Support at school

At Taalschool de Vlieger, we work with a clear structure in educational and extra support, in accordance with the four levels used nationally in appropriate education.

We categorise our care through the 1-care pathway based on four different levels. These levels ensure that pupils receive the support that matches their educational needs, with as much support as possible being provided in the regular classroom. We work preventively as much as possible. Only when necessary is it scaled up to specialist care.

1-care route at Language School the Kite

This systematic and multi-layered approach allows Language School de Vlieger to provide appropriate support to many different learners: from newcomers to learners with complex support needs and aligns with the national framework of appropriate education.

Level 1

Basic support in the classroom

The teacher provides a warm, structured and safe learning environment.
Education is tailored to the pupil's level and development. Parents are included in their child's development through report discussions.
It works from a common framework with an eye on safety, talent development and trauma-sensitive education.
Differentiation and the use of different forms of work are used to give all children a good foundation.

Level 2

Preventive support in school

Some pupils need a little more help than basic support. They receive individual or group-oriented help at school in the area of learning or social-emotional development.
The teacher identifies and engages the internal supervisor, the education team or the behavioural scientist (remedial educationalist or psychologist) to think along.
Targeted interventions are deployed, for example in language development or social behaviour.
This support remains within the framework of the school and is regularly evaluated in consultation with parents and possible other stakeholders.

Level 3

Preventive care in the chain

If internal support is insufficiently effective, we often work with chain partners such as GGD, IJsselgroep, COA & GGNET to help your child.
Pupils can access care inside or outside school, such as speech therapy, integrative child therapy, or resilience and talent development programmes. Pupils can also attend treatment where necessary if there are wider concerns or the problems cause a lot of suffering.
Support is coordinated with parents and recorded in a plan.
The school remains involved and monitors progress.

Level 4

Broader and external care

Pupils with intensive and/or more complex educational needs arrive at this level.
Pupils with specific educational needs are discussed in consultation with parents in a wider care team at school: the primary team.
Parents think along and are involved as partners in the process. A joint plan of action is used.
Surveys, evaluations and preparation of an alert plan are part of the process
If a pupil's growth stagnates on several levels: didactic, social emotional and in the group, a pupil may possibly be referred to special (primary/secondary) education, where more tailored support is provided.