Practical
information

General
information

Where can you find our play learning center?

The Spaaihoeve is located in the Achtse Barrier district (Woensel-Noord). The school consists of a main building with one floor (ground floor), where there are 4 clusters and a playroom with a total of 17 groups. De Spaaihoeve has been working in accordance with the principles of the Jena Plan since its inception.

How big is our school?

De Spaaihoeve is a play-learning center where approximately 400 children are unique every day. The school is also open to children with special needs. It is important that we can offer every child what they need.

  • School times
  • School calendar
  • Gym
  • Schoolguide

On Monday, Tuesday, Thursday:
Start time 8:30 am, end time 3:00 pm,
with a break from 12 noon to 1 p.m.

On Wednesday and Friday:
Start time 8:30 am, end time 12:30 pm.

There may be occasional changes to school times during events. You will be informed of this in a timely manner via the “Info Bulletin” or a push message (School APP).

View the calendar of the current school year.

Calendar

Gym

The gym class is taught by Jonathan, our gym teacher. The groups 1/2 do gymnastics every week on Tuesday morning and Thursday morning in the playroom at school.
For the gym lessons from groups 3 to 8, we use the Achtse Barrier sports hall, where Jonathan gives gym lessons. 
We walk with the children to the gymnasium, Savoiepad 14. During gym classes, the children wear a leotard or shorts with a T-shirt. They also need sneakers (no black soles) and a bag. Long hair is worn in a ponytail and jewelry must be removed. Don't forget to take the gym bag home with you every week because they are often forgotten!

The school guide is an easy tool for parents; for those parents who already have children at our school, but also for parents who are considering entrusting their children to our school. Click here for our school guide. You can request a paper version of the school guide via the contact page.

Schoolguide

all information

in one place

The Jenaplan

Every child is different and at our school is given the opportunity to develop in their own way and at their own pace. Of course, cognitive development is very important and we offer all the learning material that children should receive in primary school. In addition, full attention is paid to the development of other skills that are important in our rapidly changing society: learning to collaborate, do business, plan, create, present, reflect and justify. This makes Jenaplan education a dynamic form of education that fits in with developments in our society.

Watch the video with more explanation about the Jena plan

To undertake 'your initiative is welcome'

  • coming up with new things and solutions
  • taking initiative, raising issues, making proposals
  • try it out, original choices
  • use qualities effectively
  • show ambitions, believe in them, persevere
  • act purposefully
  • tapping into sources of information

Planning 'dare to dream'

  • know how a period (lesson, day, week) is structured
  • can tell you what is expected of you
  • collect things quickly and properly
  • doing things in the right order
  • can determine their own learning goals
  • being able to plan a day
  • plan independently for a longer period of time

Collaboration 'together we can do more'

  • share with others
  • giving others “thinking time”
  • listen carefully and respect differences of opinion
  • be socially aware
  • following and giving directions
  • offer to help others
  • respect for school and group rules

Creating 'anything is possible'

  • investigating, taking things apart
  • wanting to know everything, asking questions
  • quickly have original ideas, not being satisfied with just pushing through
  • get the best out of yourself
  • easily switch to another point of view
  • easily build on ideas from others

Presenting 'show who you are'

  • show courage, originality and passion
  • natural authentic attitude
  • contact with the audience - central location
  • use of (large) gestures
  • good articulation, voice volume, speaking pace, dynamics
  • good language use
  • good self care

Reflecting 'what is your wish, what makes you happy?'

  • show what has been learned
  • asking for and giving feedback (tips and tops)
  • tell us how things could have been done differently
  • evaluate the approach and draw consequences from it
  • checking, assessing and determining follow-up work
  • argue why you do what you do
  • putting together portfolios, presenting own development

Justify 'how do you find the effect of what you have done'

  • can tell you why you did what
  • cleaning up stuff
  • taking care of yourself and others
  • ask for an explanation yourself
  • want to participate in discussions and make decisions
  • considering the consequences of actions
  • take initiatives to improve things

Taking care 'we help each other'

  • take care of yourself
  • caring for others
  • take care of materials that you use in the school
  • offer help, especially within the table group
  • keeping your own workplace, workplaces of the group, the school-living-room, school work areas and the immediate school surroundings nice and clean
  • caring for plants and animals

Communicating 'your opinion counts'

