BSB Annual Report 2013-2014

Annual Report2013 – 2014

Report from the Chair of the Board of Governors

Report from the Principal

Report from the Vice Principal (Secondary)

Report from the Vice Principal (Primary)

Student Diversity

Balance Sheet

Income & Expenditure

Examination Results 2014

Year 13 Leavers and their Destinations

Service Learning

Report from the Chair of FoBSB

FoBSB – Funds Flow Statement

Philosophy and Objectives, 2020 Vision

Definition of Learning

Definition of Internationalism

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The British School of Brussels | Annual Report 2013 - 2014

Contents

These are truly exciting times for BSB with a record number of students, outstanding external examination results and an ambitious building project to provide world class sporting facilities including a state of the art swimming pool completely funded by accumulated surpluses from robust financial operation.

The Board of Governors has determined that BSB should be recognised as a world class international learning community and has set objectives to be welcoming and caring; working together to challenge everyone to achieve their academic and personal potential; inspiring an on-going desire to broaden minds and horizons; nurturing global awareness and realising success. The BSB Board of Governors encapsulated these objectives into “Learning Together, Inspiring Success” which is our ubiquitous tagline.

The Board of Governors has also set out a Strategic Vision for BSB such that, by 2020, BSB will be known as the first choice for students, parents and professionals; as a world class learning community recognised for its state of the art campus facilities including sport and performing arts areas; a commitment to languages including bilingual programmes in French and Dutch; a creative and evolving curriculum

providing a range of options for all learners from 18 months to 18 years, including British and International qualifications; enhancing learning through leading edge technologies; leading excellence and innovation in professional practice and development, and active, ethical and purposeful engagement with the world around us.

With this philosophy, these objectives and this strategic vision in place, BSB will continue to encourage its students to perform to the very highest level of their academic capabilities and to instil in them a lifelong love of learning. BSB will help students develop their personal and social skills, including an international outlook, to succeed in the ever-changing world around us. BSB will support its students to appreciate, enjoy and excel in whatever their interests or talents are, be it sport, music, art or drama. BSB will foster a safe, friendly and caring environment as well as making students aware of others less fortunate than themselves.

Assisting the Board of Governors, there are seven very active sub-groups: Curriculum & Learning, Finance, Human Resources, Marketing, Premises, Governance & Co-Options and Information & Communication Technology. These sub-groups prepare much of the ground work prior to making recommendations to the Board of Governors. There is extensive voluntary involvement from parents and other external parties in these sub-groups which is crucial to the work of the Board of Governors. If you are interested in contributing your particular skill set to one of these sub-groups, I would be very interested to hear from you.

I would like to thank everyone who provides so much support to the BSB including staff and parents. Finally, my thanks to the students who make it all worthwhile.

I wish you all a happy and successful school year.

Ian BackhouseChair, Board of Governors

September 2014

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Report from the Chair of the Board of Governors

What a bumper BSB year - from Kindercrib to Year 13! As you will have seen from the headlines this summer, it was a superb year for our oldest students in their public examination results. For the first time in the school’s history, we recorded 100% pass rate in all three Year 13 pre-university routes; A Level, BTEC and IB Diploma, a tremendous testimony to the dedication and diligence of our students and staff. In addition to this, 96% of BSB students got into their first choice of university worldwide, including all of our medics. Of course the results’ headlines only give you the raw data, but the value added scores, as calculated by the University of Durham CEM Centre, were also some of the highest in the school’s history, and indeed off the scale for the Year 12 AS Level; all very pleasing indeed… but more of that in Gary’s report!

Of course everything we do, the success of everything we measure, must be founded upon learning. This is visible at BSB from the youngest children upwards, as they reflect on their learning in ILTs and set themselves learning challenges that require serious investigation and real team work. All of our students embrace the learning opportunities at BSB, within and beyond the classroom, from Primary Gardening Club to Year 12 MUN. Learning is also fostered by the arrival of visiting speakers and experts in their field, and by visits out of school. Last year I could mention Baroness Ashton’s visit

to the Year 13 Government & Politics class, where she gave them first hand insight into the very international relations issues that they were tackling in their A2 exams. Our Year 6 student delegation ensured that BSB was the only school invited to a special ceremony for EU Children of Peace, to mark the launch of the EU’s project following the Nobel Peace Prize awarded to them the previous year – what an amazing experience for those students last autumn. Of course our learning in History has also been most poignant this year as we launched our WWI commemorations across both schools, supported by the arrival of renowned War Correspondent, Kate Adie, who spoke to students and later a wider audience about the role of women in the First World War. In turn, children of all ages have enquired about the wartime lives of their ancestors and written up accounts which are now on display in a special exhibition in the Social Area, covering perspectives from many nationalities.

Thinking about our tagline, I am also proud of the way that BSB encourages working together in so many small ways every day, as well as in larger scale gestures. We saw this in the immediate whole school response to Typhoon Haiyan in the Philippines and the superb charity work this year, culminating in a re-launched Super Saturday where teams of parents, staff and students of all ages competed for the Hercules trophy. What is more, the Best of Both (BoB) Smarties campaign captured the imagination of all ages and enabled us to provide 320 desks (seating 640 children) at our partner schools in Bolgatanga. This summer also saw the second student trip to Northern Ghana where Year 12 students did some ICT and English teaching as well as voluntary work in a medical centre and painting classrooms in our partner schools: all of this is movingly presented in 5 films on tvbrussel made by the film crew who were also there. In the Primary School, we launched a new peer mentoring programme, training students to ensure that everyone is playing together at break times. And what better typifies the concept of togetherness than the Duke of Edinburgh International Gold Award? Last year BSB celebrated seven students who achieved this and we were delighted that Prince Laurent was able to hand over the certificates at our Secondary Awards Evening in June.

However, I could not reflect on the concept of ‘togetherness’ at BSB without noting the FoBSB who last year further strengthened the school’s links with the Belgian Special Olympic organisation. This has been a charity close to our

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Report from the Principal

heart and BSB students, staff and parents are gearing up to volunteer for the European Games being hosted in Belgium as I write. Most excitingly, funds raised have ensured that BSB is sponsoring 26 Belgian athletes at this year’s games, thanks to the parent ball, all the BSB sports clubs as well as other associated groups, families and companies connected with BSB – more than double our initial target. Most special of all, however, must be the ‘togetherness’ we feel when the Special Olympic athletes contribute to our annual gymnastics display at the end of the Spring Term as well as competing alongside BSB students and parents at Super Saturday and the Secondary School Sports’ Day. It feels like real and meaningful ‘togetherness’.

But let’s turn to inspiring. I believe that the BSB staff are indeed inspiring; you just have to look at what our students, past and present, achieve, to see the fruits of this claim. However, the best thing about being a teacher is that we are inspired daily by the students whose lives we are so privileged to share. And inspire us they do. Charities Week hosted a basketball wheelchair match and established for the first time a link with the Leuven Bears thanks to our Year 10 students. That was probably my most inspirational moment of the year, whereas the Year 13 Economics students who went to hear President Obama’s address at the BOZAR in Brussels would probably vote differently – what an incredible opportunity that was for them! The Year 10 Fairtrade group worked tirelessly to advance the cause at BSB, presenting to governors, students and staff alike and, in the end, achieving for BSB the status as the No 1 Fairtrade School in Flanders – what an inspiring achievement!

Those of you who attended our music concerts will not fail to be delighted with the skills and abilities of our students. From Jazz to Rock to Classical throughout the year, depending upon the occasion, students of all ages inspire us in so many ways; and in particular the talent of some of our youngest students is tremendous. The same can be said for the presentational skills of students who performed in the Primary Year Group productions as well as the Secondary performances of Jesus Christ Superstar and Treasure Island. BSB students show confidence and engagement in all that they do and it’s a delight to see them in action.

But of course all organisations are measured by their success, and last year we were shortlisted as one of the top three schools in the world for British International School of the Year against two very different schools in India and New Zealand. Although we did not win on this occasion, the bilingual programme was the project that helped us to achieve that accolade; a successful and popular programme it has proved to be and we were delighted that BSB’s curricular innovation was recognised on a world stage.

