Pupil Support

Early identification of characteristics of giftedness is important to us, so that we can tailor the needs of these students. For signaling, we use:​

• Teacher observations​
• Test results​
• Observation form 'Nebraska Starry Night’​
• Nomination by parents and pupil

An appropriate educational offer for students with characteristics of giftedness consists of compacting and enrichment. ​

Compacting involves skipping unnecessary instruction and work. The resulting space in the curriculum is used for enrichment. Enrichment can consist of deepening and broadening. Deepening connects to the basic material and the regular curriculum. It is exploring and investigating another element of the subject matter. This is different from having students work ahead. Broadening is an extension of the regular curriculum.

An appropriate enrichment offer is one that lies in the zone of near development, is meaningful and lies within the student's area of interest.​

Appropriate enrichment offerings can take place both inside and outside the group.​

In principle, an enrichment offer takes place within the group. Here, the basic work is compacted and the enrichment work takes its place. At classroom moments, the teacher takes these students into account by asking higher-order questions.​

​For the groups P1-P5, we have the Challenge program. The Challenge program consists of several challenges linked to DOW topics. These challenges are linked to 5 subjects: Math, Science, L1, L2 and Art. Posters were created for this purpose with ideas that would stimulate the pupils to come up with a project. The challenge program is for the more able pupils (P1-P5). After they’ve finished their compacted work, they can work on the challenge program.​

If there are other pupils who would like to be challenged, they can also join.​

Some children with characteristics of giftedness receive guidance outside the group once a week in addition to the enrichment offerings in the group. These are pupils who can do most things 'naturally' and effortlessly. This guidance outside the group also offers these pupils the opportunity to meet like-minded people.​

For the groups P3-P5, we have the ESH Plus Program​.

Through this program pupils will work on projects once a week for one hour (Tuesday or Thursday from 13:30 - 14:30) using the materials and approach of the ‘Pittige plus torens’.

A student can advance and skip a group. We do not assume this at first, but sometimes the lead turns out to be so great that it makes no sense not to accelerate. Here we look not only at the cognitive aspect, but also at the social-emotional aspect. The decision to accelerate is made carefully and in consultation with parents.​

At our school, we also care for the doubly special students. These are students with both characteristics of giftedness and another learning disability or impairment, such as ADHD, dyslexia, autism or a physical disability.​

With each student, we look carefully at individual needs. In doing so, we consider which challenging support approach best suits the needs of these students.