles which need to ensure that the educational needs of the students are at the core of our approach.

This approach is in alignment and agreement with the students and parents. The educational needs and interventions are recorded in a group overview ‘Dashboard’ and in our student monitoring system: SOM.

Extended instruction and differentiation levels:

When a student reveals challenges with a subject, the student will receive extended instruction in a small group or extra individual instruction by the class teacher. If these differentiation levels are not sufficient, support by a Learning Needs Teaching Assistant or a Remedial Teacher will be arranged.

English language acquisition students

English language acquisition is not seen as a learning need. The ISE Secondary Department Language Policy outlines how the ISE views language development. Reference: ISE Language Policy

Students with a specific learning disorder (SpLD) diagnosis: Dyslexia and Dyscalculia

For students with a recognised diagnosis for dyslexia or dyscalculia, the school has implemented protocols in accordance with national guidelines.

A tailored Perspective of Development (PoD) is created for these students, outlining compensatory measures to support those with dyslexia, dyscalculia, or significant reading/mathematical difficulties.

Students with a high-ability (gifted and talented) profile

The ISE Learning Support Team is committed to enhancing support for high-ability students. When the standard curriculum fails to adequately challenge these students or provide sufficient opportunities for acquiring new knowledge and skills, the school adapts its educational offerings accordingly.

The Giftedness and Enrichment Policy defines high ability and giftedness, outlines the criteria for identification, details the adaptations made to the educational program, and specifies the resources and materials used, along with the teacher’s role in the process.

In cases where high-ability is accompanied by behavioral concerns, the student will be assessed by the Learning Support Coordinator team, with the potential for additional support from external specialists.

Students with a mild social and/or emotional need

The Secondary Department has two dedicated Student Counsellors who are available to provide individual support to students as needed.

Starting in August 2024, a comprehensive, school-wide social-emotional curriculum (based on the UK Jigsaw PSHE program) has been implemented to further strengthen the pastoral care framework and support the overall well-being of students. All year groups receive 1 hour per week pastoral care (mentor) lesson per week. In addition the school has ‘Rebalance Days’ integrated into the school calendar. Rebalance days promote students’ health and well being. Reference: why Jigsaw 11 to 16?

Support for students with a mild behavioural challenge

The Student Support Team, in collaboration with the Student Team (including Student Coordinators and mentors), oversees interventions and provides support for students facing behavioral challenges.

In such matters the school and students are guided by school policies (DEIJ, Anti-bullying, Code of Conduct etc.)

The Secondary Department has two Student Counselors who offer targeted assistance to students in need.

When necessary, the school consults external behavioral specialists and relevant organizations for additional guidance. However, it is important to note that the ISE is not equipped to accommodate students with severe externalizing behavioral challenges.

Support for students who need a predictable educational environment

All teachers are committed to ensuring that the school day remains as structured and predictable as possible. The school uses the educational platform Toddle where all assessments, feedback and planning is centralised. In addition, students are supported to develop skills to use tools such as planners and organisers which help to create a stable and supportive learning environment.

In cases where a student requires a customised approach, an individualised Perspective of Development (PoD) will be developed to address specific needs.

Should the required support exceed the resources available at the ISE, the school will recommend a referral to an educational institution better equipped to meet the student’s unique needs.

Roles and functions to support students

Mainstream classroom teachers

• Use a variety of teaching styles, to cater for different learning styles to allow all students to access the curriculum
• Highlight concerns for students learning
• Implement intervention (accommodations, modifications) according to the needs and/or a student’s PoD
• Monitor progress

Learning Support Team

The learning support team consists of:

• Learning Support Coordinator
• Student Counsellors
• Student Coaches
• Learning Support Classroom Teacher
• Remedial Teachers
• Educational Assistants

The learning support team is expected to:

• Identify student learning needs
• Make decisions on how to proceed with the most appropriate form of support for a student
• Create, monitor, evaluate and adjust the Perspective of Development (PoD) plans
• Communicate and involve the student, parents and teachers in the process
• Assign, when necessary, a case manager

Case Manager

• Provide intervention at a suitable level
• Be the central point of contact for the student, parents, teachers and external agencies
• Assess and keep records of the progress of student
• Gather and analyse student data in order to track and monitor the progress and attainment
• Monitor, evaluate and adjust the Perspective of Development (PoD) plans
• Collaborate with external agencies when appropriate

Learning Support Coordinator

The Learning Support Coordinator leads the Learning Support Team, and ensures that students receive the necessary support.

The  Learning Support Coordinator maintains contact with the Samenwerkingsverband, and institutions that provide assistance and chairs the ZAT team meetings.

