Insight Internationally British
2020
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Contents
3 Minutes with our New CEO —P4
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We’re in this #BSNTogether — P 10
Family Wellbeing & Mental Health — P 22
An Open Letter to Years 11 & 13 — P 26
TEDxYouth@BSN — P 29
P3- Dear BSN Community
P17- Lessons from the Archives
P34- Finance Overview
P5- Editors’ Letter
P17- BSN Family Association
P34- The OR
P6- Cross-Campus Collaboration
P18- Adapting to Change
P35- Insight Contributors
P8- Meet the Governors
P20- Education in the new world
P12- An Education for All Ages
P24- Virtual Assemblies
P14- Beyond the Classroom
P27- The Spirit of Alumni
P16- Family Association Intl. Team
P28- The Power of Voice
P16- Meet the Characters
P32- Educational Excellence
Cover artwork by JSV students
Left to right: Stuart de Booij, Sue Aspinall and Paul Topping
Dear BSN Community, When we took over as the Executive Leaders of the BSN last September, we could never have imagined what this academic year would have had in store. None of us will ever forget 2020 and the impact that the Coronavirus has had on all of our lives, and so quickly. In November, when our TEDxYouth@BSN speakers considered how they would ‘break the mould’ in the future, few of us would have expected to see how our globalised world changed beyond recognition, just six months later. Everything about our school life changed overnight — from the social aspects of the school day that we all took for granted, to the basic premise of being taught by a teacher in the same room as the pupil. Students and teachers have had to say goodbye in new, untraditional ways, and both have been saddened not
to have been able to draw their time at the BSN to a proper close. Yet somehow, we have made it to the end of the year, all of us no doubt more grateful for the simple things. The community spirit that has brought us through this feels stronger than ever, and our colleagues and friends here at the BSN have become closer, as they have often been the ones who have shared this journey with us. It is hard to think back to school life before March, but the first half of the academic year at the BSN saw a very successful and dynamic six months. TEDxYouth@BSN stands out as an obvious highlight, for its cross-campus collaboration and outstanding quality of performances and speeches. A huge range of music, drama, sports,
leadership and debating opportunities filled the school year on our five campuses, and the BSN students made us proud both within and beyond the classroom. To remind us all of the first half of the academic year, Co-Curricular Activity (CCA) highlights from every campus feature on pages 14 and 15 of the publication. We hope this edition of Insight provides a suitable memory of this time for all of our community. As we welcome our new CEO, Heath Monk, we would like to say a huge thank you on behalf of the BSN to all of our students, staff, parents and wider community for everything that you have done this year, together. ■
GLOSSARY BSN – The British School in The Netherlands JSD – Junior School Diamanthorst JSL – Junior School Leidschenveen JSV – Junior School Vlaskamp
SSL – Senior School Leidschenveen SSV – Senior School Voorschoten ILA – International Leadership Academy ELT – Executive Leadership Team CCA – Co-Curricular Activity
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3 Minutes with our New CEO Mr. Heath Monk, in his own words, shortly before coming to The Netherlands in June: I am currently the CEO of the Schools of King Edward VI in Birmingham, UK, a group of 11 secondary schools that includes independent, grammar and comprehensive schools and serves over 10,000 children. I have always worked in education: as a teacher, as a senior civil servant in the Department for Education in the UK government and, before my current role, as the CEO of a national leadership charity. However, it’s certainly not “in my blood” — my parents were publicans and I was the first member of my family to go on to higher education. I am married (to Lucy, who is/was also a headteacher) and I have three children: Pip (who has just finished reading History at Oxford University) and Alex and Joel (twins), who will be starting Year 10 in September at SSV.
What are you looking forward to in your new role at the BSN? I’m really looking forward to working in an international environment with students (and staff) from such a wide range of backgrounds. That, in itself, 4
brings huge opportunities for learning, especially when coupled with the core BSN values of head, hand and heart. There are so many global challenges that will need to be solved by the next generation — and so it’s a privilege to help those inspiring young people on their way.
What about life in The Netherlands? I grew up in Hastings and, after four years in the very middle of the country, I am incredibly excited to be back by the sea. Scheveningen feels like coming home, but with far more sand and a much longer pier! I am also excited about getting to know Dutch culture: I love the sense of community that seems so pervasive in The Netherlands. My Dutch language learning has been confined to Duolingo so far — every time I have tried to speak Dutch in a shop or restaurant, I have been immediately answered in perfect English.
What has been your impression of the BSN so far? My first impressions have been very positive. Everyone that I have met has been warmly welcoming and has spoken very highly of the school. Clearly, the last few months have been testing and
the future is far more uncertain than it seemed at the start of the year, but staff have continued to do whatever they can to ensure continuity of education and care. That spirit will serve us well as we enter the next phase of the pandemic.
What are your interests outside of work? I enjoy watching and playing sport. I’m a passable golfer (10 handicap) and also play cricket, tennis and football (if/when my knees allow). I suspect cycling will become a much greater part of my life away from Birmingham’s hills and terrifying dual carriageways. I like to cook: the lockdown has finally allowed me to hone my bread-making skills and I will be bringing a well-established sourdough starter across the channel. I also enjoy music, theatre and cinema.
Tell us something about yourself that we may not already know. I was in a student band at university. I am 99 percent certain that Thom Yorke came to see us play, but I have never yet returned the favour and seen Radiohead live. ■
Insight 2019-2020
Values & Voices “We delight in the beauty of the butterfly, but rarely admit the changes it has gone through to achieve that beauty” – Maya Angelou The academic year 2019-2020 has been like no other. The goal of this year’s Insight magazine is to stop, to reflect and to acknowledge everything we have achieved as a school community during this exceptional year.
articulated at Senior School through the likes of THIMUN (The Hague International Model United Nations) and expressed at a whole school level in the hugely successful TEDxYouth@BSN event. Celebrating real examples of our core values, both before and throughout the pandemic, as well as showcasing the power of voice across our school community and beyond are the overarching themes of this edition of Insight magazine, Values and Voices. The purposeful use of colour and the symbol of the butterfly represents not only the metamorphic changes that have taken place this academic year but intends to offer hope for a brighter and freer future ahead.
