Our child-oriented approach is based on our core values ​​and visible in the daily actions of everyone in the school. We create a pedagogically and didactically appropriate and stimulating learning environment, so that children are active and involved. We do this by ensuring that our education and activities are close to reality and tailored to the child's capabilities. We ensure that children are actively working, can develop initiatives and learn together. Creating a good pedagogical climate is the basis for our child-oriented approach, because we assume that children only develop in a pleasant atmosphere in which they feel safe. From relationship to performance!

We have high expectations (in the zone of proximal development) of children and give them feedback on their learning process during child conversations, reading conversations, guided practice, thematic work and the Master Test of the School Writer. We teach children that we consider the process of learning and development to be just as important as the result.

At our school we provide:

A positive learning environment, in which children feel safe and relaxed and:

• can and may make mistakes;
• can and may be yourself;
• feeling accepted, heard and seen;
• know that they matter;
• have a connection with the teacher;
• feeling balance between effort and relaxation;
• being in a calm, predictable and structured environment where the atmosphere is good;
• having confidence in themselves and their environment also expresses this.

An offer that suits the child's capabilities and:

• receive guidance and challenges tailored to them;
• receive feedback appropriate to their development;
• the teaching material and working methods are offered repeatedly;
• can process teaching material in a way that suits them.

An offer that matches reality of the child and that they:

• are triggered in their own interests;
• engage in meaningful activities and understand the importance of what they will learn;
• being in a rich learning environment;
• to be/become curious and amazed.

Variety in activities, so that children:

• being able to learn while moving;
• learning through play;
• be intrinsically motivated;
• experience sufficient variation between effort and relaxation.                              

Ownership of children, so that they can take initiative en:

• have (co) control over their own learning process
• can reflect on their own process and product.

An environment where children learn together and:

• being able to work alone and together;
• being able to explain to someone else;
• have a good example.