Finally, the end of the year saw the farewell to the old gym, the last Music concert on the Groenplan and the moving of PE changing rooms and offices to start Project 3-2-1! The largest investment in the school’s history started with the internal road developments, finishing the drainage work started last summer and readying the site for the new build. We are so fortunate to be working in a school that prioritises the children in every area; their learning, their facilities and resources, supported by a fantastic team of teaching and support staff. This report can only provide a flavour, but it reflects a bigger and more detailed picture of Learning Together, Inspiring Success. That is our aim, in every area of school life, and we thank you for your support as parents in helping us to achieve it.

Sue WoodroofePrincipal

September 2014

I believe that the BSB staff are indeed inspiring; you just have to look at what our

students, past and present, achieve, to see the fruits of this claim. However, the best

thing about being a teacher is that we are inspired daily by the students whose lives

we are so privileged to share. And inspire us they do.

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At the beginning of my second year at BSB, I am delighted to report back on our excellent examination results for 2014. As you will read in Sue’s report, the headline figure is an unprecedented 100% pass rate for the IB Diploma, BTEC and A Level. Our grades in all three courses have translated into impressive university places with a marvellous 96% of our students obtaining their first choice university place, and 99% their first or second choice. A 100% pass rate is impressive at IB given that around 21-22% of students worldwide do not achieve the Diploma every year. Our proportion of students above 36 points was well above the world average (2013). Even more welcome was the percentage of students (79%) with 30+ points which was not only above the world average, but well above the BSB average over the past seven years. Our highest points score was 44 out of a possible 45.

Not so long ago, IB was in the same process of establishing itself at BSB. Now BTEC, with its second set of results, can certainly be seen as a third credible pathway to Higher Education. At Business Diploma Level - where the course produces results which are the equivalent of two A Levels - we achieved a full range of Distinctions to Starred* Distinctions: DD to D*D* while at Certificate Level, everyone passed with 60% at Distinction Star. We also welcomed results for the first time this year from the newly-established Hospitality at Certificate Level where all students gained at least a Merit

and 78% achieved some form of Distinction. Many students combined BTEC with courses at AS and A2 level allowing them to gain places on exciting courses at good universities.

Meanwhile, at A Level, our grades gave us the best results over the five years since the A* grade was introduced. We were well above the UK average in all respects and well above the five-year average for BSB, especially in the highest grades. Our AS grades, though strictly speaking not ‘results’ as such until we see the final A Level outcomes next year, were nevertheless our best ever. When we analyse our results against the position our students were in at the start of their courses - instead of simply looking at raw grades – we can clearly see that in all respects, that we have added great value in our learning and teaching. The residual data we receive from the University of Durham’s CEM Centre shows that in all courses 2014 was our best year at 16+ over at least the past decade.

Results cannot always go up exponentially though. Some year groups fare better than others. Our Year 11 group was large and diverse and the number of entries far exceeded 2013. At (I)GCSE level, although our proportion of A grades fell a little, our percentage of A* grades remained strong at just under 1:4 of all grades achieved. The A*-C grades were actually slightly above the BSB five-year average. What was particularly heartening though, with this year group, was to see many students who had struggled in some areas nevertheless achieving great success. A ‘B’ grade for a student who was heading for a ‘D’ in the mocks is a remarkable result. We look to celebrate individual success at all levels. Each set of grades tells a significant story.

BSB is not a selective school, of course. We welcome over 70 nationalities, many of whom come from other education systems and some arrive part-way through examination courses. What makes all these results even more impressive is that around two-thirds of our exam entrants are not working in their native languages! Others have come through the BSB from an early age and their success is also partly attributable to the years they spent in Kindergarden and Primary. These successes belong to all of us at BSB. Our highly-dedicated and professional staff, who work tirelessly on a daily basis, deserve huge congratulations for their support, wisdom and skill in helping students to achieve these successes. The willingness of the staff at BSB to ‘go the extra mile’ for individual students is quite remarkable.

Report from the Vice Principal (Secondary)


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Of course, BSB life is not all about examination results, important though they are. We strive to develop the whole child and learning is not just about what happens in the classroom. There are so many highlights to remember from the past year. Every week there seemed to be something exciting happening. ‘Jesus Christ Superstar’ was a moving and spectacular prelude to the Christmas period and the Year 7-9 production of ‘Treasure Island’ was highly entertaining, featuring some of the most well-spoken pirates I have ever heard! Equally our Drama examination pieces were exhilarating. The Jazz-Acoustic Night was a triumph of easy-going, top-notch eclectic entertainment while the Rock Show in Charities Week was a marvellous collage of sound. The Summer Concert was a real joy and the Music Festival showcased incredible talent of all ages and across a variety of instruments, including voice. In all these productions and events, and more, we saw students mixing from different year groups and respecting each other’s talents rather than trying to out-do one another. The Respect Code in action! Another highlight that week was the Wheelchair Basketball event. Such generosity of spirit was extended to special lunchtimes where words and music came together to raise awareness about Syria and homophobic prejudice, and in our Slam Poetry event.

In sport, we hosted and won the ISST Rugby Tournament in the spring and our athletes competed strongly and honourably in a range of other ISST sports including tennis, girls’ and boys’ football, swimming, cross-country and hockey. Our gymnasts again performed well in the annual GISGA championships. The level of sports(wo)manship and graciousness when our teams compete is a real source of pride, as is the generosity of our families who host visiting teams. In addition, some of our students represented regional and national teams, or competed in national and international competitions.

BSB students are encouraged to engage actively and purposely with their local community as well as the wider world. The Fairtrade Group went from strength to strength, with BSB named as the best Fairtrade school in Vlaams Brabant. The dynamic group of Year 10 students who powered this initiative have impressed everyone with their enterprise and enthusiasm. Our students shone in academic competitions – in Chemistry, Biology and Mathematics. Two of our Year 11 students won through to the interview stage of the Arkwright Scholarship for Design and Technology,

with one being awarded this prestigious prize. It was a pleasure to see our Year 12 students working in partnership with their counterparts from Sint-Jan Diest in a variety of professional workplaces and hearing their presentations at the British Chamber of Commerce. Meanwhile, senior students, as always, took part in a wide variety of activities and projects as part of their CAS programmes. A party of students ‘Best of Both’ worked for three weeks in the summer with our partner schools in Northern Ghana in what was a moving and salutary experience for them all. Our inaugural TEDx event in March was organised with a high level of skill by a team of CAS students and we enjoyed speeches from both external speakers and five of our own students on the theme of ‘Access to Education.’ They also drew attention to the plight of millions of girls worldwide who do not enjoy full and proper access to an education. Legions of students also rallied to all kinds of charitable causes through the year – sometimes raising money; at other times prodding our consciences – particularly in Charities Week and on Super Saturday. We were also delighted to welcome Belgian Special Olympians to our Sports Day in June.

Another highlight of the year was the annual Awards Evening in Leuven where the effort, progress and achievement of so many students was acknowledged. We were pleased to include our Gold Duke of Edinburgh International Award students for the first time. Elsewhere, as well as subject-based competitions, large numbers of students achieved glowing success in LAMDA and ABRSM examinations, in public speaking and debate, in the ‘Top of the Bench’ Chemistry competition and in representing the school annually at The Hague Model United Nations. I would also like to mention the dazzling array of trips and visits across the school year. As well as day trips, CAS Week saw year groups fan across Europe in seven different directions while, earlier in the year, students enjoyed curricular residential visits to Venice, Paris, New York, California and Dubai. You can see from all this that hardly a day goes by at BSB where there is not something special and captivating going on. This is a school where the high quality of staff and students, the fantastic support of parents and governors and our world class facilities and opportunities mean that anything is possible.

Gary MinnittVice Principal & Head of Secondary School

September 2014

Report from the Vice Principal (Primary)

As I take the time to reflect on another exciting, busy year in the Primary School I am reminded again of how fortunate I am to work in such a dynamic and vibrant community.

‘Learning Together Inspiring Success’ is so much more than a tagline – it is the life and soul of everything we do on a daily basis.