We hope that you enjoy this issue as much as we have loved working with you all to put it together! Happy reading and our very best wishes to you and your families. The Insight Editors and Graphic Designer, Hannah, Tina, Juan and Stacey. ■
The BSN Character Profile identifies eight attributes that are considered key values for every student to develop. Courage, Perseverance, Creativity, Curiosity, Digital Responsibility, Compassion, Collaboration and Environmental Integrity are characteristics embedded throughout our curriculum irrespective of age, year group or campus. Our Character Profile is a powerful tool that not only binds us together as a community but equips us with invaluable life skills. We are proud that our staff and students demonstrate these qualities, and never has drawing on and living these eight values seemed more pertinent that in the face of the Corona pandemic. This academic year, one of the core Junior School cross-campus curricular areas of focus has been oracy, also 5
Junior School Cross-C deliberately working together to improve collective teaching skills and knowledge, there is a much stronger likelihood that this will improve students’ outcomes and experiences in the classroom. A focus on Mathematics It will come as no surprise that research shows that ‘collective teacher efficacy’ has a strong, positive correlation with students’ achievement (Hattie 2017). In other words, when a school staff believe collectively that they can accomplish great things, they contribute to the overall health of the school and they make a positive difference to student outcomes. Building collective teacher efficacy is a collaborative endeavour made so much stronger at the BSN Junior Schools as it is happening across three campuses. By 6
This academic year, the three Junior Schools have focussed on developing the teaching of Mathematics. The staff wanted to ensure that all students had the opportunity to learn through a ‘mastery’ approach to deepen their ability to reason and think logically. All staff participated in training led by a Maths consultant before trialling their new learning in their own classrooms. Throughout the academic year, staff continued to receive short training inputs with time in-between to embed their new teaching skills. Through professional discussions and analysis of outcomes, staff have considered the impact of these
new approaches on student achievement. Evidence shows that students are using mathematical language more fluently, are representing their thinking in both concrete, pictorial and abstract forms and are choosing equipment more readily to demonstrate their understanding.
The framework of objectives creates the consistency for planning across the three campuses whilst allowing flexibility for new ideas and innovations to come to fruition. Working together to refine and enhance teaching practices This collaborative approach to refine teaching practices and learn from each other continually has been replicated in two other areas: writing and oracy.
“Using these lesson formats on each campus has built a consistent approach in the Junior School classrooms”
Campus Collaboration A group of staff from across the Junior Schools has produced detailed overview plans for each genre of writing taught across the age ranges. All staff use these to underpin their planning and come together at regular training sessions to share practice, moderate outcomes and consider ways to enhance their teaching. The framework of objectives creates the consistency for planning across the three campuses whilst allowing flexibility for new ideas and innovations to come to fruition.
The cross-school Oracy Team also planned age-related lessons to be taught at the beginning of each term. These lessons reinforce high quality speaking skills, providing students with sentence starters and exemplars to help them discuss, debate and challenge in an appropriate way in all subjects. Using these lesson formats on each campus has built a consistent approach to oracy development in the Junior School classrooms. Collaborative professional dialogue has enabled new ideas to be shared, the lesson plans to be re-designed where needed and recent research and best practices to be built into the plans where appropriate.
together in many ways: informally, at weekly staff meetings, at cross-school events and at training sessions run at the The International Leadership Academy (ILA) — the learning and development arm of the BSN for school improvement. It is working in this way that builds collective teacher efficacy and, ultimately, the positive impact on students’ progress and attainment that we all want to see. ■ Sue Aspinall, Headteacher JSV
The benefits of a collaborative professional environment Working collaboratively in this way enables the BSN staff to evaluate their teaching on an ongoing basis. They come 7
MEET THE BSN GOVERNORS People often ask us what the role of a Governor is here at the BSN. Stacey Vickers, Head of Communications and Admissions, takes a closer look at how the BSN’s Board of Governors works and introduces you to its members. The Board of Governors at the BSN has ultimate responsibility for the strategy, performance and financial management of the school. Each of our nine Governors covers a specific strategic area (e.g. legal, finance, HR), often as well as a school campus. The Governor roles are voluntary and are appointed by the BSN’s Association (chaired by the British Ambassador), apart from the BSN Parental Interests Governor (who is nominated by a Governor Parental Interest Nominating Committee), and one from the British Embassy, who is appointed at the Ambassador’s discretion. ■
Peter Bayliff OBE Chair of Governors Over my time as a Governor I have seen significant growth of the School, but nothing gives me as much pleasure as witnessing the development of our young people. Overall, I value the opportunity to enable, empower and assist our professional educationalists to shape and deliver the best education and experience to prepare our young people for the world they will inhabit.
Joanne Neild HR, Health & Safety, Security and the ILA I became a Governor because I have a deep passion for helping create environments where everyone can be at their best. I believe creating learning environments for children to be curious, grow and thrive is the most important thing we can do to set them up for success.
Yalçın Canatan Finance Being the Governor responsible for financial matters makes me realise that I have an important responsibility to ensure the essential funds for the continuity of this wonderful organisation, which I am proud of.
Oonagh Lewis JSD and Government Relations Joining the BSN governing body has given me the opportunity to be a part of getting the best outcomes for young people. I strongly believe that children deserve the very best education and experiences and therefore we must all strive to be outstanding.
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Kevin Douglas ICT and Co-Curricular Activities, Leidschenveen campus I feel passionate about ensuring the right balance between academic progress and the development that is provided by having many sporting and arts opportunities. The CCAs are where I feel the BSN really can make a difference.
Selvei Topping JSV and Comms and Admissions The role of Governor at the BSN has given me insight into more than just the operational and strategic vision of a large multi-campus international school - it has also allowed me to gain knowledge and expand my perspective of education, and, especially, the hard and ever-changing role of educational practitioners.
Alison Smith SSV, the Language Centre, childcare and child protection I had no idea how much enjoyment I would get from being a part of this fantastic organisation. The dedication, creativity and resourcefulness of the staff make the role a real pleasure.
Diana Turney Governor of Parental Interests As soon as I became part of the BSN I wanted to be of service in some way. When the position of Governor of Parental Interests opened, I saw a chance to bring both my background in education and love of the school together to serve the community.
Peter vas Nunes Legal I became a Governor when I retired and was looking for something useful to do. I was the school’s solicitor for many years and I also happen to be a BSN ‘old boy’. I’m very pleased to be able to do something that is helpful to others and I love being around children.
