At Kindcentrum Antonius we want all children to feel safe. After all, you have to feel safe in order to develop yourself and be happy.

We do everything we can to make it (socially) safe for every child at school, but we also know that this is not always possible. Bad things can sometimes happen, especially out of sight of parents and/or teachers, and every time it does happen is one time too many!

That is why we use the M5 approach!

The M5 approach makes it (partly) possible to make our school safe for all children. As adults we can ensure social safety and children can help with that. The M5 approach includes four steps: 

1. Reporting inappropriate behavior. Only when we know what is happening can we take action;
2. Discuss trends of cases regarding bullying with the children in the group;
3. If necessary, discuss a report with the child about whom the report was made. We then talk briefly about how the behavior needs to stop and about what it takes to stop it. We keep the conversation small, because the child knows what it is about and now has to do something else. We give the child the opportunity to show different behavior on his own and then continue to monitor this closely;
4. If it turns out that a child is unable to stop on his or her own, we offer helpful measures.

Parents are always informed (by members of the M5 steering group) after we have had an individual conversation with their child about this subject.

Report bullying
Children from year 4 and up and all parents at our school have the option to report inappropriate behavior by fellow students. You can think of bullying cases in the following examples:

• you are not allowed to participate
• you are being yelled at
• you are hit or kicked
• you don't like a certain place
• they make fun of you
• they break or lose your belongings

You can report a bullying case here

In addition, structurally Rots & Water lessons are held in all of our classes.

We also have an anti-bullying coordinator (Helen van Zeeland) at school who is also a member of the M5 steering group and we use a bullying protocol.

School contacts

If, despite the use of the M5 approach, the Rots & Water lessons and the bullying protocol, a child or parent encounters an unpleasant situation, he/she can discuss it in confidence with one of our school contacts. They will listen to the situation of a child or parent and refer to an agency/person that offers help. Nienke van Slageren and Desirée Renders are our school contacts.

Our courses

The classes: “Language, English, Spelling, Technical reading (for group 3) and math lessons” are offered at our school in the form of 'courses'. For these subjects, the children first receive a short activating instruction, then they practice the instruction under supervision and finally they work independently (or in groups/pairs) to practice what has just been learned. Finally, the class reflects on what has been learned and how it went. Our courses cover the progression test and are based on the core objectives and TULE objectives. They contain the reference levels for language and arithmetic and are in line with the child's educational needs. In addition, the courses are deepened and broadened where necessary, so that the child can undergo uninterrupted development and is well prepared for further education.

Our thematic working

The classes: “Geography, history, biology, citizenship, vocabulary, visual arts, drama and digital literacy are offered thematically. Each theme goes through different phases, where we always look carefully at what the child indicates and/or needs. 

1. Phase red: children are introduced to the theme and the goals within this theme
2. Phase orange: children learn about the theme and children's prior knowledge is activated
3. Phase yellow: children come up with a research question that fits the theme
4. Green phase: children look for answers to the research question
5. Phase blue: children process the information obtained into a piece of work/end product
6. Purple phase: children present the project/final product to the group, parents or others
7. White phase: the theme is evaluated

Within thematic working, children learn future-oriented skills such as: “Planning, communicating, collaborating, creating, reflecting, presenting, collaborating, accounting, entrepreneurship and ICT skills.

What makes our school special is the range of services it offers

1. Science and technology lessons provided by Mad Science
2. The visual arts lessons provided by an artist
3. De gymlessen verzorgd door een vakleerkracht
4. The classes of Rots & Water provided by Rots & Water specialists
5. The after-school care activities provided by external providers such as Partou
6. In the Adventurers we meet the educational needs of cognitively very talented children.

POINT stands for ‘Passend onderwijs voor Ieder Nieuw Talent, which means appropriate education for every new talent. The number 040 is the net number of region of Eindhoven.
POINT is a workshop for educational research related to cognitively talented children. Here, educational practice and scientific research are connected. Scientific research in which the researchers shape the research together with the teachers.

Objectives POINT 040
Shaping a sustainable, professional learning community in which there is sustainable collaboration (even afterwards) on themes that are consistent with appropriate education;

1. Knowledge development and knowledge sharing by scientists, schools, teacher training colleges regarding (high) giftedness;
2. Developing an investigative attitude and investigative capacity among the participating teachers.

POINT at Kindcentrum Antonius
The Stichting Best Onderwijs has been actively since September 2020 affiliated with POINT040; Colleague Gabriëlle Vernooij participates on hehalf of Kindcentrum Antonius.  

More information
At https://www.point013.nl/ you can read more about the POINT workshop and the various studies, including this knowledge videoclip.

School support profile

The school support profile provides an overview of the possibilities, limits and ambitions that the school has when it comes to providing appropriate education to students with specific (extra or supplementary) educational needs.

Our limits but also our possibilities are shown schematically in chapters 4 and 5.

The school support profile shows whether the school meets the basic support established by the school board and the partnership. In addition, it is indicated for which students with specific educational needs the team has an arrangement.

Based on this overview, the partnership can determine for which children facilities are available and where. The school board and the partnership can then provide an appropriate education to all students in the region via a developed policy. The school support profiles of all schools together form an important building block for developing succeeding policies upon, for instance for the allocation of support, the distribution of resources and arranging a good response to the educational needs of students.

Here you will find our school support profile.