From our youngest children in Kindercrib to our staff and parents, learning captures the very essence of BSB. Across the school staff at all levels participate in opportunities for professional development through outside speakers and a range of training sessions both locally and abroad and also informally through professional dialogue in school, peer visits and professional reading. Examples include Henry V – Inspirational Leadership, Extension and Enrichment, Art and Expression through French and a range of curriculum developments.

Our parents have turned out in great numbers for workshops on reading, inquiry-based learning, phonics and assessment or to learn more through our curriculum evenings, iPad and e-safety presentations and School Journey information sessions.

Learning - As you will have read in our regular Messenger articles, the range of opportunities afforded our students continue to excite and engage. With such a rich and diverse international community we welcome parents in on a regular basis to present to students on issues relating to Integrated Learning Themes (ILTs). Our School Journeys continue to be a highlight for the children with Luxembourg being added to our list of destinations last year. The journeys and other trips provide an environment to reinforce children’s learning and apply newly acquired skills and knowledge in context as they are closely connected to the ILTs studied during the year.

In addition, the journey provides the children with valuable social experiences; building on friendships and fostering greater independence and maturity, as well as encouraging them to take on responsibilities that promote self-reliance and self-confidence. There are always many personal successes during the journeys that will stay with the children, and teachers, for many years to come. For us, learning is about developing personal, emotional and social skills as well as being an intellectual and academic process and we continue to make links within the community to support this, enabling our children to develop into responsible citizens.

Together - We continue to strengthen our connections to the wider community and other British, local and international schools. Once again Year 6 invited other schools, to join them for a day packed with exciting Science and Technology activities led by Secondary specialists.

We have welcomed concert pianists, string quartets, school bands and a French Puppet Theatre to perform for us and alongside our students. We have strengthened our ties with the Korean Cultural Centre after a group visit, and hope to welcome them to BSB this year.

A first for us this year was to host a Choir Day. Uniting choirs from six international schools in Rubens Hall, schools from The Netherlands, Luxembourg and locally, came together to celebrate and share the mutual enjoyment of singing. BSB families once again demonstrated their warmth and generosity by hosting the children from Luxembourg on the evening before the Choir Day. The day culminated in learning a Song of Peace and performing altogether. Not a dry eye in the house!

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Inspiring - We continue to look for ways to extend opportunities for Student Voice in the Primary School. This year over 30 students undertook 6 weeks of training to become Peer Mentors and executed their duties with maturity and good nature. The aim of this opportunity is to foster positive playtime relationships for all pupils.

Children from Year 6 received an invite from the European Commissioner responsible for International Cooperation, Humanitarian Aid and Crisis Response, to take part in an exhibition entitled EU Children of Peace on the occasion of Universal Children’s Day. Putting their learning about Peace and Conflict firmly into context, a selection of students met the European Commissioner and presented their projects on what peace means to them. It was a huge privilege to be invited and the students were great ambassadors for the school.

The Student Council also presented in front of environmentalist Jane Goodall at the European Parliament, showcasing our student led charity Best of Both. They also planted over 450 trees in the woodland area of the school and participated in meadow management in the local community a number of times throughout the year. It is indeed inspiring to witness the confidence and engagement of the children in such activities.

Year 5 and 6 students were also a part of the reporting to parents sessions this year to ensure they take ownership for their learning and are active participants alongside teachers and parents. Success continues to be experienced by our children on the sports front, in music, perfor mance or academically. An active and healthy lifestyle is encouraged from the cafeteria menu to participation in a wide range of sports including swimming, rugby, gymnastics, tennis and more, for fun or at a competitive level. Great camaraderie and sense of achievement is experienced by each Year Group as they perform their annual production and class assemblies.

However, the personal and sometimes most significant successes are always the most heartening such as understanding that first joke in English for language learners, managing to actually lift both feet off the ground at the same time i.e. jump, expressing yourself clearly whilst understanding the listener’s needs, manipulating the pencil and transforming mark-making into the letters of our name, allowing someone else to go first or presenting our ideas to their peers or adults.

We continue to enjoy sharing the children’s learning with parents through the many channels in place including open afternoons, learning letters, certificates, report days, assemblies, concerts, productions and the learning that goes home. The children are always thrilled to demonstrate what they have learnt and can articulate this well through our learning questions.

We never cease to be amazed by what our children achieve; made possible through the dedication, commitment and expertise of a very special team of people, our staff. Working in partnership with a supportive and active parent community we continue to strive to inspire and challenge the children, nurturing their potential and encouraging each and every one to shine.

Whilst just a flavour of life at BSB Primary, all of these experiences greatly enrich the lives of our learners, young and old. As professionals, every day we as are excited by the engagement and enthusiasm of our students and feel very privileged to be a part of a such a dynamic community that really does learn together and inspire success.

Pauline MarkeyVice Principal & Head of Primary School

September 2014

For us, learning is about developing personal, emotional and social skills as well as

being an intellectual and academic process and we continue to make links within the

community to support this, enabling our children to develop into responsible citizens.

Student DiversityAt BSB we respect and value the experience and expertise that the students

bring with them from their time elsewhere, living and learning in other

languages and cultures.

96% of students leaving Year 13 attend

their first choice university.

99% for first and second choice.

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Students leave BSB to attend some of

the most prestigious universities across

the world.

We are an inclusive, non-selective school, with over 1350 students.

Approximately 40% of our students are British with 70 other nationalities represented.

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Balance Sheet

Financial Figures in EuroAs at end year 30 June:

Actual2012/13

Actual2013/14

Budget2013/14

FIXED ASSETS

Cost 45,634,385 48,672,796 48,698,470

Less: Accumulated Depreciation 30,988,086 32,691,572 32,455,644

Net Fixed Assets 14,646,299 15,981,224 16,242,826

GUARANTEE DEPOSITS 1,007 1,007 1,007

CURRENT ASSETS

Tuition Fees Receivable 18,007,563 23,155,865 15,052,448

Less: Provision Doubtful Accounts 769,682 778,538 769,682

Net Tuition Fees Receivable 17,237,881 22,377,327 14,282,766

Stocks 117,032 77,130 117,032

Miscellaneous Receivable/Accruals 143,571 65,644 143,571

Cash/Short Term Deposits/Cash Funds 23,999,341 29,733,945 23,999,341

Investments at Market Value 2,262,117 0 2,262,117

Memo:Total Cash and Investments 26,261,458 29,733,945 26,261,458

Total Current Assets 43,759,942 52,254,046 40,804,827

CURRENT LIABILITIES

Accounts Payable 1,723,228 1,616,327 1,723,228

Accrued Salary Expenses 4,323,748 4,750,212 4,323,748

Other Payables 76,300 1,127,233 76,300

Tuition Fees Invoiced/Received in Advance 26,696,952 30,225,775 26,696,952

Total Current Liabilities 32,820,228 37,719,548 32,820,228

NET CURRENT ASSETS(= current assets less current liabilities)

10,939,714 14,534,498 7,984,599

Total Net Assets 25,587,019 30,516,729 24,228,432

Represented by:

Accruals 22,844 10,323 22,844

Surplus for the year 2,482,444 4,942,230 2,874,895

General fund at start of year 23,081,731 25,564,176 21,330,693

Total General Fund 25,587,019 30,516,729 24,228,432

Income & Expenditure


Actual2012/13

Actual2013/14

Budget2013/14

STUDENTS/STAFFING

Students FFPE 1126 1222 1150

Students - Average Financial Total 1223 1320 1250

Teaching and Support Staff 131.49 140.57 138.22

Administrative Staff 31.76 30.58 30.99

Other Staff 40.33 19.22 19.22

CAPITAL EXPENDITURE

Buildings/Land Improvements 261,214 998,679 2,340,785

Furniture and Equipment 557,437 764,758 723,300

Total 818,651 1,763,437 3,064,085

SCHOOL INCOME

Tuition Fees 28,477,393 32,235,066 30,295,805

Other 2,076,507 2,446,692 2,084,663

Total 30,553,900 34,681,758 32,380,468

SCHOOL EXPENDITURE

Payroll - Teaching and Ancillary Staff 15,904,164 17,323,798 16,290,057

- Administrative Staff 2,634,948 2,821,186 2,946,585

- Maintenance/Site 777,164 807,643 737,359

- Cleaning 1,031,496 4,962 622,156

- Other 3,611 14,664

Pension 1,441,566 1,623,140 1,544,712

Other 5,140,254 5,746,933 5,751,350

- Educational 933,394 1,057,741 1,029,250

- Educational whole school 247,297 221,517 225,101

- INSET 81,976 86,893 88,912

- Administrative 145,266 135,447 148,171

- Marketing 300,616 310,253 306,629

- ISS 242,359 230,491 247,206

- Maintenance 326,140 346,971 327,332

- Utilities 380,815 322,785 388,431

- Other Operational 808,897 1,258,541 1,252,865

- Catering 620,935 647,737 633,354

- Bus 827,900 876,416 844,458

- Community 7,029 8,666 7,170

- Other 217,630 254,044 252,471

Depreciation 1,597,747 1,703,486 1,467,558

Total 28,530,950 30,056,381 29,723,392

SURPLUS/DEFICIT SCHOOL 2,022,950 4,625,377 2,657,076

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Actual2012/13

Actual2013/14

Budget2013/14

FINANCIAL INCOME

Bank Interest 136,994 122,133 217,818

Payment differences 132 66

Profit on exchange 15,141 9,010

Gains on Investments 3,336 208,496

Total 155,603 339,705 217,818

FINANCIAL EXPENDITURE

Loss on sale Fin Investments 1,461

Write back unrealised loss -327,186

Payment differences 62 432

Loss on exchange 16,622 16,857

Bank charges 6,611 7,002

Online banking 8,501

Total -303,891 34,253 0


After Financial operations

EXCEPTIONAL INCOME

Sale of fixed asset 0 11,400 0

Total 0 11,400 0


After Exceptional operations

TRANSFER TO GENERAL FUND 2,482,444 4,942,230 2,874,894

ANCILLARY ACTIVITIES

Net Surplus/Deficit:

- Bus Service 22,120 64,175 9,908

- Community 59,579 74,130 60,771

- Catering Cafeteria -60,480 -43,270 -44,135

- Catering other -74,574 -67,169 -68,513

- Catering Total -135,054 -110,439 -112,648

SURPLUS/DEFICIT ANCILLARY ACT. -53,355 27,866 -41,969

Examination Results 2014INTERNATIONAL BACCALAUREATE (IB) DIPLOMA – NUMBERS PER GRADE

SUBJECT 7 6 5 4 3 2 1

DUTCH A: Language and Literature HL 0 2 1 0 0 0 0

DUTCH A: Language and Literature SL 0 1 1 0 0 0 0

ENGLISH A: Literature HL 0 4 6 5 0 0 0

ENGLISH A: Literature SL 1 4 11 6 0 0 0

FRENCH A: Language and Literature HL 1 1 3 0 0 0 0

FRENCH A: Language and Literature SL 2 1 0 0 0 0 0

ITALIAN A: Literature self-taught SL 1 0 0 0 0 0 0

FRENCH B HL 1 3 2 0 0 0 0

FRENCH B SL 2 4 2 3 0 0 0

GERMAN B HL 0 0 1 0 0 0 0

GERMAN B SL 0 1 0 0 0 0 0

SPANISH AB. SL 1 1 2 1 1 0 0

SPANISH B HL 2 1 0 0 0 0 0

SPANISH B SL 0 1 0 0 0 0 0

BUSINESS & MANAGEMENT HL ENGLISH 0 2 4 4 0 0 0

BUSINESS & MANAGEMENT SL ENGLISH 0 1 0 1 0 0 0

ECONOMICS HL ENGLISH 3 1 3 2 0 0 0

ECONOMICS SL ENGLISH 0 1 0 0 0 0 0

ENVIRONMENT & SOCIETIES SL ENGLISH 0 2 3 4 1 0 0

GEOGRAPHY HL ENGLISH 4 0 1 1 0 0 0

GEOGRAPHY SL ENGLISH 1 1 0 0 0 0 0

HISTORY EUROPE/ME HL ENGLISH 0 0 3 0 0 0 0

HISTORY SL ENGLISH 0 2 2 1 0 0 0

PSYCHOLOGY HL ENGLISH 0 3 8 0 0 0 0

PSYCHOLOGY SL ENGLISH 0 0 2 0 0 0 0

BIOLOGY HL ENGLISH 0 2 5 0 1 0 0

BIOLOGY SL ENGLISH 0 1 3 2 3 0 0

CHEMISTRY HL ENGLISH 0 0 4 2 1 0 0

CHEMISTRY SL ENGLISH 0 2 2 2 0 1 0

PHYSICS HL ENGLISH 4 2 0 1 0 0 0

PHYSICS SL ENGLISH 0 3 1 1 0 0 0

FURTHER MATHS HL ENGLISH 2 0 0 0 0 0 0

MATHS STUDIES SL ENGLISH 1 8 4 8 1 0 0

MATHEMATICS HL ENGLISH 3 0 3 5 1 0 0

MATHEMATICS SL ENGLISH 0 0 4 1 1 0 0

FILM HL ENGLISH 3 2 0 0 0 0 0

FILM SL ENGLISH 0 1 1 0 0 0 0

VISUAL ARTS OPTION A HL ENGLISH 1 4 0 0 0 0 0

TOTAL GRADES 33 62 82 50 10 1 0

% 14 26 34 21 4 0 0

Subject Entries (inc TOK/EE): 316

Number of Diploma Candidates: 38

Number of Course Candidates: 2

Number of successful diplomas: 38 (13 bilingual)

Average points for diploma: 33

Highest diploma score: 44

Average grade per subject: 5.28

20 I 21


GCE ADVANCED LEVEL A2 – NUMBERS PER GRADE

Subject A* A B C D E U Total

Geography 1 0 1 1 0 0 0 3

History 2 4 3 2 0 0 0 11

Sociology 0 1 2 0 0 0 0 3

Drama & Theatre Studies 0 0 0 1 1 0 0 2

Computing 0 0 2 0 0 2 0 4

D&T: Product Design 0 1 1 1 0 1 0 4

D&T: Textiles 0 0 2 1 1 0 0 4

Media Studies 0 0 0 1 1 1 0 3

Mathematics 2 1 3 1 1 0 0 8

Biology 0 1 1 0 0 0 0 2

Business Studies 1 0 4 3 0 0 0 8

Chemistry 2 0 0 0 1 0 0 3

Economics 1 3 3 1 1 0 0 9

English Literature 0 2 2 3 1 0 0 8

Fine Art 4 3 2 0 0 0 0 9

French 0 4 5 2 0 0 0 11

Government & Politics 2 2 2 1 0 0 0 7

Music 0 0 1 0 0 0 0 1

Physical Education 0 0 1 0 1 0 0 2

Portuguese 0 1 0 0 0 0 0 1

Physics 0 2 2 0 1 0 0 5

Spanish 0 0 3 0 0 0 0 3

Dutch 0 1 0 0 0 0 0 1

TOTAL 15 26 40 18 9 4 0 112

Grade A* = 13.39% Grade A*+A = 36.61% Grade A*-B = 72.32% Grade A*-C = 88.39% Grade A*-E = 100%

Number of entries = 112 Number of students = 42

Examination Results 2014GCE ADVANCED LEVEL AS – NUMBERS PER GRADE

Subject A B C D E U Total

Geography 1 3 2 0 2 0 8

History 5 6 6 2 1 0 20

Sociology 4 2 1 0 0 0 7

Drama & Theatre Studies 3 2 0 1 0 0 6

Computing 2 3 3 3 1 5 17

Product Design 1 1 1 0 1 0 4

Product Design (Textiles) 1 3 3 2 0 0 9

Media Studies 0 1 2 2 1 0 6

Mathematics 10 5 7 0 3 2 27

Further Maths 4 0 1 1 0 0 6

Biology 0 1 3 2 3 5 14

Business Studies 5 9 4 1 0 1 20

Chemistry 2 1 4 0 0 1 8

Economics 6 7 2 4 2 1 22

English Literature 2 6 3 2 0 1 14

Fine Art 8 5 0 0 0 0 13

French 6 6 1 0 1 0 14

Government & Politics 2 5 4 1 1 0 13

General Studies 6 5 3 11 2 1 28

Italian 1 0 0 0 0 0 1

Music Technology 3 0 0 0 0 0 3

Music 2 0 0 1 0 0 3

Physical Education 0 1 0 1 1 0 3

Physics 4 3 2 1 2 0 12

Spanish 5 2 2 0 0 0 9

TOTAL 83.00 77.00 54.00 35.00 21.00 17.00 287.00

Grade A = 28.9% Grades A-B = 55.75% Grades A-C = 74.56% Grades A-E = 94.08


22 I 23


*BTEC National Hospitality Level 3: Certificate. (This qualification is the equivalent to 1 AS Level.)