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WE’RE IN THIS #BSNTOGETHER Technology has enabled our community to stay connected during the Corona pandemic, even though we were physically apart. The social media hashtag #BSNTogether was launched on Twitter and Instagram by our Communications Department to share informative and inspiring BSN Voices blogs and social media posts, such as Student Wellbeing And Mental Health – 6 Essential Elements [And 8 Tips For Parents At Home], Activities to Help Children Recognise and Explain Their Emotions and Scrum for Kids. Here are some of our highlights:
Instagram takeover by senior students who created a ‘Gratitude Wall’ Junior school students shared messages with each other while they slowly started back on campus on alternate days Socially-distanced parody of the 70s classic ‘Reasons to be Cheerful’ Teachers and support staff shared learnings, stayed connected and had a bit of fun
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The Leidschenveen Campus:
An Education for All Ages
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eidschenveen is the first of our five campuses to house both a Junior and Senior School and presents many exciting opportunities for the BSN to develop truly its one school vision. Indeed, in combination with the Zein Childcare’s The Willows (also on the Leidschenveen campus), the educational needs of our very youngest, right through to our maturing senior students, are catered for on one site. Whilst Junior School Leidschenveen celebrated its 10th birthday earlier this year, building work only began on the Senior School back in February 2019. For students, this now means a smooth transition between Junior and Senior School and improved pastoral care, with teachers who have known them from a young age still around on site to support them as they get older.
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In keeping with our Character Profile Value ‘Environmental Integrity’, many sustainable elements have been incorporated into the building; enhancing energy performance and using reusable or recyclable materials where possible. With designs that incorporate the latest thinking in flexible learning spaces, some of the exciting facility developments our newest building includes are: a fitness room, new sports hall, Senior School canteen and landscaped grounds, giving students the green space and freedom missing from many city schools.
The new Senior School Leidschenveen is currently open to Years 7, 8 and 9 from September. A new Year 7 will be added to roll each September (three classes of up to 24 students) until our current Year 8 students establish a Sixth Form. SSL is in the next, exciting stages of its development and our students are central in helping us to shape the future of the school.
Extending Educational Provision From the end of July, the BSN Central Services, together with the International Leadership Academy (see pages 32-33) and the BSN Language Centre will be housed in a separate, dedicated area of the SSL building. Both the ILA and the Language Centre represent the adult learning branches of our organisation, further extending the scope and reach of our educational provision on the Leidschenveen campus.
Speaking about the Language Centre and its new location, Sandra de Bresser, Head of the BSN Language Centre, says, “The BSN Language Centre has been proudly supporting the BSN community for many years. Our language teachers are experienced and qualified not only in supporting language learning, but they also have personal experiences with moving to other countries and understand the challenges of settling into a new adventure. Our courses support the staff and parents’ English and Dutch language learning as well as provide an opportunity to meet new friends and colleagues. “Our goal is to help our students feel more confident speaking, whether it is in Dutch or English. Our Dutch courses help students to speak and understand the Dutch language, better enabling them to feel even more at home in The Netherlands. For our non-native English-speaking families, our English lessons make it easier to converse with colleagues, their children’s teachers or to join social gatherings with other parents. “Our Teacher Training programme provides a wonderful career opportunity to members of the BSN parent community who are interested in teaching English. Every successful candidate of the CELTA programme receives an official Cambridge certificate for teaching English as a second language. “We look forward to continuing to support the language learning needs of the BSN community in our new location at SSL.” ■ 13
BEYOND THE CLASSROOM A snapshot of the fun had during the first six months of this academic year across our campuses. We cannot wait for our wide selection of Co-Curricular Activities (CCAs) to start again in September 2020!
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Perhaps nowhere else is the BSN’s community approach to embracing different cultures, welcoming home languages and encouraging the sharing of experiences more evident than in the work of the Family Association’s International Team. Together, a group of more than 20 parent volunteers connect our families (who come from 89 different nationalities), helping them to feel welcome and to navigate the BSN and their new environment easily. Throughout the year, the International Team supports the community at a number of events and activities that promote the BSN’s internationalism and contribute to the ethos of diversity at the school. All Representatives are volunteers and sit across our five campuses. To find out more or to contact a representative, email International@bsnfa.com
BSN CHARACTER PROFILE
Meet the Characters To help our youngest students understand and embrace the BSN Character Profile, the eight attributes were personified by Juan Arias, BSN Graphic Designer and Jonathan Clarke, Character Profile Project Lead, with support from the Project Team.
DIGITAL RESPONSIBILITY
CURIOSITY
PERSEVERANCE
COMPASSION
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CREATIVITY
COLLABORATION
ENVIRONMENTAL INTEGRITY
COURAGE
Hope through Adversity, Lessons from the Archives Mike Weston joined the English School of The Hague in 1972 as Head of German but, over nearly half a century, has taught various other languages and been involved in a wide range of different activities. One aspect of his job that has given him special pleasure has been starting and running the school archive and tracing the history of the BSN. During lockdown he has been looking back over the school’s past and some of the adversity faced, especially in the early days. The BSN had unusual beginnings. Unlike many fee-paying schools it was not founded by an organisation. It had no financial backing. It had no buildings. It was started in 1931 by one person, Gwen Brunton-Jones, with a few children in a couple of rented rooms. And it spent much of its life, certainly up to the 1970s, in a state of constant uncertainty. It faced challenge after challenge over the years and owed its continued existence to several indomitable and totally committed Principals. In the 1930s the school initially prospered but then, as events unfolded across Europe, it began to flounder. By 1939 numbers had shrunk so much that Gwen Brunton-Jones finished up teaching a handful of pupils in her own home. She adamantly refused to leave The Netherlands and, as a result, spent the war years in an internment camp in Germany. In the peacetime that followed, one of
the teachers, Nancy Macdona, tried to get the school going again. As was common during this period of postwar austerity, she received no support from any quarter. She struggled on with remarkable determination and finally, in 1948, managed to rent a couple of rooms for a second beginning. The income from fees did not cover the rent but a wealthy Dutch friend was able to come to her aid. In 1955 the school became part of the International School along with its American and French counterparts, but after little more than a year the project came to an end. This called for remarkable courage from Nancy and her Co-Principal, Phyllis Donaldson, since it meant that they had over a hundred pupils, a dozen teachers and no school buildings. But, amazingly, they came up with a solution. And so the school persevered, growing in numbers and working hard to improve its provision. When I arrived
in 1972 the Sixth Form classes were tiny. That was hardly surprising since our Advanced Level results had room for improvement. The governors recommended discontinuing the Sixth Form altogether, which would have made further expansion impossible; but thanks to the determined efforts of the Principal, Neil Buckley, and a number of outstanding teachers who vastly improved the exam results, the school remained intact. Indeed between 1972 and 1979 numbers increased from about 500 to nearly 1,000 – and a new Senior school was built at Voorschoten. Facing up to adversity is part of the BSN tradition. ■
Strengthening the BSN’s sense of community has become more important than ever this year. Our volunteer-run parent organisation, the Family Association (FA), continues to work hard to support the students’ education, enrich the experiences of the BSN’s 2,500+ students and their families and to connect parents, staff and students across the school’s five campuses. Find out more about the FA and how you can play a part by volunteering for the Welcome, International, Social and Second-Hand Sales Teams on Gateway or by emailing info@bsnfa.com The BSN Family Association is currently looking for: Chairperson, Vice-Chairperson, Second-Hand Team Lead, Second-Hand Campus Leads and Secretary.