Learning Support Classroom Teacher

The Learning Support Classroom Teacher works with students to empower them in their learning. The Teacher works with students to develop skills that support their learning style and gain a better understanding of their learning challenges. The Learning Support Classroom Teacher guides students using a positive approach designed to improve confidence in their abilities to learn.

Remedial Teachers

Provide targeted support in English, Math, and Science who work closely with subject departments, delivering both in-class support and one-to-one or small group sessions.

Education Assistants (learning support)

Learning support Education Assistants, guide students individually and in small groups according to the established PoD, within the classroom and in the learning support classroom.

Student Team

The learning support team consists of:

• Leader for Learning (Team Leader)
• Student Coordinators
• Mentors

The students team monitors students’ wellbeing and academic progress. The student team works collaboratively with the learning support team. The students team will investigate and assimilate concerns and feedback from teachers and instigate referrals to the learning support team.

1st Aid Responder (school nurse)

Is responsible, in collaboration with the learning support team and parents to create individual student’s medical alert form and to store and administer medication.

Confidentiality person

Is  available for confidential discussions with staff members, students and parents and will inform school leadership or relevant parties on concerns which impact wellbeing.

Careers Counsellor

• Advises students on subject choices, further study- and career options
• Liaises with relevant parties and institutions inside and outside the school
• Provides transcripts for students
• Organises career events for the students in the school
• Monitors the individual students’ (post-) school career planning and deadlines

Pastoral Programme

The student support system at the ISE Secondary School revolves around the pastoral care team. The central figure of this team is the Mentor Mentor is a link between parents, students and the school.  Each class has a Mentor  who is responsible for supporting the individual student needs. Each class meets daily with their Mentor for morning check-ins.  This is the time of the day that the Mentor will follow up with attendance, and monitor students more closely.  In certain cases, the Mentor may have the support of another teacher and share the morning check-in responsibility. In addition, the Mentor meets weekly with their class for a mentor lesson. During mentor lessons different topics are covered within our Personal Social Health Education programme (Jigsaw) all with the theme of empowering students to develop skills and making healthy decisions.  Topics covered are related to organisational skills, digital safety, healthy relationships, careers and sexual education.

The school has a social worker assigned who can become involved to additionally support students and families. This can be in an educational capacity or social emotional support.

English Language Learning (ELL)

Students who meet the requirements for admission to the ISE and the Middle Years programme but have limited proficiency in English, will be placed in the ELL support programme. Students who enter the Diploma programme are expected to have a level of English proficiency in order to access all IB Diploma courses.  The ELL Coordinator is responsible for the ELL programme.

Course content

• New students are assessed in English language proficiency if their background indicates that they will not be able to cope with English as the language of instruction. These assessments help to establish the level of support that a student needs.
• All ELL students are placed in a MYP year group and follow a pull-out support programme at one of three levels — beginner, intermediate and advanced.
• ELL beginner level students are withdrawn from the highest number of mainstream lessons. Mainstream subjects are added as a student’s proficiency in English improves.
• It is possible to vary an ELL student’s subject package for example, adding a Language B at beginner level if a student has some prior knowledge of that language.
• New ELL students are often placed at beginner level when they may already have some English proficiency. A limited mainstream subject package can ease the adjustment to a new school environment.
• Decisions to add subjects to an ELL student’s package and eventual exit from the programme are taken at the four report times in the school year: first progress, mid-year, second progress and end-of-year.
• The ELL lessons are scheduled across the 29-hour timetable and contain a mix of students from all five MYP year groups.  The progression of an ELL student within the programme is linked to many factors such as age and knowledge of English at entry to the programme, ELL support can last for up to 3 years.
• All decisions concerning an ELL student, beginning with entry to the ISE Secondary School and level of initial support in the ELL programme and eventual exit, are made in consultation with parents.
• Any students who have been in English medium education for longer than three years will be considered for the Language and Literature programme.

Careers

Careers and higher education guidance counselling is available to all our secondary school students, and is aimed at  supporting decisions regarding education within the school (e.g. choice of subjects for MP4-5 and the IB Diploma) and higher or vocational education beyond school. Careers counselling and guidance is based on teamwork between the year tutors, the IB Coordinators, subject teachers, and the school Careers Counsellor, who together ensure that students have the most suitable information, support and advice to arrive at  decisions which best fit their abilities and career aspirations.

Careers counselling as preparation for the IB Diploma Programme

The majority of MP5 students continue their studies in the IB Diploma programme. These students are provided with guidance on the most appropriate subject package for their longer-term career development. Students who do not continue their studies at IB-level receive advice about other possibilities open to them, particularly within the Netherlands.

Careers counselling for tertiary education

The careers office stocks a range of resources, and the school Careers Counsellor is experienced in assisting students with their applications to colleges and universities around the world. Our aim is to find the best fit for our students’ abilities and career ambitions, and to work alongside students to support them in reaching their true potential.