Comparing 9 schools side by side in USD.
The International Waldorf School The Hague is located in The Hague, The Netherlands. The address is 2e Messstraat 31, 2586 XA The Hague. It serves children of the international community in The Hague and surrounding areas. It operates as a non-profit international primary school.
Kindergarten and Classes 1–6 are offered. The Waldorf approach is used for these levels, with the curriculum designed to foster intellectual, emotional, and social development.
The school is a non-profit international primary school. It follows the Waldorf approach within an international context.
The pupil population is diverse with many nationalities represented. The school serves the international community in The Hague and surrounding areas.
English as an Additional Language (EAL) support is provided—10 hours per week for students new to English. A learning support structure includes a Support Coordinator and access to external specialists. Staffing is limited and there are no teaching assistants.
The Netherlands.
The gate opens at 8:25 and the day begins at 8:40. On Monday, Tuesday, Thursday and Friday, dismissal is at 15:30; on Wednesday, dismissal is 12:30.
Dress code for children prohibits clothing with images of death, drugs, profanity or alcohol; branding should be avoided.
Meals in the kindergarten: On Mondays, children bring their own healthy snack and lunch from home. From Tuesdays to Fridays, the school provides all meals (snack and lunch) for kindergarten children. Snack and lunch in the grades school: Primary school children bring their own healthy snack and lunch from home, plus a water bottle; meals are eaten in the classroom under teacher supervision, and children tidy up afterwards.
The IWSTH is part of De Vrije School Den Haag, the Dutch Waldorf school. The Waldorf network in The Hague, Leiden and Rotterdam is governed by Stichting Vrijescholen Zuidwest Nederland (ZWN); the ZWN foundation acts as the responsible authority and employer. Management is led by a central director and overseen by a Supervisory Board.
The International Waldorf School The Hague follows a Waldorf curriculum. Kindergarten (ages 4–6) emphasizes imaginative play, artistic activity, crafts, language, verses, songs, puppetry, fairy tales and storytelling to nurture the whole child; the program is non-academic. The Primary School (ages 6–12) teaches mathematics, language arts, science, history, and more in an imaginative, artistic way to engage both feeling and intellect. Arts are integral: students learn to paint, draw, work with beeswax and clay, sing and play instruments, and pursue handcrafts and other crafts, with a class teacher guiding the same group for several years. The program includes outdoor education, seasonal celebrations and a focus on citizenship and wellbeing guided by the Four Pillars of Wellbeing: Mindfulness, Community, Self-curiosity and Contentment. The medium of instruction is English; Host Country Dutch is taught by a specialist, with English as an Additional Language (EAL) support as needed.
Kindergarten class sizes are 15 students (up to 18 temporarily) and Class 1-6 sizes are 15 students (up to 17 temporarily). In 2024 the school planned to become a complete primary school with three Kindergartens and separate Classes 1-6.
At the end of primary, some pupils move to other international schools. If families stay in the Netherlands and attend international schools, graduates typically earn the International Baccalaureate.
The school emphasises a holistic education where physical education, handicrafts, the arts, respect for nature, and respect for others are as important as mathematics and literacy; this is described as learning with head, heart and hands.
1. Admission criteria are set by the Dutch government. A child may enroll if the following conditions are met: the child has a nationality other than Dutch and at least one parent works in The Netherlands for a period of time; or the child has Dutch nationality and was educated abroad for at least two years because a parent worked abroad; or the child has Dutch nationality and at least one parent will be working abroad in the foreseeable future for at least two years, as confirmed in writing by an employer. Children can start formal education at age four. By parents we mean parents, guardians or caregivers.
2. The medium of instruction is English, and English language support is provided by an English as an Additional Language (EAL) teacher for non-native English-speaking students.
3. To initiate the registration process, fill out the Registration of Interest form. The admissions team will follow up with a request to send your child's reports from their current school (except Kindergarten) and will arrange a meeting with the teacher. Shortly after the call or meeting, the admissions team will contact you to answer any remaining questions and provide the application form.
4. If you have younger children, register them on time (one school year prior to the desired entry date). Siblings receive priority enrollment, but they must still be registered by the parent on time. If a place has not been reserved in advance and class capacity is reached, your child will be placed on a waitlist. Tuition details are available on the Fee Policy page and the School Equivalents chart shows the appropriate class for your child.
If a class is full and a place has not been reserved in advance, the child will be placed on a waitlist. Siblings receive priority enrolment.
Van Heutszstraat 12, 2593 PJ Den Haag, The Netherlands. Lighthouse Special Education and Three Little Ships Preschool are located within the International Department of The Haagsche Schoolvereeniging in The Hague (Van Heutszstraat location). The building is wheelchair-accessible.
Early Intervention group (ages 2.5 to 5) within Three Little Ships preschool; Class 1 (ages 5 to 8); Class 2 (ages 8 to 13).
International special education school.
Cooperation with associated therapists and local Dutch specialists. The school works with psychologists, speech and language therapists, physiotherapists and other professionals to design individualised learning plans; Lighthouse also benefits from a dedicated assessment team and collaboration with Three Little Ships Preschool.
Daily schedule: Lighthouse classes run from 08:30 to 15:00, with a soft start around 08:20–08:45 for related groups. Lunches are integrated as part of the day; there is outdoor playtime and a focus on social and academic development. The Lighthouse program totals about 30 hours of lessons per week.
Bus service is available for eligible students through local transport schemes; reimbursement of transport costs may be possible. The provider options include Wassenaar, Leidschendam-Voorburg and Den Haag.
The Lighthouse Special Education is part of the Haagse Schoolvereniging (HSV) in The Hague.