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Adapting t Closing and Ope during a Glob Headteachers are used to situations where there are interruptions to learning. There are contingencies in place and adaptations that can be made, but the instinct is always to keep the school site open for learning. It is fair to say that ‘pandemic’ was not something that featured prominently on any of our school risk assessments prior to this year. With our three Junior Schools back in full physical attendance and our two Senior School sites partially reopened, our five BSN Headteachers share their thoughts as they reflect on this time of unprecedented upheaval.
Chris Wathern, Junior School Diamanthorst
I can honestly say that in my 20 years of teaching, no other situation has been as profound as this one. I am honoured to work with my BSN colleagues who have shown collaboration and perseverance in abundance. It would be an understatement to say that the journey from school closure to reopening was not without its stresses and strains; however, my hope is that we have navigated our way through this crisis with integrity and a sense of responsibility to our whole community.
Karren van Zoest, Junior School Leidschenveen
There was no Headteacher rulebook for Covid-19, but I am very proud of the one my BSN colleagues and I have written and, indeed, continue to write. We have stood shoulder to shoulder (virtually of course), looking out in all directions to face the things we could see coming but also the things we could not. This experience has made me value all that we so easily take for granted and realise that so much of our job relies on those brief interactions with staff, students and parents, in the moment, every day.
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to Change ening our School bal Pandemic Sue Aspinall, Junior School Vlaskamp
I have seen my colleagues in all roles across the BSN do whatever it takes to guide and support students through these unchartered waters. We have done our best, learnt from others, trialled new ideas and made mistakes. Most importantly, we have worked together, collaborated across year groups, phases and campuses and stayed connected. I know it will have a lasting impact on our teaching, our partnership with parents and the future shape of education at the BSN. I look forward to being part of that journey.
James Oxlade, Senior School Leidschenveen
If you told me in February that by June, following ten weeks of site closure, we would be simultaneously teaching students in a classroom whilst livestreaming to students remotely, I would have thought it unbelievable! I am proud of how staff right across the BSN have pulled together to adapt to the period of remote learning and to manage the safe reopening of our sites. I am equally proud of our students and parents, who have responded to the new ways of learning and a new school environment with resilience.
Paul Topping, Senior School Voorschoten
The Coronavirus epidemic has, without doubt, presented the most significant set of challenges in 15 years of Headship. The speed of decision-making around the closure of school and the pace at which we had to work with stakeholders to enable an ordered shutdown were both very unusual. In the same timeframe, we were also implementing the various phases of remote learning and, a few weeks later, planning for and executing a safe return to site. There has been a unique liaison with exam boards and regulators to enable teachers to calculate Centre Assessed Grades for GCSEs, A levels, BTEC and IB qualifications. The Spring and Summer terms really have been an unprecedented and intense period of time for staff, students, parents and, indeed, for the whole BSN community.
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Education in the new world
What the global response to Covid-19 teaches us The new world of remote learning has been something that most countries have had to adapt to at a rapid pace. As we reflect on the past few months and face an uncertain future, we look at some of the key findings already emerging from the global fields of technology and education and ask how this will impact teaching and learning at the BSN. Emerging trends in education In April 2020, a review of the global evidence on remote and online learning by the Education Endowment Foundation (EEF) delivered five key research findings:
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Teaching quality is more important than how lessons are delivered
The report concludes that the quality of remote teaching is more important than how lessons are delivered. Student learning can be as effective in the traditional classroom setting as it can be via pre-recorded video, worksheets, video clips, textbook tasks or live streaming. What is of most importance is that the teaching is at the correct level, with clear explanations and feedback given.
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Ensuring access to technology is key, particularly for disadvantaged students
The mammoth shift to remote learning almost always requires the use of digital technology. To safeguard both students and teachers, to deliver a high-quality, robust learning experience and to ensure that no students are left behind requires access to computers and reliable internet connection, as well as training and support to use technology in new ways and troubleshoot in real time. Creating accessible education for all remains a key priority and a challenge in the remote learning environment.
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Peer interactions matter to quality learning
Multiple reviews point to the importance of student interaction during remote learning. The idea that students are not operating in a silo, but rather have access to the type of interaction they would have in a typical, dynamic, live classroom setting generally improves outcomes and leads to higher engagement and overall student motivation. More work is needed to establish what effective online peer to peer interaction would look like for younger students.
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Supporting students to work independently can improve learning outcomes
Remote learning often calls for students to work independently at home without the support of teacher intervention and help in real time. The importance of developing strategies to help build independence is therefore seen as key in successful remote learning, especially amongst those more vulnerable students.
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Different approaches are needed for different students and different subjects
As is true in the in-classroom setting, students learn at various speeds and learning styles. The evidence review points to different approaches to remote teaching having their own strengths and weaknesses, depending on the age of the student and the subjects being taught. Mastery in remote learning is fast becoming an emerging field in education.
connection between teacher and student in the remote learning environment. It is a field of rapid development, where the technological challenge is to bridge the gap between the physical and digital lesson, ensuring that students are engaged, motivated, connected and safe in an ever-evolving digital world.