  • active listening
  • emphasize dialogue and not discussion/two-way direction
  • open up to the other
  • learning tolerance: patience
  • learning to put thoughts into words so that others understand them
  • developing a good self-image
  • learn to be critical to the information provided
  • can enjoy of what others contribute

Respecting 'being who you are'  

  • learning to take the feelings of others into account
  • learning to think inclusively
  • feeling empathy for others
  • learn to be cautious in judging
  • accept that every person is unique and therefore there may be differences

During lunch time

At the Spaaihoeve, lunch time is well arranged. An association "'t Tussenuurtje" has been created for the organization. Staying over costs 0.75 per time. Parents can arrange and pay for this digitally via the ISY program. As soon as your child attends our school, you will receive a unique code to arrange this. You can decide every day until 11:00 am whether your child(ren) will stay or not. 

Children who remain under the auspices of “t Tussenuurtje” are assigned a class and a supervising parent. This will assist and supervise the children who choose to remain. Children who play outside do so under the supervision of supervising parents. Students bring a packed lunch and a (tightly sealable) drinking cup. Parents are called upon to arrange for the children to stay for lunch.

Coordinator ‘t Tussenuurtje
Denise Maas-Janssen

Parents association

De Spaaihoeve has a very active Parents' Association (OV). Public transport is for and by the parents, but above all for the children. Because your child attends our school, you are automatically a member of the OV, unless you indicate that you do not wish to do so. Important goals of the OV are to organize activities and stimulate parental involvement in the school. Primary school is part of your child's education and training and as a parent you naturally want to be involved.

What does the parents association do?
While the school is responsible for an extensive and varied curriculum, there are also many activities every year that are not strictly educational, but therefore no less important. This includes Sinterklaas, Christmas, Carnival and Easter celebrations. But this also includes the evening four-day events, sports tournaments and the festive last week of school. The parents association plays a major role.

A working group is set up for the organization of each of these activities, including members of the team, the parents association and organizational parents. This working group devises and organizes the relevant activity. They are also present on the day itself. We use parent helpers for extra hands and guidance on the day itself. In addition, there are also active group parents. They maintain contact with the teacher and parents of the class, arrange parent help in the classroom and provide gifts for, for example, the teacher's birthday.

The parents association has a coordinating role in all of this and maintains contacts with the school team, the organizational parents, the core group parents and all other parents.

Communication
Through ISY and the INFO bulletins, OV keeps you informed of all activities and we ask for help if necessary. Naturally, the main group parents will also inform you about this. We would like to hear how we can do even better. Do you have any ideas? Share this with us via [email protected]

You can read more information about which parents are active in the parent association school guide.

School ondersteuningsprofiel

Click here to read the school support profile.

Participation council

Participate in decision-making about the content and organization of education. Parents also participate in our education in a more formal and official way. Through elected representatives in the participation council, parents also have influence on and input into the education policy at our school. The MR (participation council) of our school consists of 4 parent members and 4 staff members.

Members
Parent section:

Daan van de KarRené van BallegooijenAnja HoekstraDaphne Stoepker

Personnel section:

Lian van de BergJosien van BaareMaartje van MoorselHanneke van Vroenhoven

The participation council meets approximately 8 times a year. The dates will be announced in advance. An annual meeting is convened once a year. Elections are held every three years. The reporting of this will also be announced in the information bulletin.

Joint Participation Council
Within the S.K.P.O. organization there is also a Joint Participation Council (G.M.R.). All matters that are of common interest to the schools, which fall under the board of the S.K.P.O., are discussed in this G.M.R. The G.M.R. is composed of the members of the individual participation councils. An equal distribution of parent members and staff members is observed. Also the meetings of the G.M.R. are public and the reports are available for inspection. You can also obtain information electronically via the Internet via the S.K.P.O. site.  There you will find all agendas, reports, current composition, etc.

School management

SKPO – management, organization, schools

De Spaaihoeve primary school falls under the competent authority of SKPO and uses a number of general support functions organized within the SKPO staff office. The foundation has four broad primary schools in Son en Breugel and 31 schools in Eindhoven. The Eindhoven schools are part of a SPIL center or its Integrated Child Center. All SKPO schools work together with their childcare partner on the ongoing development of children from zero to twelve years old. Of these, 32 offer regular primary education and two special primary education (SBO). In addition, our primary school is especially for children of parents who recently lived in the Netherlands. 