An individualized curriculum is followed for each student with a strong emphasis on communication and social skills, and on learning how to cope in a school environment. For 5–13 year olds, the School Curriculum places emphasis on basic skills in communication, reading, spelling, language and maths, and is based on the English National Curriculum and the International Primary Curriculum (UK), cross-referenced with the Dutch Primary Education Curriculum. Students work on their own learning goals using a range of materials, including the Edmark Reading Program and Numicon. Students use iPads with apps tailored to their learning level and progress. An Early Intervention Curriculum (Three Little Ships) is play-based and develops communication, social, fine motor, early literacy and numeracy skills, with a focus on independence; the preschool class has a maximum of 16 children, with 11 typically developing and a high staff-to-student ratio.
Preschool Early Intervention class has a maximum of 16 children, 11 of whom are typically developing, with a high staff-to-student ratio. Lighthouse Primary School class has up to 16 children taught by 1 teacher and 3–4 educational assistants.
The Lighthouse Special Education emphasises development of communication and social skills alongside academics. The school maintains a high staff-to-student ratio (1:4) to foster deep relationships and support social and emotional development. It uses three picture-based communication systems—PECS, PODD, and Proloquo2Go—to support nonverbal or limited-verbal learners. The curriculum prioritizes social skills and learning to participate in groups, with goals for language and social development in individual education plans. The Lighthouse supports integration into the HSV International Department, enabling social inclusion and language practice with age peers. The well-being framework emphasizes relationships, competence, and autonomy as core conditions for motivation and well-being.
The Lighthouse Special Education is the only international special school in The Netherlands, offering individualized education to children aged 3-13 who cannot cope in international mainstream education. The school serves students with very complex needs, including non-verbal autism and multi-disabled profiles, with challenges spanning visual impairment, language development difficulties, cognitive and physical disabilities, and behavioural challenges. There are three classes: Early Intervention (2.5-5) in Three Little Ships preschool, Class 1 (5-8), and Class 2 (8-13). Therapeutic interventions such as speech therapy, physiotherapy, sensory integration, and occupational therapy are available during the school day with medical approval; students have Individual Education Plans. The curriculum is taught exclusively in English, with integration into the International Department where appropriate, and resources are tailored to each student's needs.
The Lighthouse curriculum is taught exclusively in English. Some students have English as a second or third language. Many students have limited verbal skills and communicate using pictograms and augmented communication systems such as PECS, PODD, and Proloquo2Go. Where applicable, Lighthouse supports language development through English-language instruction and integration with the HSV International Department. Therapy services, including speech therapy, support language development as part of the school day.
Well-being is central to the Lighthouse approach, guided by three basic conditions: relationships, competence, and autonomy. The school emphasises social skills development and group belonging, including lunchtime activities as part of the educational program. The high staff-to-student ratio enables staff to build trusting relationships and tailor support to individual needs. Therapeutic interventions such as speech therapy, occupational therapy, sensory integration are available to support mental well-being. Individual Education Plans track progress toward social and learning goals, with regular review and adjustment to support students' well-being.
The health and safety of the children are of highest importance. The school maintains a Child Protection Statement and HSV-wide Child Protection Policy, with an Intimate Care Policy for Lighthouse. All staff, interns and volunteers are required to provide a Verklaring Omtrent het Gedrag (Good Conduct) before working. The school provides a Confidential Advisor and an External Confidential Advisor, as well as the National Confidential Advisor for complaints about education. For safeguarding concerns, contact details are available through the Confidential Advisor and External Confidential Advisor.
1. Submit the Application and Required Documentation:
To begin the process, parents need to submit a completed application form alongside a copy of the child’s passport, recent school reports, and proof of eligibility, such as a letter from an employer or a temporary employment contract. It is important to provide detailed information about the child’s learning needs, including copies of any assessments from the past two years conducted by psychologists, physiotherapists, or speech therapists. Parents should ensure that all reports and assessments are fully translated into English prior to submission.
2. Attend an Initial Meeting:
Once the application and documents are received, the Director will reach out to parents to schedule a meeting to discuss the application. Following this meeting and a subsequent discussion with the Pupil Monitoring Co-ordinator, the school will determine if Lighthouse is a viable option for the child. This step allows both the parents and the school staff to clarify the child's specific needs and the school's capacity to support them.
3. Consent to Information Exchange and Further Assessments:
Before making a final admissions decision, Lighthouse staff may need to consult with the child’s current school or therapists to gather more context. Parents will be asked to sign a consent form agreeing to this exchange of information with outside professionals. In some cases, the Lighthouse Assessment Team may require additional assessments to be completed; parents should be aware that these specific assessments incur separate fees.
4. Obtain a Statement of Eligibility:
Because admissions comply with Dutch law for Tailored Education (Passend Onderwijs), every child must receive a formal Statement of Eligibility (Toelatingsverklaring) from the local Dutch Education Board in their residential district. Lighthouse staff will assist parents directly with the application for this statement. It is a mandatory legal requirement before the child can officially start at the school.
The Lighthouse Special Education website does not specify the operation of a formal waitlist or applicant pool system. The policy states that children between the ages of 5 and 12 may be admitted at any point during the school year, strictly subject to the current availability of places. For the separate Three Little Ships Early Intervention program, admissions priority is specifically given to children who turn three years old before October 1st of that academic year.
The school is located at Verhulstlaan 21, 3055WJ Rotterdam, The Netherlands. It is a private international school in Rotterdam. Nord Anglia International School Rotterdam provides door-to-door bus transport to and from the campus, operated by Taxi Wooning V.O.F., with routes planned to minimize journey times. Bus routes are scheduled, with the aim of keeping most journeys to about 45 minutes where possible.