The BSN response The BSN has been on a steep online learning curve over the past few months. During the sudden shift in the use of IT and the transition from school-based to online learning, we have done our best to adjust and to adapt our offer, listening to staff, students and parents as we have gained knowledge from others, trialled new ideas and learnt from our mistakes. Our approach throughout has been to develop a way of working that is sustainable, safe, of the highest quality and of parity for students. Staff and students have become more technically proficient and comfortable using software that was not part of mainstream learning prior to Covid-19. In such a short amount of time, there is much that we can learn from this crisis to enhance our teaching practices moving forward. Like many schools, we are conducting an honest review of our response over the past months, embracing the critical role technology plays in education now, whilst anticipating and preparing for what continues to be an uncertain future.â–
Change is never easy, but always possible.� – Barack Obama Sources:
Microsoft Education Blog, Three months later: What educators have learned from remote learning prepares them for the new school year. By Barbara Holzapfel, GM Education, Posted on June 15, 2020
Technology and the new education paradigm A recent poll amongst nearly 500 members of the Microsoft Education community, represented by teachers and institutional leaders from around the world, found that 87 percent expect to use technology more than before, once in-classroom teaching resumes. What has clearly emerged over the past few months is the integral role that education plays in our society, as well as the critical job that technology has in facilitating the
Education Endowment Foundation Rapid evidence assessment, distance learning
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Family Wellbeing ST R ATEGI E S FOR T HE HOM E
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here are many heart-breaking situations around the world at the moment that demand our compassion and understanding. We may well feel helpless, overwhelmed and unable to do anything about them. That might be true on a large scale, but we can all make some difference by showing compassion, starting at home. Keeping compassion at the heart of family life is important for every family member’s wellbeing and mental health. As individuals we gain strength from feeling connected, understood and cared for – all inevitable outcomes of compassion – and that, in turn, inspires us to pay that compassion forward to benefit the world around us. So, as families, how can we place compassion at our core?
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1. Be compassionate! It sounds obvious but our children learn far more from what we do than from what we say. If your child is angry or upset after school and you’re rushing to cook a meal or do the washing, stop. Turn the gas off. Put the washing down. Sit. Listen. Support.* There is no better way to teach your child that you care and that their feelings matter. And there is no better way to teach them how to care for others. 2. Choose your words carefully. When our children suffer, our instinct as a parent is to take that suffering away. Words like ‘Don’t cry’ or ‘Don’t worry, it will be fine’ are often our way of trying to end their pain; but they could minimise it and could teach your child to bury their emotions. Alternatives such as ‘I can see this is hard for you’ or ‘We can find a solution together’ are far more compassionate and will encourage your
child to be open about how they feel. 3. Be compassionate beyond your family. Simple gestures of kindness, such as checking on an elderly neighbour or being friendly to someone in the supermarket, will encourage your child to be empathetic towards others. Don’t always expect them to notice what you’ve done either. Talk about it and explain why you look after others around you, even strangers. Research has shown that kindness benefits both the giver and the recipient, boosting wellbeing for everyone; so, there is something in it for you too! 4. Show self-compassion. Being kind to yourself is fundamental for wellbeing and it is vital that we show our children that they need to be compassionate towards themselves too. If you’re exhausted, cancel a social event and explain to your
As a school, the BSN places great importance on our students’ mental health and wellbeing: it is embedded within the curriculum and compassion is a characteristic that we role model daily. Rhiannon Phillips-Blanco is a Year 4 Class Teacher at JSL and Wellbeing and Mental Health Curriculum Leader. Here Rhiannon explains why placing compassion, and self-compassion, at the heart of your family life will impact everyone’s wellbeing positively today and teach your child valuable life skills for their future.
& Mental Health Emotional intelligence has great value both in personal lives and professional lives; and, as Jacinda Ardern (Prime Minister of New Zealand) remarks, is a strength. She said, “One of the criticisms I’ve faced… is that because I am empathetic, I am weak. I totally rebel against that. I refuse to believe that you cannot be compassionate and strong.” *As a parent of 14 year old twins, I must add that I know this isn’t always possible – it’s an ideal we can aim for, but we shouldn’t feel guilty when we simply can’t do it! ■
child it’s because you need to rest. If you are sick, stay at home and remind your child that health comes first. If we are martyrs to our jobs and busy lifestyles, our children are learning they should be too.
Placing compassion, and self-compassion, at the heart of your family life will positively impact everyone’s wellbeing today and teach your child valuable life skills for their future.
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Assemblies in the Virtual World
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his academic year started just like any other. In September, we had our Year 11 students preparing in earnest for their public examinations. Year 13 students were doing the same and working on their next steps, with applications flying off to universities around the world. We enjoyed an Autumn Term full of sporting, cultural and other Co-Curricular Activities to complement the academic endeavours of the students, all this time preparing our usual leaving events, boat trips and leavers’ balls.
the best learning experiences for our students and the new systems for the awarding of their qualifications, one of our major concerns was how our Year 11 and 13 students could mark the ending of these important chapters in their lives.
Looking for New Solutions
An Unexpected U-Turn The year rolled on and a new range of vocabulary became an unexpected part of our lives, as we moved to remote learning and our experience of the everyday changed. While we began to navigate ways to continue facilitating
We had to innovate while trying to keep things as close to normal for our young people as we could. In short order and at a social distance, we filmed the traditional Year 13 Leavers’ Assembly and the Awards Ceremonies for Years 11 and 13. It was so strange to be delivering our talks and speeches in the same physical space as usual but without the warmth of having our school community of students, teachers and families together to share in the students’ achievements.