Year Entries Distinction* D* Distinction Merit M Pass P Pass Rate2013 0 - - - - -

2014 9 5 2 2 - 100%

*BTEC National Business Level 3: Certificate. (This qualification is the equivalent to 1 AS Level.)

Year Entries Distinction* D* Distinction Merit M Pass P Pass Rate2013 0 - - - - -

2014 5 3 - - 2 100%

BTEC National Business Level 3: Subsidiary Diploma. (This qualification is the equivalent to 1 A Level.)

Year Entries Distinction* D* Distinction Merit M Pass P Pass Rate2013 2 1 - 1 - 100%

2014 0 - - - - -

BTEC National Business Level 3: Diploma. (This qualification is the equivalent to 2 A Levels.)

Year Entries D*/D* D/D* D/D M/D M/M P/M P/P Pass Rate2013 6 - 2 2 2 - - - 100%

2014 5 1 1 3 - - - - 100%

*As our BTEC programme continues to expand we have seen the introduction of several new courses this year.

Examination Results 2014(I)GCSE RESULTS 2014 NUMBERS PER GRADE

Subject A* A B C D E F G U Total

Computer Studies CIE 0 11 14 10 3 1 0 0 0 39

Literature English CIE 17 23 31 28 2 3 0 0 0 104

First Language English Core CIE 0 3 2 3 2 1 0 0 2 13

English First Language CIE 11 23 44 24 10 2 0 0 0 114

English Second Language CIE 0 1 1 2 2 2 0 0 3 11

First Language French CIE 0 2 2 5 2 0 0 0 0 11

Foreign Language French Core CIE 0 0 0 1 0 0 0 0 0 1

Foreign Language French CIE 60 19 22 19 3 0 0 0 0 123

First Language Dutch CIE 0 1 0 0 0 0 0 0 0 1

Foreign Language Dutch CIE 10 4 1 1 0 0 0 0 0 16

First Language Japaneses CIE 0 1 0 0 0 0 0 0 0 1

Foreign Language German CIE 6 3 3 1 0 0 0 0 0 13

Foreign Language Spanish CIE 26 7 2 1 0 0 0 0 0 36

Foreign Language Italian CIE 6 0 0 0 0 0 0 0 0 6

Food & Nutrition CIE 2 5 8 8 1 2 0 1 0 27

Fine Art Edexcel 12 8 4 4 0 0 0 0 0 28

Fine Art ( Short Course) Edexcel 0 1 0 1 0 0 0 0 0 2

Music Edexcel 0 5 5 2 1 0 0 0 0 13

Physical Education Edexcel 1 7 9 12 2 1 0 0 0 32

Drama AQA 4 15 6 4 1 0 0 0 0 30

D&T: Resistant Materials AQA 4 4 10 10 2 0 0 0 0 30

D&T: Textiles Edexcel 2 3 4 0 0 0 0 0 0 9

Combined Science CIE 0 0 0 8 0 2 1 0 1 12

Biology Edexcel 14 6 4 0 0 0 0 0 0 24

Chemistry Edexcel 7 12 3 1 0 0 0 0 0 23

Physics Edexcel 20 2 0 0 0 0 0 0 0 22

Science (Double Award) Edexcel 11 29 62 34 16 0 0 0 0 152

Geography Edexcel 11 16 27 15 6 4 0 0 0 79

History Edexcel 13 21 14 17 9 1 0 0 0 75

Mathematics A Foundation Edexcel 0 0 0 15 9 1 2 0 0 27

Mathematics A Higher Edexcel 28 24 30 14 0 0 0 0 0 96

Further Pure Maths Edexcel 2 0 3 0 0 0 0 0 0 5

TOTAL 267 256 311 240 71 20 3 1 6 1175

Grade A* = 23% Grades A*-A = 45% Grades A*-B = 71% Grades A*-C = 91% 5 grades A*-C (year 11 only) = 93%


24 I 25


COMPARISON OF EXAMINATION RESULTS 2014

GCE A Level % UK NATIONAL AVERAGE ISC* BSBGRADES 2013 2014 2013 2014 2013 2014

A* 7.6 8.2 18 19.2 7.5 13.39

A*+A 26.3 26 51.3 50.5 29.5 36.61

A*-B 52.9 52.4 - - 62.4 72.32

A*-E 98.1 98.0 99.41 99.23 99.4 100

(I)GCSE % UK NATIONAL AVERAGE ISC* BSBGRADES 2013 2014 2013 2014 2013 2014

A* 6.8 6.7 32 32.7 25 23

A*+A 21.3 21.3 60.4 60.6 53 45

A*-C 68.1 68.8 94.4 94.4 94 91

5 A*-C (inc. Ma and EN) 58.6% - 90.8 90.9 95 89

5 A*-C (inc. Ma, EN, MFL and Sc) - - 78 77.7 88 78

*Independent School’s Council

International Baccalaureate Diploma BSB BSB BSB BSB BSB BSB BSB WORLDWIDE2008 2009 2010 2011 2012 2013 2014 2013

Percentage Pass Rate 88.2 97 92.6 87.9 95.7 87.1 100 79.0

Percentage of Students with 40 or more 12.1 8.6 7.4 15.2 13.6 16.1 5.3 6.48



Percentage of Students with 24 points or more 87.9 91.4 89.6 88.2 96 100 100 84.75

Mean Diploma Points Score 31.3 32 33.5 34.4 34.1 34 33 29.9

Percentage of Students with Bilingual Diplomas 27.5 21.2 23.1 30 30 53.8 32.5 28.2

Highest Points Score 42 42 40 43 44 44 44 45

BSB students achieved an outstanding 100% pass rate in all three pre-university

courses (A Levels, IB Diploma and BTEC) setting a new standard for international

schools.

Examination Results 2014COMPARISON OF EXAMINATION RESULTS 2014

DRAMAExam Entries Distinction Merit Pass Pass RateLAMDA* 55 16% 42% 42% 100%

*London Academy of Music and Dramatic Art

MUSICExam Entries Distinction Merit Pass Pass RateRock School 31 8 13 10 100%

ABRSM* Practical 156 29 58 67 99%

LAMDA** Musical Theatre Exams

6 1 3 2 100%

**Associated Board of the Royal Schools of Music**London Academy of Music and Dramatic Art

26 I 27


PRIMARY ASSESSMENT AND TESTING

Explanation of examination resultsAt the end of each year, children from Years 1 – 6 take external assessments produced by the National Foundation for Educational Research (NFER) in English and Mathematics. The results of these assessments allow us to see how our children are progressing in core areas. Individual assessment results are reported to parents in term 3 in each child’s annual report.

We also publish the Year 6 results annually. The results are reported as a National Curriculum level which enables us to see how our children are progressing compared to levels expected in schools in the United Kingdom and British curriculum schools around the world.

The results are graded as follows:• The expected level of attainment for children of this age in the UK is level 4• Level 5 indicates attainment well above average• Level 3 is below the level expected of children at this age.

2014 RESULTSLevel 4 and above Reading - 97%Writing - 82%Mathematics - 92%

Level 5Reading - 65%Writing - 39%Mathematics - 48%

Of the children not achieving Level 4 or above, many are EAL or ex EAL students and others have additional educational needs.