Early Years, Primary, Lower Secondary, Upper Secondary
International private school
More than 230 students from over 35 countries.
English as an Additional Language (EAL) programme provides English language support for students from Year 1 to Year 11; EAL support is provided at no extra cost.
The Netherlands
The school day starts at 8:10 am and ends at 3:05 pm. Foundation 1 and 2 finish at 12:00 pm on Wednesdays. Primary students register at 8:10 am, have a 45-minute lunch break, and afternoon pick-up is at 3:05 pm. After-school care and activities are available on campus after the formal day ends.
Door-to-door bus transport is provided to and from the Rotterdam campus by Taxi Wooning V.O.F.; the service operates on a fixed schedule with routes and zones, and fees are set according to transportation zones; changes may occur for after-school activities.
A NAISR Shark outfit is required for HAPE (Grades 2–8). The outfit costs 45 Euro. Athletic shoes must be laced or velcro with no open toes. All students change for HAPE.
The school cafeteria is run by Innergy and prepares healthy meals for students. Lunch times include a 45‑minute lunch break with Foundation 1 eating in classrooms at 12:00, Foundation 2 through Year 6 eating at 12:00 with a recess until 12:45, and Secondary lunch from 12:45–13:30.
The school uses a House system to foster a sense of community across age groups.
NAISR is part of Nord Anglia Education, a global network of premium international schools.
IMYC and NAISR Pre-IB Programme are used in the middle years; in the upper years, students choose between the International Baccalaureate Diploma Programme (IBDP) or the NAISR High School Diploma, which provides tailored, vocational pathways to higher education. The curriculum is delivered across six core pillars and enhanced by collaborations with MIT and UNICEF via Nord Anglia Education, with further learning through the Nord Anglia University platform.
IBDP points scores are consistently above the global average, and graduates go to top Dutch and international universities.
Graduates attend top Dutch and international universities, including institutions in the UK, US, and across mainland Europe.
The wellbeing programme is underpinned by core values guiding physical health, social development, and emotional resilience. A safe, inclusive, and welcoming environment supports every student's emotional and physical needs. The Primary and Secondary Student Councils give every child a voice and encourage leadership on important issues. The Health, Advisory and Physical Education (HAPE) curriculum teaches students how to look after their physical and emotional wellbeing. The Learning Support Department and Student Services Team include a social and emotional coach and an onsite school nurse, ensuring students are healthy, well, and content. The English as an Additional Language (EAL) team provides support for students who need extra help with English.
The Learning Support Programme provides the academic, behavioural, and social development assistance our students need to thrive. Students who may need academic, behavioural, or learning support are referred to our Student Services Team (SST), which includes the Head of Learning Support, the Principal, teachers, and parents, to assess needs and set goals. Our Learning Support Programme will improve student outcomes by developing the academic, emotional, social, and behavioural skills each student needs to succeed now and in the future. It provides support in the classroom and/or one-to-one, focusing on each student's strengths by personalising learning and modifying the curriculum. It fosters appreciation, acceptance, and respect for individuality, diversity, and each student's preferred learning style. It builds confidence, resilience, and a belief in the student's ability to succeed, supports development of friendships and important social skills, and creates a supportive, caring, and safe environment.
NAISR offers additional English language support to students from Year 1 to Year 11. EAL support is provided at no extra cost. Our expert EAL team create carefully planned strategies that ensure every child learns in a way that works for them. Our EAL programme supports students' linguistic, cultural, social, and emotional transition, while providing the appropriate scaffolding to help them succeed in and beyond the classroom. EAL teachers typically work alongside the student's teachers in the classroom, with direct one-to-one sessions possible when needed. EAL students are made to feel proud of their culture and native language, and their bilingual ability is viewed as an asset.
The wellbeing programme centers on physical health, social development, and emotional resilience. A safe, inclusive, and welcoming environment supports students' mental wellbeing. The Health, Advisory and Physical Education (HAPE) curriculum teaches students how to manage their emotional wellbeing as part of overall health. The Learning Support Department includes a social and emotional coach and an onsite school nurse to support mental wellbeing. The school's EAL team helps students transition emotionally as they acquire English.
Rigorous background screening is performed for staff. Criminal record checks are conducted. A comprehensive safeguarding policy keeps students safe at school.
1. Make an Enquiry
Begin by filling out the online enquiry form. The admissions team usually responds within 24 hours to verify available spots, as the school accepts students year-round based on capacity. This is the time to ask initial questions about your child's specific situation.
2. Take a Tour of the Campus
You can schedule an in-person visit to view the facilities if you are in Rotterdam. For families relocating from abroad, the school offers personalized virtual meetings or online open days so you can explore the campus remotely.
3. Submit the Application and Documents
Complete the online application and upload the required documents, including your child's passport and English-translated school reports (two years for Years 1-12; three years for Year 13). The admissions team will contact your child's current teacher directly for a recommendation form.
4. Complete the Interview and Assessment
The school will schedule a brief interview with you and your child, either on-campus or via video call. Depending on age, language proficiency, and academic background, your child may also need to take a test to ensure the school can meet their learning needs.
5. Finalize the Placement Offer
If successful, the school will offer your child a place and confirm their year group. Placements are based on the child's age as of September 1st and their academic review. You finalize enrollment by accepting the offer and completing the registration paperwork.
6. Prepare for the First Day
The school will send materials to help you prepare for the transition. Students starting in August attend a new student induction day to meet teachers and classmates, while mid-year joiners receive direct guidance from staff to settle into their classes.