Promising education for all students

The SKPO schools are more than an administrative unit. We form a recognizable group of schools for primary education with a common ambition, the same values ​​and a shared social mission: kansrijk onderwijs bieden aan al onze leerlingen. We vinden het belangrijk dat onze doelen en drijfveren zichtbaar zijn door de hele organisatie. Vanuit onze gelijkgestemde basishouding zijn we met elkaar verbonden en versterken we elkaar. 

Strategy and focus 2020-2024

Our schools are located in Eindhoven and the surrounding area: a promising environment with unique dynamics, where working together for progress is self-evident. It is not without reason that we at SKPO attach great importance to creative and independent thinking and have high expectations when it comes to learning and development. 
In order to best prepare our students for their future in a continuously changing world, in addition to our social mission, we will be focusing on three jointly formulated focus points in the coming years. We do this using our motto, being Learning with courageMore of yourself, more confidence, more outside the lines. The focus points are:

  • Challenging and innovative education: students are in charge of their own learning adventure

We challenge our students to the maximum in the context of the constantly changing society. We teach children to be in charge of their own learning adventure. They become owners of their own development. They know what the next step in their growth process is and are intrinsically motivated to take it. In addition, several routes are possible in the organization of our education than just the route of one teacher, one classroom, one subject and one level. Collaborating with students, parents, colleagues and others has an important position in the learning process, for both the student and for ourselves. The use of innovative and digital learning resources supports meaningful learning

  • Global Citizenship: we all speak the language of international

Students, parents, colleagues, we are all global citizens. Everyone is welcome. We treat each other respectfully and openly, regardless of origin, language or religion. We are fully committed to (world) language. All students have knowledge of the world and we encourage learning from each other. We use the power of diversity. A rich diversity of students, parents and colleagues ensures greater (inter)cultural awareness. We teach our students to look critically at who they are and to actively broaden their perspective by meeting others out of curiosity.

  • Sustainability: taking responsibility is a given

Sustainability is a self-evident, recurring item in the thinking and speaking of students, parents and colleagues. This concerns care for each other (including a healthy lifestyle), the immediate environment and the world. Sustainability education is woven into the curriculum. We assess our sustainability practices throughout the organization. We have internalized sustainability; students and colleagues have developed a sustainability conscience. This inner compass helps us make more sustainable choices.

Working on quality

At SKPO we work on the basis of trust in children and we tailor our education to every student every day so that they self-confidently and together take responsibility for a good future. We create a rich learning environment within and outside the school hours and place great emphasis on both cognitive development and personal development. For us, a radiant child who visibly enjoys learning is proof that our education is of high quality. 
This requires an intention that is widely shared and propagated, a sound foundation and a good dose of courage. It also requires a professional culture in which we ask ourselves in everything we do whether it contributes to the realization of promising education for all our students. As passionate professionals, we maintain an open dialogue about this among ourselves and with our partners. We do all this based on the following core values:

  • Development

We stand for learning with courage. Developing yourself is a process of continually setting goals, learning and reflecting. Based on your enthusiasm and motivation, we teach you to utilize your talents and possibilities. We help you do it yourself. Being curious and daring to make mistakes helps learning. We look at others and the world with an open mind. Together we provide a rich learning environment.

  • Individuality

More of yourself. You and all your 'own niceties' are welcome. You are good just the way you are. With your initiatives and ambitions you add something beautiful to the world. Sometimes things go wrong and you may learn the most from that. Then lean on your self-confidence and show resilience.

  • Responsibility

Responsibility and trust go hand-in-hand. We give you plenty of trust and responsibility, so that you can develop ownership. You learn to take responsibility, for yourself and for others. By approaching the other person from a place of trust, you show respect and think in terms of opportunities and possibilities.

  • Connection

Working together and learning together comes naturally to us. We are open to everyone and treat each other with respect. By using the power of diversity, meaningful connections are created. We want to be of significance to each other and we are focused on making each other successful.

View on development

The strategic focus points provide direction and at the same time offer room for the schools' own personal interpretation. We map progress on the strategy annually by means of a course map with 'course keys', which we discuss with each other at school and organizational level. The (G)MR and the supervisory board are also part of this conversation.