Against UK national expectations, the percentages of BSB children achieving Level 4 and Level 5 are predominately higher. However as BSB is an inclusive school with a significant number of children with little or no spoken or written English at the time of joining, care should be taken when comparing results from year to year.

It is also difficult to track performance through the school as the population is relatively transient and therefore the cohort of children within any one Year Group is constantly changing. All results should be viewed in the context of each individual child. The school therefore places most importance on individual ‘value-added’ analysis which gives a clearer indication of how much progress a child has made since joining BSB.

The Primary School staff also regularly monitor the children’s progress through on-going formative assessments which provide valuable information to guide planning and personalise the children’s learning as well as identifying cohorts of children who will need additional attention and support including extension and enrichment. These assessments are moderated within and beyond the Year Group to ensure consistency and form an important part of the reporting process at the end of the school year. Every child is given a Teacher Assessment National Curriculum level in Reading, Writing and Maths.

READING TOTAL WRITING TOTAL YEAR 6 MATHS TOTAL

Level 5

Level 4

Level 3

32%

43%

39%

44%

8%

48%

65%

3%

18%

Examination Results 2014Primary School- International Schools Assessment (ISA) results- October 2013The ISA is designed specifically for schools with a diverse range of students from different educational systems. The assessment provides student-level information about what individuals know and can do as well as class and school-level performance. Below is a summary of our students’ performance compared to all other schools participating in the same assessment and other like schools. Like schools are those with a similar ratio of students from an English-speaking background. The ISA uses a scale score rather than raw scores or a percentage. This enables schools to compare results from previous years. Please note that the scales are different for each subject area. For example, an ISA scale score in Maths of 430 does not indicate the same degree of proficiency as an ISA scale score of 430 in Reading.

Notes:• BSB now has 3 years of October data from Year 6 and therefore comparisons can begin to be made about school-level

performance however due to the transient population of International schools, statistics should be interpreted with caution.• BSB is currently classified as a Group 4 school as we have more than 55% of students from an English speaking background.

This does not necessarily mean that English is the child’s first language but will be one of the languages spoken at home.

BSB

Like schools

All schools

300

2012

2011

2013

READING

400380360340320

378384

384

394

364

2012

2011

2013

MATHS

300 320 340 360 380 400 420 440

424438

443

407

429

2012

2011

2013

WRITING (NARRATIVE)

350 370 390 410 430 450 470 490

479476

459

454

467

2012

2011

2013

WRITING (NON-NARRATIVE)

350 370 390 410 430 450 470 490

485493

480

458

479

28 I 29



Surname Name Course/University Destination Country

AGRAWAL Divya International Affairs, Vesalius College, Brussels

AGRAWAL Shitika Camberwell College of Arts, University of the Arts London

AMZA Ahmed International Tourism, University of Central Lancashire

ARUN Apoorva Art & Technique of Animation, Whistling Woods School of Animation, Mumbai

BADINI Isabella Psychology, Aston University

BASFORD Eleanor History of Art, Goldsmiths, University of London

BIESMANS Florence Business Administration, HUB Brussels

BILGIN Defne Maastricht Science Programme, Maastricht University

BONGIORNO Federico Mathematics, Imperial College London or Aerospace Engineering, Univeristy of Turin or University of Pisa

BORGES Karen Medicine, King's College, University of London

BRENNAN Conner Business Studies, South Lanarkshire College

BROWN Sean Art Foundation, Central St Martins, University of the Arts London

BRUCE-RADCLIFFE Dominic Social Anthropology, University of Manchester

BUDD Emily Medicine, University of Newcastle (Queens Campus Durham University)

BURCHELL George Pharmacology, Kingston University

CAIZZI Giorgio Engineering, Polytechnico di Milano

CHIBEBE Tinotenda Biochemical Engineering, Groep T, Leuven

CHRISTIAN-WOODRUFF Andrew Hotel Management, CERIA, Belgium

CHRONOWIAT Natalia Economics and Management, Loughborough University

CORMAN Maxence Physics with Astrophysics, University of Glasgow

CROWE Olivia Zoology with Industrial/Professional Experience, University of Manchester

CUNNINGHAM Josh Computer Science, University of Leicester

DAVIS Annie Art Foundation, Leeds College of Art

DE PAEPE Karel Economics, KU Leuven

DEFOURT Ophélie European Studies, Maastricht University

FENLON Aoife Law, Queen Mary, University of London

GASKELL Nick Banking, Finance and Management, Loughborough University

GODHANI Rahil Business Management, University of Westminster

GUILLAUME Elise Art Foundation, Central St Martins, University of the Arts London

HEAVENS Charlie History and Politics, University of Exeter

HOWE Mat Law, University of Exeter

HUNT James Sport and Exercise Sciences, University of Birmingham

HYDE-TETLEY Gabi Camberwell College of Arts, University of the Arts London

JACKSON Mitchell Accounting and Finance, University of Bath

JUNG JunHee Biology, University of York

KARLSDOTTIR Katla GAP Year

KOSTER Quinten GAP Year



KOWALSKI Lauren Law, Université Saint-LouisBrussels

LENDENMANN Samira Politics and International Relations, Nottingham Trent University

LEVY Elliot GAP Year

MARTIN Benoit Economics and Business Economics, Maastricht University

MARTIN PEREZ DE VARGAS

Javier Architecture, Cardiff University

MATSUMOTO Kazuma School of Advanced Science and Engineering, Department of Applied Chemistry, Waseda University, Japan

MCCOLM Mikey Sport Coaching and Development, Southampton Solent University

MONTEIRO NUNES Bernardo Business Management, Kingston University

MORGAN JONES Jack History and Ancient History, University of Exeter

MORRISON Josephine Political Economy, University of Birmingham

NOWAKOWSKA Julia GAP Year

OLLJUM Laura Bachelor of the Arts, University of British Columbia

OLOO Zeddy GAP Year then applying to Kenyan universities

PARNSALU Talii-Johanna

Bachelor of Business Administration in Hotel Management, Hotelschool The Hague

POGGIO Alice Art Foundation, Camberwell College of Arts, University of the Arts, London

POWELL Denholm Business and Management, University of Hull

ROSSER Hannah Music, University of Bristol

SAMYN Victor Applying to Canadian Universities in 2015

SANÉ Salomé Medicine, Université Libre de Bruxelles

SASSE Emile Bachelor of Business Administration in Hotel Management, Hotelschool The Hague

SCHMIT Morgane IAD (Institute of Media Arts), Louvain-La-Neuve or INSAS (Institut national supérieur des arts du spectacle et des techniques de diffusion), Brussels

SCHUTE Thomas Land Economy, University of Cambridge

SHAH Sahil Wharton Business School and College of Applied Sciences and Engineering, University of Pennsylvania

SHAH Deep Business Management, University of Westminster

SHETH Ugam Management, University of Nottingham

SMITH Georgia Children's Nursing, University of Manchester

TAMMANN Katre Business Administration, HUB, Brussels

THOMAS Carla Television Production, Bournemouth University

THOMAS Trevor European Studies, Maastricht University

THUMWOOD Rebecca Television Production, University of Westminster

UYTTENHOVEN Alexandre Business Economics and Finance, Loughborough University

30 I 31



VALI Erik International Relations, University of East Anglia

VARGA Dorian GAP Year

VARGA Lorina Modern Languages, University of Exeter

VERMOUT Josephine Bachelor in Toegepaste Economische Wetenschappen, KU Leuven

VINCENT Charles Forensic Science, University of Central Lancashire

VOCEA Perina Applying to Australian and New Zealand Universities

WAIN Isobel Equine Studies and Business Management, Writtle College

WARD Libby Speech and Language Sciences, Newcastle University

WAUTERS Lloyd Computer Science with Management and a Year in Industry, King's College, University of London

WILLIAMS Emma GAP Year (Equine Business Management, Warwickshire College deferred to 2015)

WILLIAMS James Business Economics and Finance, Loughborough University

ZERIHUN ASSEFA Rebecca International Relations, University of Exeter

For the first time in the school's history, we recorded 100% pass rate in all three

Year 13 pre-university routes (A Level, BTEC and IB), with a tremendous 96%

of students going to their first choice university and 99% first and second choice.