NAISR offers an Academic Scholarship Programme for students aged 15–18 (Years 11–13). Eligibility requires academic excellence, creativity and personal initiative, involvement in a range of extra‑curricular activities, and a strong regard from current school staff. Scholarships are awarded to top candidates who can meet the demands of the curriculum and contribute to school life, with recipients required to maintain high achievement and engagement. To apply: download the scholarship application form, write a 400‑word motivation letter addressed to the Director and the Director of Admissions and Marketing, and collect school reports from the past three years; deadlines are 15 April for internal candidates and 1 November or 15 April for prospective/ external candidates; email all materials to scholarships@naisr.nl. After submission, you'll receive an automatic acknowledgement; the academic team reviews documents and references, with internal reviews in April/May and external reviews in November (for a January start) and in April/May (for an August start); the top five finalists are invited to an interview and outcomes are communicated within three working days. If successful, the admissions team guides you through the remaining steps. Documentation is kept for up to 12 months in compliance with GDPR. A downloadable Scholarship Form is available on the page.
The VNS location is centrally situated in a residential part of The Hague known as Waalsdorp, located within the attractive Benoordenhout area. It is surrounded by various international organizations, making it a highly convenient and appealing location for expatriate families living and working in the city. The campus is also easily reachable by public transport.
4-11 years (International Department)
Subsidised international primary education (Dutch government funded)
Pupil support is provided by a Learning Support Coordinator and Learning Support teachers; support focuses on individual needs, including social-emotional development and progress for pupils who may be behind or who are more able.
Netherlands
ID1 to ID6: Monday, Tuesday, Thursday and Friday: 08:45 a.m. start; arrival from 08:15; 15:00 p.m. end; 15-minute morning break; 1-hour lunch break. Wednesday: 08:45 a.m. start; 12:30 p.m. end; break times vary by location.
The HSV does not require pupil's to wear a school uniform.
The HSV does not have a school canteen; students provide a healthy lunch or may go home for lunch on request. Lunchtime supervisors supervise lunches in the classroom and outside, with a contribution collected at the start of the school year for these services. HSV works with different after‑school care organisations for before and after school care.
The HSV is subsidised by the Dutch Ministry of Education. The HSV is governed by the Stichting Haagsche Schoolvereeniging (HSV), with a Supervisory Board and a Joint Participation Council (GMR); the Friends of HSV Foundation (2HSV) supports fundraising and projects.
HSV International Primary School delivers the International Primary Curriculum (IPC). The IPC is based on contemporary brain research and aims to provide a brain-friendly environment that optimises learning. International-mindedness underpins the curriculum, fostering global awareness across HSV pupils. The IPC comprises Mileposts: Early Years Foundation Stage; Milepost One (ID1–ID2); Milepost Two (ID3–ID4); Milepost Three (ID5–ID6). The curriculum framework includes Literacy (England's National Curriculum with The Power of Reading), Mathematics (England's National Curriculum with White Rose), ICT, English as an Additional Language (EAL) with classroom and specialist support, and Host Country, Culture and Language (Dutch lessons). The Social and Emotional Curriculum draws on IPC goals and the Jigsaw programme.
Pupil support includes provisions for more able pupils beyond the regular curriculum. The Learning Support Coordinator and Learning Support teachers coordinate with specialists; the first point of contact is the classroom teacher. Progress is monitored and the curriculum is adjusted to support individual needs.
The IPC social and emotional curriculum and the Jigsaw program form a central part of HSV's social and emotional learning, with personal goals guiding development such as being adaptable, communicative, collaborative, empathetic, ethical, resilient, respectful and thoughtful.
Pupil support adapts teaching to meet each child's needs; it serves those who need help catching up as well as pupils who can handle more than the regular curriculum. The Support Team includes a Learning Support Coordinator and Learning Support teachers, with the teacher as the first point of contact and the team available to assist behind the scenes.
The majority of HSV students speak or hear other languages at home and learn English as a second or third language. The EAL team and class teachers provide additional support to enable English language development and curriculum access, including short withdrawal sessions for vocabulary, phonics, reading and writing, and EAL specialists in the classroom. First-language maintenance is encouraged with an additive bilingualism approach; once English proficiency allows access to the curriculum with minimal support, students exit EAL and begin Dutch lessons. Host Country Culture and Language lessons include three Dutch lessons per week.
The school integrates a social and emotional curriculum as part of IPC, with the IPC goals and personal goals guiding social development and wellbeing, and a focus on building social skills, collaboration and resilience within a safe, caring environment.
Safety, welfare and anti-bullying are addressed through a formal safety policy and safety binder, with ongoing communication about safety to pupils, staff and parents and procedures to prevent, record and evaluate incidents.
1. Check Admission Requirements
Children aged 4 to 11 are eligible to apply if they meet specific criteria, such as being non-Dutch nationals with parents working temporarily in the Netherlands. Families must provide employer documentation proving their temporary residence status to qualify. Admission is always subject to seat availability across the four locations.
2. Make First Contact
Parents with questions can submit an optional Registration of Interest form to the admissions team. If you already have all the necessary information, you can skip this step and proceed directly to the formal application.
3. Submit the Admission Application
Apply through the school's online portal by uploading the required documents, which include your child's passport, recent school reports, and written employer confirmation of international mobility. The admissions team will review your file once all documents are submitted, and no student interview is required.
4. Pay the Application Processing Fee
A non-refundable, one-time fee of €150 per child is required before the school will process your application. This payment covers administrative costs and does not guarantee a placement or count toward annual tuition fees.
5. Receive Confirmation
The Admissions Office will acknowledge your application on the portal and officially place your child on the waiting list once all checklist items are complete. Parents can log into the Admissions Portal at any time to track their application status.