Each school follows the course from its own starting point and in its own way, appropriate to the development phase and identity of the school. We emphatically challenge every school to be ambitious in its development, to analyze the results every year and to make adjustments if necessary. We work with a number of quality indicators that provide us with additional and in-depth insight. 
De opdracht van SKPO en de doelen die wij als organisatie nastreven om deze opdracht te verwezenlijken, vertalen we ook door naar de bijdragen die we van onze collega’s verwachten. Dat geeft duidelijkheid naar de betreffende medewerker en daardoor bewerkstelligen we bovendien dat iedereen congruent – en vanuit de bedoeling – zijn/haar bijdrage levert aan wat we met elkaar beogen. 
Het in lijn brengen van de organisatiedoelen naar de schooldoelen en vervolgens naar de bijdrage van de collega’s daarin, is cruciaal voor de doorontwikkeling van onze organisatie. Het past bij SKPO om steeds vanuit onze bedoeling te denken en te handelen en daarover met elkaar het gesprek te voeren. Op die manier komen we tot het best mogelijke resultaat.

Personnel policy

We want to offer students the very best education. We believe that this will be most successful if we place the responsibility for this with the professionals as low as possible in the organization. This also applies to personnel policy in order to find the best fit with the educational mission of the school in question. Collectively we do this by giving space and trust to the professional and integrating this into our personnel policy. 
Space and trust are closely related to responsibility and we have high expectations in this regard. This is reflected in HR themes such as how we deal with absenteeism, mobility and the work distribution plan. In recent years, we have also increasingly seen room for the professional in the collective labor agreement for primary education and we embrace this development with enthusiasm because it suits our organization and we believe that this will benefit the quality of the professional and therefore that of education. comes. 

The current teacher shortage is becoming increasingly noticeable. This puts pressure on the continuity and quality of education. This requires schools to think differently about how they organize education. Questions arise such as: 'How do we deal with the reality that a substitute teacher is not always available? That vacancies cannot be filled or cannot be filled immediately? How do we expand the 'pond' of potential colleagues?' Personnel policy is established through dialogue with our school leaders and they in turn have a dialogue with the team. This is partly organized and structured in, for example, management meetings, team meetings and the various networks for, for example, internal supervisors, VVE coordinators, ICT, etc. For the other part, this arises in dialogue. 

Childcare
Korein

De Spaaihoeve offers day care for children who do not yet go to school. Children from 0 to 4 years old can attend daycare. Here they are welcomed with complete warmth, security and safety. In the daycare center, we pay a lot of attention to physical and emotional safety for the youngest children. But also hygiene and care.

We help children aged 2 to 4 get a good start at primary school. We stimulate your toddler's development with stimulating activities. For example, language development, arithmetic development, social development and motor development. Playful and casual. In a pleasant, challenging environment. We work in themes that connect with the world of toddlers, and use certified methods that we align with the method of the collaborating primary school. This makes the transition to group 1 easy.

  • Day care and BSO
  • Pedagogical policy
  • Pedagogical compass
  • GGD Assessment
  • Our opening hours
  • Register digitally

Do you want your child to have a good time after school? There is plenty to do at the Spaaihoeve! There are also cozy corners to relax. Your child chooses what he or she wants to do.

Children from 4 to 12 years old are welcome at the Spaaihoeve after-school care centre. The guidance and activities are completely adapted to the age groups. The pedagogical staff are knowledgeable, committed and, above all, enthusiastic! Your child will never be bored for a moment.

Day care after school (BSO)
The after-school care takes place in the clusters where children also stay during school hours. The rooms are large and comfortably furnished. Each cluster has its own kitchen and different functions in the space. There are also plenty of outdoor play opportunities in the beautifully landscaped gardens where natural materials have been used.

We also use the games room for activities. After school, the children can first recover from the school day with a cracker or fruit and something to drink. And during the holidays? The after-school care center is there all day and we regularly organize fun outings.

The time at the BSO is divided into recognizable periods with fixed components. But the daily rhythm is also flexible: what the children do is not fixed in detail. After school they mainly have the space to play freely. We also offer children varied and attractive activities during the week. During free play and activities, we pay close attention to children's own initiatives.

At the BSO, children spend their free time. We offer children relaxed, versatile and inviting care. They develop through music and theater, visual expression, books and films, technology and spatial insight, nature, sports and exercise, digital experiences and sometimes also school homework. At the BSO they gain experience in all areas of development, tailored to their own pace, interests and possibilities. This is done in a relaxed manner.

