Student Care

Trust

Students and parents can always reach out to someone.

Vision on student care/support

The best support we can provide our students is the care for a positive educational environment where everyone is allowed to be who they are. We see this as a fundamental requirement.

Both the cognitive and socio-emotional development of the students are closely monitored through a system of observations, tests, and conversations with the students and their parents.

Our starting point is that not every child learns at the same pace or is at the same level. We take this into account in the groups as much as possible, including by working with three instructional groups.

Additionally, some students may need extra support. This is provided through extra or different assignments, remedial teaching, behavioral training, and the Plus class.

We adhere to the following principles in student care:

  • Focusing on educational needs
  • Accounting for differences
  • Closely monitoring development
  • Tailored support according to a step-by-step plan with levels of support
  • Action-oriented and results-oriented work with group plans

When determining the educational needs of each child, we look at:

  • Stimulating factors (what can the child already do, what are their strengths?)
  • Hindering factors (what isn't going well, what works against them?)
  • What can we then implement to bring out the best in the child?

In order to intervene more effectively in cases of suspected domestic violence and child abuse, every school is required to have a Reporting Code. Additionally, there is a Reporting Obligation in schools to combat sexual abuse and sexual harassment in education. On the Esprit Schools website (Reporting Code & Reporting Duty), it is described what the Reporting Code and the Reporting Duty entail.

Support

Support is provided at four different levels, depending on needs:

  • Level 0: General regular and preventive care in the group
  • Level 1: Extra care in the group
  • Level 2: Special support within the school with external involvement
  • Level 4: Special support within/outside school with a structural solution