After all required items are submitted, the child will be wait listed. You can track the status of your application through the Admissions Portal.
Located in the centre of Rotterdam, a short walk from Rotterdam Central Station. The address is Graaf Florisstraat 56, 3021 CJ Rotterdam, Netherlands.
Primary school.
International primary school.
Over 69 nationalities represented; 280 pupils.
English as an Additional Language (EAL) program to support pupils who do not speak English.
Netherlands; member of Dutch International Primary Schools and Stichting BOOR.
School days: Monday and Tuesday 8:30–15:00; Wednesday 8:30–12:30; Thursday and Friday 8:30–15:00.
After School Care (BSO) is available; care during school holidays is also possible.
All children eat their lunch at school and should bring a healthy packed lunch and a morning snack. Sweets, chocolate or chewing gum are not allowed during school hours; no glass bottles or fizzy drinks. Harbour International is a nut-free school; lunch supervision is provided by overblijf teachers during the lunch break. After School Care (BSO) is available, and care during school holidays is also possible.
Harbour International is state-funded and is part of Stichting BOOR; the Board of Education for Rotterdam (BOOR) is the managing group for primary and secondary education in the Rotterdam area, and all staff are employed by BOOR. Harbour International is a member of the Dutch International Primary Schools and of Stichting BOOR.
The International Primary Curriculum (IPC) is used, combined with elements of the British curriculum. All lessons are taught in English. Dutch culture is integrated through All about the Netherlands activities.
Harbour International provides a safe, caring environment and a strong sense of community. The school emphasises individualised development and international mindedness. Pupils are taught in English by experienced teachers in a diverse, international community. The school is located in central Rotterdam and maintains small class sizes to support personalised learning (average around 18 students, never more than 22).
EAL teachers work with non-English-speaking children from groups 2–8 to support learning of English as an additional language, in small groups and in the classroom to help access the full curriculum.
1. Initial Enquiry and Eligibility
Parents must confirm they meet the eligibility criteria of having a non-Dutch nationality and a temporary stay in the Netherlands. You then submit an admission enquiry form detailing your child's date of birth, arrival date, and any support needs. Accurate birth dates are essential, as the school places children strictly by age rather than academic level.
2. Application Review
The school reviews applications within six weeks, though they may extend this by up to four weeks in rare cases. The admissions team evaluates any submitted school reports, learning support evaluations, and EAL assessments. For preschool-aged children without prior school records, parents will be asked to complete alternative intake forms.
3. The Intake Visit
Because the school does not host general open days, prospective families are invited for an individual intake visit. This informal meeting allows staff to explain daily routines and guide you through the classrooms. It also provides an opportunity for the staff to interact with your child and help them become familiar with the new environment.
4. Securing the Placement
Once the school confirms space in the appropriate age group, you must pay a one-time, non-refundable application fee to reserve the spot. The standard annual school fees are not due until your child officially starts attending classes. If the required age group is at capacity, your child will be placed on a waiting list.
5. Final Document Submission
To finalize enrollment, you must submit a copy of your child’s passport showing their full name and date of birth. You are also required to provide proof of your temporary status in the Netherlands, such as an employment contract or a letter from your employer. Finally, a recommendation form from your child's previous school must be submitted if they are of school age.
All new applications are automatically placed on a waiting list; the admissions officer informs applicants of their waiting-list position.
Klimopzoom 41, 2353 RE, Leiderdorp, Netherlands. Located in the Leiden–Leiderdorp area within the Randstad, the school serves the international community in this region.
Primary education with international orientation embedded in the Dutch system. It is part of The Dutch International Primary Schools (DIPS).
Private international school operating within the Dutch education system; partly funded by the Dutch government. It is a member of The Dutch International Primary Schools (DIPS) and is part of Stichting Montessori Onderwijs Zuid-Holland.
Special Educational Needs; English Language Support; Dutch as an Additional Language (DAL).
Netherlands (affiliated with The Dutch International Primary Schools, DIPS).
No religious affiliation.
School commences at 8:30. Mid-morning break is between 10:15 and 10:45. Lunch break is 11:45–12:45 for groups 0–3 and 12:15–13:00 for groups 4–7. School finishes at 14:45; on Wednesdays 12:30; on Fridays groups 0–4 finish at 11:45 and groups 5–7 finish at 14:45.
ESTEC (European Space Agency) organises a bus to and from school for children of ESTEC employees; only ESTEC parents can apply for the bus via ESTEC HR. The bus has priority at the start and end of the school day.
Boarding is not offered; after-school care is provided through partnerships with Stichting Kinderopvang Leiderdorp (SKL), Teddy Kids, Catalpa and Floreokids.
No uniform is required. Children wear comfortable, hard-wearing clothing and indoor wear consists of plimsolls, soft-shoes, or slippers.
Children bring their own snack and lunch from home each day; no nuts due to allergies.
Elckerlyc International School is governed by Stichting Montessori Onderwijs Zuid-Holland (MZH), a foundation that oversees several Montessori schools. The MZH has a non-executive board of five independent members and an executive board of one member; Elckerlyc has two directors representing the two schools within MZH. The Joint Participation Council (MR) provides information, advice and approval on policy.