Celebrating in Style When it came to the sharing the assemblies, we were all conscious of ensuring a ‘live’ feel. We ran them with the facility for students and their families to comment and congratulate each other from home. When it came to the Year 13 Leavers’ Assembly, this had always been an opportunity for students and families to dress up. With this in mind, we asked them to do this in their homes and send us some photos of them celebrating this important moment in their lives. As you can see from these photos, they joined in — and certainly looked fantastic! It is not how we had envisaged the year to end, but with creativity and resourcefulness we were able to adapt and help make up for the fact that these students were missing the celebrations that they so rightfully deserved. ■ James Lloyd, Assistant Headteacher SSV
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open letter
An
to Year 11 & 13 students
Dear Students, Some academic years live longer in the memory than others. School year 2019-2020 will be remembered by us all, as one when the educational horizons were changed abruptly and irrevocably, not by a school-based event but by an infectious agent over 100 times smaller than the cells in our bodies. Covid-19 swept through most of the European continent in the Spring Term and resulted in a decision to close the BSN sites to students and staff from 13 March, in line with Dutch government policy to reduce transmission of the virus. Within weeks it became clear that IB, A Level and GCSE examinations would be lost to the pandemic and with them all the preparation, revision schedules and retrieval strategies that are uppermost in students’ minds from April onwards. Whilst, as a result, the logistical mapping of the Summer Term and beyond into Sixth Form or Higher Education has been complicated for you, the emotional context for many has been one of frustration, anger, confusion, uncertainty and, not to put too fine a point on it, bereavement. Quite simply, your rites of passage through leaving ceremonies, final examinations and an ordered closure to this phase of your education have been
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significantly compromised, through no fault of your own. It’s natural to look for someone to blame — a government, a regulator, an exam board, a school — but the truth is that educational systems across the world were caught largely unprepared and, as this unprecedented situation unfolded, school leaders strove for contingencies that had been designed only days before they needed to be deployed. Institutions such as the BSN, which had invested heavily in educational technology through the decade, were able to move to remote learning which, while hardly a substitute for classroom practice, did enable continued connectivity between teachers, students and their studies. While this new way of working supported students in non-examination year groups, it was of more limited use to you. Behind the scenes, staff worked tirelessly to offer Year 11 and Year 13 students blocks of experience in preparation for the next stage of their journey. I know; however, this will have seemed like receiving the second prize in a competition you were desperate to win. As the virus recedes, and meeting students face to face has become possible, I have noticed a resilience, a determination to press on, and
a renewed sense of optimism. It is probably no coincidence that we place an emphasis on all three of these characteristics during the school year, and I am sure their development is accelerated during times of adversity. There remains debate over who to attribute the quote “Never waste a good crisis”. Without wishing to minimise any of the suffering and turmoil that people have endured, the phrase does remind us that a crisis usually brings about opportunity to make changes. Indeed, I am told that the Chinese character for “crisis” is composed of two subcharacters, one representing “danger” and the other, “opportunity”. I hope you, the student generation most impacted by Coronavirus, become in due course the one that grasps that opportunity and becomes the agent for that change; and that it will be your ideas, your entrepreneurialism and your desire to continue improving the world that will be one of the legacies of the School Year 2019- 2020. I wish you well. Paul Topping, Headteacher SSV
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Keeping BSN Staff and Students Connected Since 1931, the BSN has been educating students from all around the world, building a global network of friends and mentors, crossing borders and connecting cultures.
Year 12 students meeting Patrik (BSN’92) at McKinseys in London.
Our thriving online community of Alumni is open to all staff and students — past, present and future. Whether you are here for 1, 2 or 13 years, you are an alumnus of the BSN and entitled to join our growing network. We have pages on Linkedin, Facebook and Twitter, but the most useful is probably the BSN Alumni portal (free to join and found at www.bsnalumni.com), which promotes career mentoring and university connections for its 1,100 members. The BSN Alumni Association exists to help former and present students connect and collaborate for both social and career networking. Alumni are always keen to help those currently at school and students are therefore encouraged to join whilst they are in the Sixth Form. Connections have been
made by those who seek advice on accommodation at particular universities or help in applying for work in law firms, for example. Our alumni are diverse, global and always willing to help. “The BSN’s overall standard of work that they expect of the students and the directed study sessions that Sixth Form students must attend, not only helped me achieve higher grades than I ever thought I could attain but set me up for an independent life at university” - Hannah, Spirit of Alumni Award Winner 2018-2019
those students. This year’s recipient is Rebecca. Rebecca has been a committed member of the BSN student body for many years; involved in a variety of Co-Curricular Activities from drama to Project Africa, she has taken a central role in anything that combines initiative and energy with creativity and cooperative challenge. A worthy recipient. We wish Rebecca and all this year’s leavers, whether from the Junior or Senior Schools, well for the future and hope you’ll stay connected. Tim Hare, Alumni Coordinator “It is an honour to receive the Alumni Award on behalf of the graduating class of 2020. I can think of so many others who equally deserve this award, so I am grateful to have been even considered in such a field of exceptional students!” - Rebecca, Spirit of Alumni Award Winner 2019-2020 (pictured in the top photograph)
Florijs (BSN’15) speaks to Year 12 students.
The Spirit of Alumni Award The values and ethos of the Alumni Association are defined by the alumni body: creative, compassionate, confident and caring global citizens. As such, the Association presents the ‘Spirit of Alumni’ award to all the departing students and one is selected each year to receive the award on behalf of
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I spell voice with a capital ‘E’ As one of the resounding voices across our campuses, it felt right to hand over one page of this edition of Insight magazine to a BSN student. Here Emma, a Year 12 student, gives us her take on a topic given to her by the editorial team: ‘The Power of Voice’ “No sooner spoken than broken. What is it?” Perhaps the answer – “Silence”— is obvious. Even so, not as crystal clear or plain, might possibly be the reason as to why, when asked how to spell “voice”, I might reply: “v-o-i-c-E, with a capital ‘E’”. Though it may be the first letter of my name, self-love can’t quite justify this added spelling condition. Instead, I’d like to say that the capital letter ‘E’, stands for “Everyone”. You see, we all have one (a voice) and as often as we use it to speak our name, be polite, or say “I love those shoes”, far too often we seem to treat our input like an OV-chipkaart – only letting its heavy absence from our trouser pockets or leather wallets serve as a reminder of missed, bus-like opportunities that really don’t come every 15 minutes or so. Sadly, the power of one’s voice is as undermined as silence is amplified by the absence of curiosity.