Children are naturally curious explorers and researchers, and we guide them on their journey of discovery. We know the children and their interests and capabilities. As a result, we see opportunities for guidance in all kinds of game situations and activities. We choose what we do per situation: express or help implement children's intentions and plans, think together about new materials or new ideas in a familiar game, ask open questions, look for solutions together, process impressions, involve children, play along, asking for examples, giving examples, giving instructions and much more. We also help children if they cannot or do not dare to do something completely on their own. In short: we stimulate development in every possible way.

Day care before school (VSO)
Do you opt for care before school? Then your child is welcome from 7.30 am. He or she can play there for a while before school starts.

Please feel free to walk in
You are always welcome to come and take a look. Feel free to walk by at the Spaaihoeve. Of course you can also call. We look forward to meeting you!

Children are explorers, researchers, artists, creators, scientists and craftsmen – everything is there in potential.

And every child is unique. Born with its own nature, character, talents and talents. It is up to us to see them, to have every child in the picture. We want to offer all children many different experiences so that they can always take the next step on their development path.

Every day again.

Every day we implement the 4 pedagogical goals from the Childcare Act: providing emotional safety for the child, promoting personal competencies, promoting social competencies, and conveying norms and values. We continuously work on these goals by monitoring the well-being and involvement of the children every day and by adjusting our efforts where necessary.

We get to know the children by watching and listening carefully to them. Does the child feel good (well-being)? And is the involvement high? Those are the questions that matter. The answers give us immediate feedback about our efforts and the interaction with the children. Are we doing the right things? We see it immediately: well-being and involvement are the indicators. Both for an individual child and for the group. Every day we stimulate the well-being and involvement of the children with four pillars:

  • We raise children together
  • In a rich challenging environment
  • With room for initiative
  • Always in dialogue


Our pedagogical approach falls under the heading of 'experience-oriented work'. This means that we empathize with the child's experiences as much as possible.

We provide a setting where children can gain experiences, and we consciously build on those experiences - in a continuous interaction between professional and child. The basis of experience-oriented work is our vision of how children develop. That vision consists of five elements.

Children are researchers and discoverers. Every child develops in their own way. Meaningful play means being able to act, think and process information yourself. Children learn from other children, from adults and from what they see around them. All areas of children's development are important together.

Pedagogical Compass
The Pedagogical Compass is the pedagogical policy of We are YOUNG. It is
intended for all our employees, parents and partners
divisions of Korein, Skar, Kwink, Speelderwijs, KluppluZ, Edux and KSS.

In the Pedagogical Compass you can read how we achieve the four pedagogical goals
and shape the Childcare law. Those goals are: emotional safety for
the child, promoting personal competences, social competences,
promote, and convey norms and values. We are continuously working on
those goals by looking at well-being and involvement on a daily basis
of the children and by adjusting our efforts where necessary.

In addition to the Pedagogical Compass, you can visit the web page of each location
and view the designated pedagogical work plan. You can read how the pedagogical
professionals use the Pedagogical Compass in daily practice.

Display the pedagogical compass

De Spaaihoeve offers care and safety for your child. We work with a well-thought-out pedagogical approach and every child receives personal attention.

GGD inspection reports
All Korein locations are tested annually by the GGD. 

Daycare hours
52 weeks per year (except on public holidays in accordance with the childcare collective labor agreement)

  • Monday to Friday: 7:30 AM - 6:30 PM.


Daycare for toddlers
40 weeks per year (during school weeks)

  • Monday to Friday: 8:30 am - 12:30 pm


After-school care hours (BSO)

52 weeks per year (except on public holidays in accordance with the childcare collective labor agreement) 

  • Monday, Tuesday and Thursday: 3:00 PM – 6:30 PM
  • Wednesday: 12.30 – 6.30 pm
  • Friday: 12:30 PM - 6:30 PM
  • Before-school care: from 7.30 am
  • During school holidays: 7:30 AM - 6:30 PM


We are also open during school study days (studiedagen).

Register digitally
Would you like to register your child for day care or after-school care?

This can be done via the website of Korein.

Register

feel at home at de spaaihoeve

My path,
my future…

View our students' interviews with our educational professionals and parents here!

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