The International Primary Curriculum (IPC) is a comprehensive, integrated and inquiry-based curriculum. It uses a thematic, creative, and inquiry-based approach to teaching and learning and supports both teacher-led and child-led learning. The aim is to develop motivated, independent and curious learners who are self-aware and reflective; the personal goals are to be thinkers, adaptable, resilient, collaborators, communicators, respectful, empathetic and ethical. At Elckerlyc, IPC learning covers science, art, design technology and innovation, geography, history, and health and wellbeing, following on from the Learning strands of the International Early Years Curriculum (IEYC) taught in the foundation stage (Groups 0 and 1). In Milepost 1 (Groups 2–3), Milepost 2 (Groups 4–5) and Milepost 3 (Groups 6–7) students develop increasingly sophisticated skills and understanding. Elckerlyc International is a member of The Dutch International Primary Schools (DIPS) and operates within the framework of the Dutch educational system; it is partly government-funded to keep education affordable for expat families. Progress to secondary education is described in the School Guide 2025-2026, which notes that Elckerlyc has close links with Rijnlands Lyceum in nearby Oegstgeest and Wassenaar; Rijnlands is an international school offering education for students aged 11/12 to 16/17 as well as a two-year course leading to the International Baccalaureate. The education received at Elckerlyc is designed to prepare children to continue a learning programme by meeting the educational level requirements of the British, the American and the international education systems, regardless of the chosen secondary school. It is also possible to continue secondary education at other schools: ISH (the International School of The Hague), the British School in The Netherlands (Voorschoten), the American School of The Hague (ASH) in Wassenaar, and The European School of The Hague. The Director can provide advice on any other schools in The Netherlands or abroad.
The school is a warm, welcoming, and culturally diverse community. It provides opportunities for children to discover and explore their strengths through an engaging curriculum. The school inspires learners to be responsible, resilient, globally and environmentally aware, and it fosters empathy and respect for different cultures. IEYC and IPC are followed with a focus on personal and academic goals; emotional maturity is developed through the PSHE program Jigsaw; languages are promoted to enable learning, including English as a primary language for academic and social development, and integration into Dutch society with home‑school partnerships. Legal objectives include continuous development of the child and addressing social‑emotional development while respecting heritage.
The International School Elckerlyc has a small SEN department providing educational, social, and emotional support. When applying, parents provide information and reports from psychologists, speech therapists, and specialist teachers. If progress is not as expected, there are discussions between class teachers, the SENCO, the SEN teacher and parents, and any further assessment may be carried out in school or by external professionals. Following assessment, an Individual Educational Plan (IEP) is drawn up. There is a bilingual Speech Therapist based at the school who screens all pupils in group 2 and works with pupils identified by the teachers and SEN department. Support for all pupils is provided in‑class, by the class and SEN teachers, as well as outside the classroom in small group activities and on an individual basis.
At Elckerlyc, we celebrate the multilingual identities of our English language learners. We encourage students to maintain their home languages while learning English. Children learning an additional language can become conversationally fluent in one to two years but may take five to seven years to achieve competence in English. All new students' language proficiency is assessed and appropriate support is put in place; an Intensive Programme is offered to all beginners and ELLs are supported by the English Language teachers, in class or in a small group. We have a team of specialist ELL teachers who liaise closely with the classroom teacher to enable continual progress in English, recognise and understand their own bi/multilingualism and gain confidence in pursuing all languages, and families are encouraged to actively pursue the development of the home language/s within the home.
Jigsaw is the whole school social and emotional development programme that we follow at Elckerlyc. There are six ‘Puzzles' taught throughout the year at age‑appropriate levels in groups 0‑7. Each Puzzle contains six ‘Pieces' of lessons that aim to develop emotional literacy and social skills through familiar activities, calm time, learning tasks, and reflection. Jigsaw covers real issues such as body image, cyber and homophobic bullying, and online safety, and helps build resilience and self‑esteem. Jigsaw is closely linked to the IPC and reinforces the IPC Personal Goals.
The school follows a Needs Based Approach (NBA) to identify and allocate support for pupils with special educational needs, with seven pillars guiding the process. The SENCO provides the first safety net for teachers and oversees the support process. The Internal Care Committee (ICC) includes the director and the SENCO and optimizes care plans, with input from PPO advisors and other external professionals when needed. External contacts for safeguarding and support include PPO advisors, the Youth and Family worker, the school doctor, and other specialists. Parents are involved at all stages, and the process includes signaling, consultation, and support team meetings leading to development plans and evaluation. For students needing extra support, an IEP is written and evaluated after 6‑8 weeks.
Registration of interest is submitted online. If placement is possible, applicants are invited to complete the Online Application form and are invoiced for the registration fee. The application requires information about the child's school history, including report cards. Admission to Group 0 is dependent on full-time attendance and the start date.
No waiting list.
Winford Bilingual The Hague is located in the Bezuidenhout area of The Hague, Netherlands. It is within walking distance of The Hague Central Station. Address: Bezuidenhoutseweg 91, 2594 AC Den Haag.
The Hague campus serves children aged 4 to 12 with a bilingual pathway. From age 9 to 12 there is a Dutch curriculum stream alongside the bilingual program.
Private Dutch school offering the Dutch national curriculum in a bilingual environment. All core subjects are taught in both Dutch and English, with a dual immersion approach that links the Dutch, UK, and IPC curricula.
Netherlands
The school day runs from 09:00 to 15:00, with drop-off between 08:45 and 09:00. Wednesdays are a half-day, finishing at 13:00.
An after-school transport arrangement with Amforça provides bus pickup from Winford Bilingual to Amforça locations, including Overbosch.
All lunches and morning snacks are provided every day and are included in the school fee. A warm healthy vegetarian lunch is made by the school's in-house cook.
The school is a private Dutch school offering the Dutch national curriculum in a bilingual environment and is part of the Winford group of schools.