We’re all students; toddlers, children, teens, adults, pensioners all have something to learn and our greatest tool is rarely anything less than our voice. To be curious, as the BSN Character Profile explains, is to be open-minded about people and cultures, to find joy in the discovery of new things, and to ask questions with the aim of gaining a deeper understanding. If we fail to ask questions in Maths about the squiggly lines; if we fail to welcome change when the world tries to be more accommodating for people different but equal to ourselves; if we fail to take pride in using our voices for the betterment of ourselves and those around us; if we fail to be passionately curious, I find that the time spent waiting for another opportunity is painfully lengthy, if not endless.
Throughout our history, hundreds of individuals have used their voices to announce their dreams, and it’s truly rare for others not to share these dreams or care to hear about them. When thousands of people gather in cities to lock hands and speak in chorus to share one voice, it’s common practice that galvanised voices of other cities and countries join the choir. That unifying voice only grows louder as its message spreads further. When Everyone that the capital ‘E’ represents has not only used their voice, but listened to the voices of others, we time and time again bear witness to the power of this great tool. Personally, I’ve come to appreciate using my own voice to explore new destinations of thought – be it skyscrapers of opinions, pyramids of different cultures, or bridges of newfound understanding between myself and others. And so, in a community as culturally diverse as the BSN’s, we must only continue to amplify our curiosities in order to break silence’s grip on our understanding. Ultimately, I hope that, regardless of how clear the answer to the first riddle may have been, it’s now almost obvious that the key to fruitful curiosity is the same as the answer to: “What instrument can you hear but never see?” (Hint: it ends with a capital ‘E’). ■
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TEDxYouth
returns to the British School in The Netherlands!
TEDxYouth@BSN is a highly anticipated event at the BSN. It aims to inform, to inspire and to unleash new ideas on global conversations. The theme of this year’s event was ‘Breaking the Mould’ and built upon the ideas explored during the 2017 TEDxYouth@BSN event (Big Bold World), looking at globalisation, the environment, sustainability, technology and education. The day was structured around three core sessions; Inspiration (If I could Lead for a Day), Identifying Issues (Tackling Tough Truths) and Innovation (An Invitation for Change). Throughout the day, 17 curated speakers took to the notorious ‘TED Red Dot’: ten students from across all our Junior and Senior Schools, two staff and five external keynote speakers, coming from a range of disciplines both locally and internationally.
timetable, it was livestreamed not only throughout SSV, but also across every BSN campus and around the world, making sure the conversation reached as wide an audience as possible.
The road to the ‘Red Dot’ led to an action-packed Autumn Term, including four cross-campus student and staff pitch events, three professional speaker-coach training sessions and a lot of work behind the scenes to deliver a mould-breaking day on Monday 4 November 2019.
A platform for ideas and orators
The event was held at SSV in front of a live audience of approximately 100 students and VIP guests. Thanks to the wonders of technology and a programme designed to complement the school
“What you do makes a difference, and you have to decide what kind of difference you want to make.” – Jane Goodall
Our outstanding student speakers brought original and diverse ideas to the stage, ranging from gender stereotypes and changing up education to the concept of ethical hacking, to name but a few. A big shout out to our two staff speakers, who spoke openly about personal battles with mental health and reflections from childhood to demonstrate how we can all take small steps to change the world.
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Our external speakers came from a variety of disciplines and backgrounds. The process of curation involved searching everywhere but, especially, nearby, recognising that this was our unique opportunity to showcase the innovative minds in our local community. The Hague’s Ralph Groenheijde, founder of the non-governmental organisation TrashUre Hunt, spoke about the power of the individual to make positive changes. Konrad Bartelski, BSN Alumni and Olympic downhill skier, returned to the BSN after 47 years to reflect on his career and his belief that anything is possible. Dutch youth environmentalist and activist Lilly Platt challenged us to change the world one piece of plastic at a time and 29 year old, Spanish-born Albert Casals dared us all to question the world around us and the rules we choose to live by. Keeping the event flowing and helping the audience feel engaged was the significant responsibility entrusted to our four hosts, or ‘MCs’.
We very much enjoyed participating in the event and were impressed by the quality of the questions and the insights from the students.
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ranging from international justice and genetics, to yoga sessions and insect tasting, there really was something for everyone!
A stage for the performing arts In total, six entertainment acts representing all five of our campuses and involving 40 students were interspersed throughout the programme. Acts ranging from the junior choir, who confidently opened the day with their rendition of ‘Don’t Stop’, as well as a four-part rock band, drama group, a singer-songwriter and pianists brought colour and variety to an exceptional day.
A multidisciplinary whole-school event There were eight interactive workshops at SSV and one at each of the other campuses, all led by external organisations. In addition, there were student-led workshops in the SSV Atrium, organised by Creativity, Activity, Service (CAS) students from our International Baccalaureate Programme and ‘Breaking the Mould’ assemblies and activities held at the other campuses. With themes
The essence of this event was about encouraging the school community to think beyond the present and to tell us all about their ideas for the future. An event of this size could not have been achieved without the time and enthusiasm given by so many from across our community and supporting local partners. A heartfelt thank you to everyone for the role you played and particular thanks to all staff on the TEDxYouth@BSN Steering Committee who helped make this a cross-campus day to remember. BSN collaboration at its best! ■
4 November 2019
#BSNBreakingtheMould
Why breaking the mould? The essence of this event was about encouraging people to think beyond the present. Being a school, we know that we have within our student body the next generation of entrepreneurs, innovators and leaders. It seems entirely appropriate that we push the boundaries and invite speakers to tell us all about their ideas for the future. - Paul Topping
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THE INTERNATIONAL LEADERSHIP ACADEMY
Ensuring Educa staff to ensure education excellence.
Our mission at the BSN is to deliver academic excellence and to create inspiring places for our students to learn and grow into confident individuals. In order to achieve this mission, we need to recruit, maintain, develop and retain a world-class workforce. From our facilities staff, through to health and safety, our business unit staff and our teaching and learning staff, everyone contributes and has a role to play in our collective endeavour for the benefit of our pupils. And this is the premise that led to the development of The International Leadership Academy (ILA), the learning and development arm of the BSN for school improvement. Its function is to build the professional capacity of our 32
The ILA takes an evidence-based approach; investing in our staff in an efficient and effective way with sustained programmes of outcomes-driven professional learning and development that is critical to the high performance of BSN as an excellent British international school. Founding Director of the ILA, Liz Free, explains, “Great teaching and learning are developed by reflective practitioners that are constantly pioneering and curious about creating optimum conditions for learners. At the ILA we are the hub for educators to develop their practice in every facet of their work. This is core to the BSN’s approach to ensuring we have a world class workforce that can provide a world class education. We are reflective, challenging and intent in achieving BSN’s ambitious mission and vision.” Entering its third year, the impact of the ILA is felt throughout the BSN and in the approach to teaching and learning.
