New pupils
You are most welcome to pay Oosteinderschool a visit. We are more than happy to give you a tour.
We first invite parents of our future pupils for a tour with our principal or deputy principal. During our tour, we will find time to introduce ourselves, answer any questions you might have, and have a look at our classes and classrooms.
Please fill in the signup form, and we will contact you.
Our vision
A unified approach to provide the best education for every child. At the RKBS ‘de Oosteinder’ we work together to foster a safe and supportive environment where children can be themselves and be their best. Where they can reach their full potential and excel. During their time at the Oosteinder the student will acquire knowledge and skills which will allow them to move forward with a strong belief in their own worth and self-confidence.
We strive to reduce societal inequality by actively leveling the educational playing field for our students.
We are a catholic school and find it important our students learn about catholic traditions and celebrations by means of meaningful stories and storytelling. We are also an inclusive school that welcome and respect students of different beliefs and backgrounds. The values that belong to our school and identity are part our citizenship education. All students will participate in catechesis activities and projects.
Our mission
Our vision on learning
This is what we find important in learning:
We have an integrated approach to learning. Meaning we strive to find a good balance in the social emotional, cognitive, and physiological development of a child, thereby creating a solid foundation for further growth and sense of self-worth.
The teacher is a professional who guides students in the acquisition of knowledge. Knowledge is the core of learning and precedes the acquisition of skills. New knowledge is easier to comprehend when it can be added to and build upon existing, previously acquired relevant knowledge.
Gaining insight in the learning process and being able to influence one’s own learning is another integral part of our approach focused on promoting the student’s ownership in their education.
We spend a good amount of time on foundational core subjects of calculus/math, language and reading. Our students consistently meet the base goals (1F) and we strive to achieve 1S/2F goals by good quality instruction. We have high standards and expectations and do not simply accept a “no can do” answer. In learning a student may encounter obstacles and barriers and as this will not always be fun, our teachers will be there to help overcome obstacles, challenge them, and build up confidence and motivation. Through this approach students will be enabled to strive, fueled by their own achievements and success stories, small and big, allowing each child to experience the joy in learning.
Our vision on organization in learning
This is what our vision looks like in the classroom:
We offer a safe, orderly and predictable learning environment to our students. The rules are simple and unambiguous and the same across classrooms. Teachers also make use of the same structures and classroom techniques throughout the school. Our pedagogic (academic) approach is integrated in our curriculum. In each classroom Pedagogical Approach cards (PAK kaarten) are displayed to create a common language amongst teachers. Throughout the school year we work on building the classroom community. All our teachers are professionals and make use of proven educational strategies. One such strategy is our common use of the instruction principles of EDI -Explicit Direct Instruction to address all students’ need for instruction, practice, and automaticity. The teacher activates the foreknowledge to build a bridge between the new subject matter and the pre-existing knowledge. After knowledge transfer from the teacher, students learn both pedagogically and didactically, on their own and in collaboration. We recognize that not all students learn at the same pace. Where a student needs more time to master the curriculum learning goals, we offer extended instruction and accompanied practice. For other students they might be challenged with an extended curriculum or deepening of the course material. By evaluating the effect of our teaching formatively (interim) and summatively (at the end) we can continuously adjust and finetune our didactical approach if needed.
As we use Information and Communication Technologies (ICT) in our teaching as well as in communications with parents and students, we invest in our ICT environment to ensure it is kept up to date.
We strive to keep our classrooms small with a maximum of 28 students per group. When it comes to classroom formation, we aim to have extra staff, preferably teachers, to offer classroom aid in various degrees.
As learning does not only happen at school, we believe the cooperation between the school, the student and the parents/guardians is essential to the personal growth and development of the student. In such collaboration, mutual trust, active involvement, and openness are key.
Our vision on professionalism
Good educational staff make all the difference, At RKBS ‘de oosteinder’’ we support and invest in the growth and professional development of our staff. Our school is a PLG – Professionele Leergemeenschap or Professional Learning Community. Everyone does their part in creating and maintaining a professional culture of trust, integrity, collaboration and shared responsibility. In a safe predictable environment, teachers can respond differently when needed. We expect a positive attitude – humor, building mutual trust and positive intentions are an integral part of this. The team is aware they are role models and are open to giving and receiving constructive feedback.
We are working in learning groups. By staying on top of the latest educational knowledge and trends, sharing and problem solving we are continuously improving our teaching. Classes often can be prepared in collaboration and /or are reviewed to ensure and improve quality.
Team members are actively involved in and co responsible for the school’s goals.
We are fortunate to have dedicated PE and Music teachers. As well as specialists / subject matter experts. These specialists organize teach-the-teacher discussions, make improvement plans and act as point of contact / advisor for their subject related matters. In addition, they help develop the curriculum, policies and advise and guide teachers and the school board.
We are socially involved and transfer our educational knowledge to our future colleagues in training (interns). Our school collaborates closely with and reports on a regular basis to relevant stakeholders (such as parents, schoolboard, municipality/ government, after school care and secondary education).
Our vision on change and continuous improvement
We belief in continuous improvement and are in a continuous cycle of developing, improving, renewing and reviewing. We keep our vision current by staying up to date on developments and our continuous learning. We use evidence-based research and investigate new insights to make deliberate choices on what we should and should not change. We aim to structurally improve our educational offering by working in learning groups. The groups work based on data, research and lesson studies. In addition, we work with Ambition Cards (what do we want to achieve) and Quality Cards (how to shape daily occurrences). These cards are reviewed on a yearly basis and adjusted when needed.