Winford Bilingual The Hague provides a total immersion, dual-language primary education for students aged 4 to 12, with a Dutch curriculum stream for students aged 9 to 12. All core subjects are taught equally in Dutch and English, with IPC taught in both languages. The Dutch national curriculum forms the base, with the UK national curriculum running alongside it, linked by the International Primary Curriculum (IPC). The classrooms have two fully qualified teachers, one native English speaker and one native Dutch speaker, with around 20 children per class. Families may choose bilingual or Dutch-only language tracks after age 9, and the program prepares students for Dutch or international secondary education.
Two teachers per classroom and about 20 students per class.
Graduates typically move on to Dutch secondary schools or International secondary schools, with options to continue in British, Dutch or international education pathways.
Social and emotional benefits to being bilingual. Being raised as bilingual enhances reading social cues, reduces social shyness, and strengthens active listening skills. These skills help children make friends, understand diversity, and integrate into diverse environments. The bilingual setting fosters a sense of belonging and inclusion as part of everyday learning. The school emphasizes a nurturing environment where individuality is celebrated and learning is an exciting lifelong journey.
All subjects are taught in Dutch and English; two teachers per classroom, one English-speaking and one Dutch-speaking, with each teacher speaking their native language to students. The Dutch national curriculum is taught alongside the UK national curriculum and the International Primary Curriculum, with all subjects taught in both languages. The programme is recognised by the Dutch schools inspectorate. Families can choose bilingual or Dutch-only language tracks after age 9. IPC is taught in both English and Dutch to foster bilingual fluency across the curriculum.
Winford Bilingual uses Positive Discipline, which is based on kindness and firm guidance, mutual respect, and constructive communication. The approach emphasizes belonging and significance, long-term development, and social and life skills, helping children become independent and understand logical consequences. The aim is to create happy, capable, and kind learners who can navigate social situations respectfully and effectively.
Submit the completed form (Word or PDF) along with school reports and CITO results. For children over five, the school will schedule a trial session via the school director. A non-refundable registration fee of €550 must be paid before Winford Bilingual begins processing the application.
Step 2: Provisional Confirmation
The school will email a Provisional Offer once the application is processed. Parents have 10 business days to accept or decline; after this period, the offer is automatically withdrawn, and the process must be restarted.
Step 3: Acceptance
Following acceptance, a non-refundable enrolment fee of €1000 per child is due within 3 weeks. Once paid, the school secures the student's placement and issues a formal confirmation of Enrolment. This fee is separate from tuition and is non-refundable regardless of start date or withdrawal.
Located at Van Vollenhovenkade 15, 2313 GG Leiden, Netherlands. The campus is a short distance from the heart of Leiden and sits in the shadow of the Pieterskerk. A route description is available via Google Maps.
Primary years (ages 4-11).
International primary school.
Protestant Christian foundation; open to all religions.
School day runs 08:00–14:00, gates open from 07:45. Students have a 15-minute break in the morning and a 15-minute break in the afternoon, followed by a 30-minute outdoor break.
ISL students are not required to wear a uniform. An ISL hoodie is available as an optional item.
ISL provides warm, nutritious lunches daily through Tommy Tomato for those who wish to participate.
ISL is governed by Stichting Confessioneel Onderwijs Leiden (SCOL).
The school uses the International Early Years Curriculum (IEYC) for Early Years (ages 4-6). The school uses the International Primary Curriculum (IPC) for Primary Years, with Subject, International and Personal Learning Goals defined for each age phase. The IPC provides 146 units of learning, structured as thematic units that cover knowledge, skills and understanding. The school supplements the IPC with White Rose Maths for mathematics, IXL Learning for maths and language arts, Jigsaw PSHE for Personal, Social, Health and Well-being Education, and Code4Kids for coding. The school emphasises inquiry-based learning, ongoing assessment to inform teaching, and a language-friendly, inclusive learning environment across the primary years and beyond.
The school publishes university acceptances in its annual report. The ISL Annual Report 2022-2023 lists university acceptances for 2019-2023, including Leiden University (Netherlands), Imperial College London, University College London, King's College London, London School of Economics and Political Sciences, University of Bath, University of Cambridge, University of Edinburgh, University of Oxford, University of York, and other universities across the United Kingdom, the Netherlands, and beyond.
The school has an English as an Additional Language (EAL) support team to assist students who do not speak English.
1. Review eligibility before submitting your application. Eligibility includes three scenarios: non-Dutch nationality or a foreign passport holder with one parent or guardian temporarily employed in the Netherlands; Dutch nationality with two years of schooling abroad because a parent or guardian was stationed abroad; or Dutch nationality with a parent or guardian who will be stationed abroad within two years for at least two years, demonstrated by a written statement of intent by the parent or employer.
2. Begin the application by clicking 'Apply for Admission' to access the OpenApply portal. ISL uses OpenApply to provide an easy and effective application process. Submit the online application through the portal and contact the admissions team if you need assistance. You may also arrange a campus or online tour via the 'Schedule a Tour' option.
3. ISL uses rolling admissions, accepting students throughout the year if there is availability in the appropriate age group. Admissions are contingent on ongoing availability in the correct age group. The school may admit new students at various times rather than only at the start of the academic year.
ISL has rolling admissions; accepts students throughout the year if there is availability in the appropriate age group.
Wijndaelerweg 11, 2554 BZ Den Haag, The Netherlands. The postal address is The International School of The Hague, P.O. Box 52047, 2505 CA The Hague, The Netherlands. The visiting address is Wijndaelerweg 11, 2554 BZ Den Haag, The Netherlands.
Early Years, Primary and Secondary.
Private international day school.
Over 100 nationalities represented.
Learning Support is provided in Primary and Secondary; English as an Additional Language (EAL) is offered.
The Netherlands.