Service Learning as part of BSB’s Creativity, Action and Service (CAS) has developed into an important part of the school curriculum that students find both fulfilling and rewarding. Volunteering is an essential part of the CAS module in the International Baccalaureate (IB) Diploma undertaken by many of our senior students and also forms part of the core curriculum of our A Level programme. Of course, students in younger years can volunteer too, with an enormous amount on offer through extra-curricular clubs and through the PSHE programme.

Our aim is to send young adults out into the world as balanced, self-confident, compassionate and socially-aware human beings who will be willing and able to make a difference. Students are encouraged to make a positive impact on their local community and become more self-aware, as well as becoming engaged and active citizens of the world. This is all part of BSB’s mission to challenge students beyond the classroom and service learning aims to develop students who are caring, thoughtful, and thinking about how they can make a contribution to the world around them. Students who spend time volunteering in school cover a whole range of areas and experiences; assisting in the AEN and EAL Departments, helping the Primary School administration team and the Community Office.

In previous years our service learning projects have included an environmental group that work on conservation projects such as the cross-school Primary/Secondary project managing the Apostellenbos Nature Reserve in Vossem. Students are also active in both schools managing the Primary Garden and the Woodland Reserve. Our senior students continue to work with the Carina Residence, a home for those suffering from Alzheimer’s disease; the Amnesty International group and the Belgian Special Olympics. More recently students have volunteered at Ganspoel, which is a residential home in Huldenberg that caters for children and adults with visual and multiple disabilities. Students have also supported ‘The Wednesday Club’, an English-speaking social club for older men and women in Braine-l'Alleud and assisted at St Paul’s British Primary school in Vossem.

2014 saw the launch of the Service Learning CAS group that gave students in Years 12 and 13 the opportunity to plan, prepare and deliver a series of lessons with Year 5 Primary students on the theme of outdoor education and

Service Learning

Students are encouraged to make a

positive impact on their local community

and become more self-aware, as well as

becoming engaged and active citizens

of the world. This is all part of BSB’s

mission to challenge students beyond

the classroom and service learning aims

to develop students who are caring,

thoughtful, and thinking about how they

can make a contribution to the world

around them.

woodland environment. This first year was an incredible success and gave the students in both sections of school a remarkable learning experience. It is hoped that this pilot project can be developed further.

One special CAS activity is The Best of Both. A student-led, registered charity aimed at creating links between schools in Europe and rural schools in northern Ghana. It was started by BSB students who read about the life of a woman called Grace in a remote Ghanaian village near Bolgatanga during a Year 9 Geography lesson.

This school year began with students presenting stories and photos from their visit to Bolgatanga in July 2014 – the second group of BSB students to do so. The trip was very successful and included the students working in the classrooms and assisting in the teaching of English and creative games. This year’s visit has also been diary-documented by the regional television station tvbrussel.

Charities Week in February 2014 saw The Best of Both distribute Smarties tubes to each student in the hope that that students would return the tube filled with twenty cent coins, enough to buy one desk. In addition all tutor groups are involved in raising money for local and internationals charities that they have researched and made contact with to support. Charity at BSB is all about two-way relations.

Another important CAS group is the TEDx group and 2014 saw the first BSB TEDx Talk. As part of this group students planned and project-managed the entire event. BSB's inaugural TEDx event brought together nine speakers from inside and outside of school together on the topic of education – focusing on barriers associated with culture, religion, gender, poverty, and how these can be surmounted.

Amnesty at school continues to develop the social conscience of our students; led by senior students through CAS but also involving younger students from both Primary and Secondary Schools, Amnesty raises awareness of human rights issues. The main focus of Amnesty in 2014 was on the plight of the many refugees in Syria, but they also campaigned on issues such as HIV and the Prisoners of Conscience Christmas Card Campaign.

The projects that we engage in are mutually beneficial: the recipients gain our support, of course, but very importantly, our students learn about the importance of commitment as well as gaining experience and wisdom and being challenged out of their comfort zones.

Service Learning initiatives are coordinated by Paul Christmas and Gwyneth Igoe.

32 I 33


The Friends of the British School of Brussels (FoBSB) is the name of the parents’ association at BSB. FoBSB is run totally by volunteers. The FoBSB officer positions are elected positions that are confirmed by majority vote and ratified at the FoBSB Annual General meeting that takes place during the first term of the academic year. The 2013-2014 committee consisted of a Chair, Vice Chair and Treasurer (elected positions) heading a committee of 20 members in total.

Membership of the FoBSB is unlimited and is open to all parents and guardians of students attending BSB and all current staff (teaching and non-teaching) at BSB. These members have full voting rights. Affiliate members do not have voting rights and are alumni staff or students of the BSB; parents and guardians of alumni students of BSB; and any individual requested by the FoBSB committee to assist with an activity.

The aims of FoBSB are subject, but are not limited to, the overriding authority of the BSB Board of Governors to:

• promote close co-operation and communication between BSB parents and teachers

• support the integration of new parents into the BSB school community and

• engage in activities which support and enhance the life of BSB parents, the school, its students and the wider community.

In achieving these aims, FoBSB coordinates the class and year group representatives and plans parent activities. Events are numerous and include the new families welcome events; Christmas market, car boot and book sales and the annual charity formal ball. FoBSB also coordinate groups and activities such as language clubs, parents’ choir, Pantaloons, Youth Club, cultural/local trips/visits for parents. FoBSB are also fortunate to have the Parents’ Information Centre (PIC) on the campus which is managed by parent volunteers. The PIC not only provides information and support to parents but also deals with the lost property service.

When deciding to make myself available as the Chair as FoBSB I had limited understanding of what was required to Chair a parents’ association. I am a firm believer that when parents are actively involved in their children’s education,

students achieve more regardless of socio-economic status, ethnic or racial background or the education level of the parents. I immediately realised that BSB was an all-inclusive diverse school with strong governance that believes in transparency. With this in mind, it was important that to complement BSB, FoBSB needed to be of world class standard. With the challenge to accomplish and sustain our mandate, I knew that with the team of FoBSB volunteers, we could achieve anything we set our minds to.

Last year as Chair, I can report a fabulous year, striving to be the best in what we do, striving to continuously improve in how we operate, and continuing to improve in making FoBSB a world class parents’ association. Some of our key changes and accomplishments this year have been:

• adopted a new standardised constitution, considering changes to the current environment we operate in, in line with the requirements of BSB governance

• created well-documented FoBSB structure for easy reference, and role descriptions standardised for all volunteers

• completed centralisation of volunteer email accounts ensuring consistency and continuity

• established and sustained a FoBSB informative monthly newsletter and developed and introduced a new world class website

• forged a feeling of community in an all-inclusive society by creating a transparent environment where everyone is encouraged to volunteer, and tap into the strengths of team members to achieve our goals

• fostered better relationships with the community we operate in, by meeting with the Mayor and broader Tervuren community

• forged stronger links with charity: we were the first school to sign a charter with the Belgian Special Olympics and we are actively involved in the European Special Olympic Games taking place in Belgium this year. A record amount of €18,073 was raised at the annual summer charity ball in support of athletes taking part in the Games.

• adopted the Action Aid charity book sales where we were able to donate €4,680 to Action Aid and €520 towards BSB charities

• continued to improve safety and speed of set up/clear away of our own book sales, raising a total of €6,558 in support of BSB Book week

Report from the Chair of FoBSB

34 I 35


• arranged sell-out car boot sales• Pantaloons performed ‘Jack and the Beanstalk’ during five

sold out shows raising a net profit of €4,100• supported the BSB parents' choir, performing at several

events during the year• sustained and improved themed Youth Club events

offering leadership opportunities for senior students• sustained the ‘book club’ social event for Dads on the last

Thursday of every month• strengthened sponsorship with Maasmechelen Village

shopping centre to benefit parents with trips and discounts offered and

• continued strengthening of parental involvement in Governors’ sub-groups.

Whilst the interest of the school, parents, and students are our main priority, FoBSB also considers our social responsibility and factors such as the environment when we make decisions. An example of this is the replacement of paper vouchers by tokens made out of recyclable material and that are biodegradable for use at our events. We also made use of BSB’s online ticketing system reducing the use of paper and making it easier to book tickets for our events.