Joanne Kilpatrick, Head of Junior School Music, “The International Leadership Academy has grown exponentially in the last few years to become the hub of CPL (Continuing Professional Learning) for my team and for staff across the BSN. I have certainly benefitted from insight into strategically running and managing my own team across three campuses.”
Matt Bennett, Deputy Headteacher at Senior School Voorschoten, “The ILA has provided me with the opportunity to develop as both a classroom practitioner and as a school leader. The range and scope of opportunities available has developed my ability to reflect and selfevaluate my impact.”
ation Excellence David Rafferty, Year 3 Teacher and Curriculum Lead for Humanities at Junior School Leidschenveen, “I always enjoy professional development training in the ILA as it provides a fantastic opportunity to share experiences and discuss strategies with other teachers. There is always a positive environment that encourages professional dialogue and has led to a positive impact on my teaching practice.” Beth Dopson, Year 4 Lead Teacher at Junior School Vlaskamp, “The International Professional Qualification for Senior Leadership (iNPQSL) programme at the ILA provided excellent evidence-based practice in leadership, which has allowed me to have a positive impact on the learning of the students and progress as a senior leader.”
Jonathan Casalis de Pury, Chemistry teacher at Senior School Voorschoten, “The ILA has allowed me to really develop my practice, specifically as a middle leader, unlike any time in my career. The skills and research covered are always at the cutting edge of pedagogical practice and have directly led to me being significantly more confident and productive in my role as a teacher and leader.” At the BSN and ILA, we know that education is not standing still, and neither are we. Through sustained programmes of continuing professional learning and development, we can ensure that our students continue to learn and grow into confident individuals and benefit from academic excellence. ■ Hilary Porritt, Key Stage 3 Coordinator at Senior School Leidschenveen, “The Middle Leader programme gave me time to engage with current research on what has the greatest impact on student progress, and meant as we entered lockdown I was able to help my team make wellbeing a high priority.” 33
Finance Overview As a not-for-profit organisation, the British School in The Netherlands depends entirely on the income from our school fees, without the benefit of government subsidies. Careful planning is essential to balance income with expenditure and to allocate financial resources to the continuous development of key strategic areas.
100 90 80 70 60 50 40 30 20 10 0
Income from Fees (Academic Year 2018 - 2019) Tuition Fee Income Capital Fee Income Enrolment Fee Income BSN Language Centre & ILA
8.82%
93.33%
3.22%
1.95%
1.49%
6.41% 5.96%
Expenditure
2.21% Personnel Expenses Depreciation of Capital Assets
76.59%
School Running Costs Property Expenses Interest, Bank Charges & Taxes
The BSN Ondernemingsraad (‘OR’, or ‘Works Council’in English) is an elected committee that embodies the voice of the staff and the values of the BSN. It works in the best interests of the BSN’s employees but also for the success and integrity of the ‘enterprise’, too. It is a statutory requirement for any Dutch employer with a workforce of over 50 staff, and its regulations are set out in legally based ‘articles’ that determine the number of representatives, the election procedure and rights to meetings. Most importantly, it also sets out the OR’s right to work in partnership with the bestuurder or ‘director’: this is normally the CEO of the BSN but during the tenure of the ELT, the OR has worked very successfully with Stuart de Booij as their representative. The OR is obliged by law to give its approval or advice on proposals that will ultimately affect the workforce or the business, and it also leads with its own initiatives. The OR has been particularly busy leading up to and during the school closure, and again in preparation for students being re-admitted. This has meant listening to staff at all stages of this procedure and working closely with the Human Resources department and the Board of Management to deliver these messages.
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“If nothing ever changed, there would be no such things as butterflies” - Wendy Mass Putting together this edition of Insight magazine has been a pleasure. Following several difficult months for everyone in our community, it has been a positive exercise to reflect on and document not only the challenging moments of this academic year but, also, those to be celebrated. We hope that the themes of Values and Voices have resonated with you and that the variety of articles have provided an honest insight into BSN life. As always, nothing is achieved without collaboration, so a special thank you must go to the army of people who willingly contributed to this year’s publication. It has been a pleasure working with you all. Wherever your wings may take you, we wish you all a happy and healthy summer break.
Dear BSN Community Sue Aspinall Stuart de Booij Paul Topping 3 Minutes with the New CEO Heath Monk Editors’ Letter Juan Arias Tina Campbell Hannah Clark Stacey Vickers Cross-Campus Collaboration Sue Aspinall
Beyond the Classroom Tom Archer Victoria van Assendelft Joanne Coe James Lloyd James Oxlade Davina Schepman Chris Wade Karren van Zoest BSN Family Association International Team Renuka Bryden Hannah Clark Deborah Perrin
Meet the Governors Stacey Vickers
Meet the Characters Jonathan Clarke Juan Arias Julianne Mayo Sullivan
We’re in this #BSNTogether Caitlin Watson
Lessons from the Archives Mike Weston
BSN Family Association Hannah Clark
Assemblies in the Virtual World James Lloyd
TEDxYouth@BSN Juan Arias Tina Campbell
Adapting to Change Sue Aspinall James Oxlade Paul Topping Chris Wathern Karren van Zoest
An Open Letter to Years 11 & 13 Paul Topping
Ensuring Educational Excellence Elizabeth de Libero
The Spirit of Alumni Tim Hare Hannah, SSV Alumna 2019 Rebecca, SSV Year 13
Finance Stuart de Booij Ilka Loof
Education in the new world Sue Aspinall Tina Campbell Family Wellbeing & Mental Health R Phillips-Blanco Isabel, JSL Year 4
The Power of Voice Emma, SSV Year 12 Elmer Laan, Photography Jolundi Wilson
The OR Marilyn Luck
An Education for All Ages Sandra de Bresser Nitzan Kaduri James Oxlade Harry Stuurman Karren van Zoest
#BSNTogether 35
www.britishschool.nl 36