The Early Years day starts at 8:30 a.m. and ends at 3:00 p.m. The day includes morning carpet time, free-flow play, snack, specialist lessons (PE, Music, Library), lunch and outdoor time, followed by a second carpet time and story time.
Door-to-door bus service is provided by Achttax; routes cover Den Haag, Voorburg, Leidschendam, Ypenburg, Scheveningen, Rijswijk, Zoetermeer and Voorschoten. In Primary, staff supervise students during the bus journey; inquiries can be made via planning@achttax.nl.
No boarding facilities.
Students do not wear a uniform.
Secondary students have an on-site cafeteria. Primary students must bring their own packed lunch.
ISH is part of the Rijnlands Lyceum Foundation, an educational organisation for primary and secondary education in The Hague and Leiden area. Eight Rijnlands Lyceum Foundation schools offer national and international programmes and are overseen by the Chief Executive Officer (CEO) for Rijnlands, Arjan Kastelein; ISH operates as a partially subsidised school, with support from the Ministry of Education and in accordance with Dutch rules for Primary & Secondary education. Each Principal has a leadership team and the administration for both sections is under the supervision of the Senior Leadership Team, and the school has over 350 staff serving about 2,000 students.
The ISH Primary Curriculum is IPC-based and centers on inquiry-based learning across age groups. The Curriculum includes Language Art, Mathematics, Units of Inquiry, Social and Emotional Learning, Physical Education, Information and Communication Technology, Music, Dutch, Art and Drama. Early Years uses a Reggio Emilia and Montessori-inspired approach with free-flow, child-centered learning and a transition into IPC; EY1 begins IPC content as students move into Primary Years. The school supports multilingual learners through English as an Additional Language (EAL) and a Home Language program, and over 80% of students are multilingual. In Secondary, ISH offers the IB Middle Years Programme (MYP) for Years 7–11, and the IB Diploma Programme (DP) or Career-related Programme (CP) for Years 12–13; the DP and CP include subject groups and core components with a focus on preparing for higher education; in DP, students can study their home language as part of the IBDP, including SSST Language A. The Home Languages at ISH Secondary program supports home language development and allows continuation of home languages in DP.
Group sizes are capped at 23 pupils per class.
The Diploma Programme (DP) is a rigorous two-year pathway designed to prepare students for higher education. The Career-related Programme (CP) provides a university- and employment-oriented route in the final years. ISH provides Careers Guidance and information for University Representatives to support university applications, and DP/CP are offered as the primary routes for post-secondary study. The DP and CP are supported by the school's IB framework and university-preparation resources. Home languages can be continued in the IBDP via SSST Language A, extending language study into the final years.
The school prioritises physical, social and emotional wellbeing as essential to personal excellence. It nurtures wellbeing through a restorative approach to behaviour that emphasises relationships, accountability for actions and empathy. Through its programmes students learn that taking care of their own wellbeing supports learning and future success. The Student Charter protects a student's right to be treated with respect and to have wellbeing and personal safety supported. The Learning Support and Student Wellbeing teams collaborate to address social-emotional development, including restorative practices such as connection circles and social-emotional interventions. The school also supports wellbeing through Anti Bullying initiatives and the Health Office.
The school uses a graduated, multi-tiered approach to Learning Support to remove barriers to progress. A dedicated Learning Support Team provides ongoing review and develops individual learning plans. Services cover academic, social-emotional and health supports, including executive functioning, study skills and literacy and numeracy interventions. There are in-class supports, parallel teaching and specialised workshops. The department collaborates with the Student Wellbeing and EAL teams to support academics, behaviour and social-emotional development. ISH embraces inclusion and aims for universal access to the curriculum. All residents in the Netherlands have the right to appropriate education and ISH operates a three-tiered intervention model. It is noted that ISH offers support for a range of needs, including dyslexia, ASD and ADHD, and ISH is not a dedicated SEN school.
Two main EAL programmes operate within ISH. The Academic Language Programme (ALP) for Years 7-9 provides three extra English lessons per week focused on academic language. The Individual Learning Programme (ILP) for Years 10-13 offers additional language support when ALP is not offered. EAL accommodations for MYP phases include 25% extra time in assignments and access to dictionaries for some tasks. The EAL team includes Maria Ferraiuelo, Marta Galinska, Hanna Harmander (EAL Coordinator) and Julia Strohpagel, with contact through h.harmander@ishthehague.nl. The EAL department implements a whole-school language acquisition programme to enhance student learning and wellbeing.
Mental wellbeing is integrated into ISH's wellbeing framework. The school recognises that students achieve personal excellence only if their physical, social and emotional wellbeing is supported and uses a restorative approach to emphasise relationships and empathy. The programmes help students understand how wellbeing supports their learning and future success, and the Student Charter reinforces the right to respectful treatment and personal safety. The Health Office and anti-bullying initiatives contribute to a safe, healthy environment for students. Learning Support and EAL provisions address social-emotional development and resilience as part of the holistic approach to education.
Safeguarding and child protection are a priority at ISH. The school states that every child has the right to develop physically, mentally and socially in a safe and secure environment. Staff have a responsibility to foster a safe, caring and supportive environment inside and outside the classroom. ISH follows up on any allegations or signs of abuse or neglect and may involve local or international law enforcement and Dutch child protection bodies. The welfare of children is the prime consideration in any response, and safeguarding measures include rigorous safe recruitment practices aligned with the International Task Force on Child Protection. The Safeguarding Policy is developed within the context of Rijnlands Lyceum regulations, national and international law and the UN Convention on the Rights of the Child. Designated Safeguarding Leads include dsl@ishthehague.nl, with designated staff for Primary and Secondary and a safeguarding team.