Thank you to everyone who has helped us this year, whether it has been welcoming new parents, putting books out for the sales, assisting with the Youth Club, helping in the Parents’ Information Centre (PIC), flipping burgers, leading or attending language clubs, trips or more! If you’ve never helped before, please volunteer yourself or your partner to help out in our many activities. Volunteering is a good way to help others and to meet more people. This, especially for new parents, helps your transition into the BSB family be a much smoother one.

At the end of the school year we also had some changes within the FoBSB team. We said goodbye but not farewell to our Upper Primary Coordinator, to Lisa Adams. Lisa has volunteered to take on the newly revived role as FoBSB Secretary and, with her extensive experience and knowledge of BSB, we can look forward to great things in the future. We welcome Pauline Brett as the new Upper Primary Coordinator. Paula Baptista has volunteered as the new Vice Chair of BSB and her position as Upper Secondary Coordinator has been filled by Jane Murray; we wish them all the best in their new roles. We thank Rashmi Rajan for

volunteering to fill the new role of Charities Coordinator. As BSB will be re-evaluating the role of charity in school, Rashmi’s role will have a significant part. Thanks also goes to Ioana Nica, Communications Coordinator, who has been prolific in helping to set up our new website and she continues to enhance it, and produce our monthly newsletter.

Martine Moes will step down from the committee to focus on our crafts and cooking clubs and we thank her for her time served and commitment to the international group. We also thank Andrew Girvan who, as well as being Chair of our successful Youth Club will now also take responsibility for the Action Aid charity book sales, as well as the FoBSB books. Vicki Wilde continues as coordinator of our Parents’ Information Centre, as well as arranging trips and taking care of new families. The success of the PIC would not be possible without her and the team of volunteers that spend many hours taking care of lost property and being the smiling face when parents visit. Thanks also go to Alice Vonk and Anja Weiss who continue in their roles as school Coordinators of Lower Primary and Lower Secondary respectively, and of course not forgetting all our many Class and Year Representatives who are the main contacts for parents on a day-to-day basis. Behind the scenes we also have to mention Janice Wiggins and Kate Prichard who have served FoBSB in many of our events, for many years.

Finally. I must point out that we are, first and foremost, a school. The achievements in helping the parent body can only happen with the help of all of the staff and not just the teaching fraternity but also the support teams of Maintenance, Community, Marketing, Finance, IT, the PAs and, of course, the Leadership Team (LT) and Extended Leadership Team (ELT), led so ably by Sue Woodroofe.

In conclusion we hope that we have made your integration and stay at BSB better during 2013-2014 and look forward making 2014-2015 unforgettable for you and your family.

Arne SjölundChair (FoBSB)

September 2014

FoBSB Committee Members 2013 - 2014

PrincipalSue Woodroofe

ChairArne Sjolund

Vice ChairLiz Williams

Parents’ Information CentreVicki Wild

Youth ClubAndrew Girvan

TreasurerJohn Mason

Secondary School CoordinatorPaula Baptista

Upper Primary CoordinatorLisa Adams

Lower Primary CoordinatorAlice Maddon-Vonk

Secondary School Staff RepresentativeMaria Schram

Secondary School Staff RepresentativeSimon Jones

Health & Safety RepresentativeDiane O’Neill

Primary School Staff RepresentativeFiona Christian

Primary School Staff RepresentativeBernie Miller

Lower Secondary Rep CoordinatorAnja Weiss

Communications CoordinatorIoana Nica

(Including Youth Club)

36 I 37


Friends of BSB – Funds Flow Statement

2013/2014 2012/2013

Opening Balances

Cash and Bank Accounts 48,550 47,349

Accounts Receivable & Prepayments 4,291 0

Accounts Payable & Accrued Expenses -7,852 -12,639

Youth Club 4,158 8,073

Total 49,147 42,783

Cash Inflows

Christmas Market 10,936 9,289

Charity Ball 18,073 7,828

ActionAid Book Sales 5,200 0

Second-hand Book Sales 4,035 4,132

Car Boot Sales 1,950 2,115

Donation from Youth Club 1,500 293

Other Inflows 130 5,000


Total 48,131 33,761

Cash Outflows

Friends Fund 131 2,042

Book Week 0 7,669

Charitable Donations 25,929 7,828

New Families Events 164 630

Other Outflows 2,551 209


Youth Club Donation to Friends 1,500 5,000

Total 34,030 27,397

Net Cash Flow 14,101 6,364

Closing Balances

Cash and Bank Accounts 38,608 48,550

Accounts Receivable & Prepayments 37,503 4,291

Accounts Payable & Accrued Expenses -18,073 -7,852


Total 63,248 49,147

Friends Fund Approved Projects 6,558 3,267

Learning is…‘Learning is a transformational process of acquiring, applying, connecting and adapting new skills, knowledge, behaviours and attitudes to affect an alteration in long-term memory and develop a deeper level of understanding.’

Student statements...What can you do now that you couldn’t do before or can now do better?

What do you know now that you didn’t know before or now know better?

What do you understand now that you didn’t before?

What will help you to remember and use what you have learned in the future?

The British School of Brussels (BSB) is a learning focused school. We focus on a range of learning outcomes - academic, personal, social and physical• The school’s definition of learning underpins everything that the school seeks to achieve in terms of learning and teaching.

Definition of Learning

BSB Learner Profile (based on the IBO Learner Profile):

✓ Inquiring ✓ Caring

✓ Knowledgeable ✓ Risk-takers

✓ Thinkers ✓ Balanced

✓ Communicators ✓ Reflective

✓ Principled ✓ Persistent

✓ Open-minded ✓ Resilient

Philosophy and Objectives

BSB is a world class international learning community that is:• welcoming and caring;• working together to challenge everyone to achieve

their academic and personal potential;• inspiring an on-going desire to broaden minds

and horizons;• nurturing global awareness and realising success.

Last updated by the Board of Governors: March 2013

BSB 2020 VisionBy 2020 BSB will be known as the first choice for students, parents and professionals as a world class learning community recognised for:• State of the art campus facilities including sport

and performing arts areas• A commitment to languages including Bilingual

programmes in French and Dutch• A creative and evolving curriculum providing a range

of options for all learners from 18 months to 18 years, including British and International qualifications

• Enhancing learning through leading edge technologies• Leading excellence and innovation in professional practice

and development• Active, ethical and purposeful engagement with the world

around us

Philosophy & Objectives, 2020 Vision

A member of the BSB community:• Is knowledgeable of and curious about the wider world

and seeks to broaden and deepen understanding• Reflects upon his/her role and responsibility

as a global citizen• Is willing and able to communicate about culture,

language and beliefs• Is prepared to take action and to be an effective

contributor• Respects and celebrates diversity, language, culture

and beliefs• Appreciates multiple perspectives including environmental

and economic systems and current global issues

This is shown by:• Partnership links with other organisations, including our

twinned schools in Ghana• A service learning programme that shows respect

for and commitment to our host country and the wider global community

• International awareness throughout the curriculum, allowing for students to share and value each other’s international experiences and mother tongue languages

• International extension opportunities which include visits & exhibitions, learning opportunities & competitions, personal development & challenge, higher education offers from a range of international universities

• Systems and procedures that support families to integrate within BSB community and to make links with other cultural and linguistic groups

• Community events which reflect and celebrate a variety of cultures

38 I 39


Internationalism at the BSB encompasses global citizenship, conflict resolution, social justice, values & perception, sustainable development, human rights, interdependence and diversity. BSB believes in reflecting and celebrating the diverse backgrounds of its community within a safe and secure environment. All members should be enriched and affirmed by this experience and be appropriate role models for others.

Definition of Internationalism

The British School of Brussels vzwPater Dupierreuxlaan 1, 3080 Tervuren, Belgium

Tel: +32 (0)2 766 04 30 - Fax: +32 (0)2 767 80 70

www.britishschool.beemail: [email protected]

BSB – an international learning community

Documents

BSB Annual Report 2013-2014