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FAQ

Download our Parents’ Guide. This will guide you through our admissions process, entry requirements, screening process, assessment, and our frequently asked questions (FAQ).

Which objective criteria are used in evaluating screening results?

The assessment focuses on language competencies in the section’s language, school readiness, and academic level. Ratings are given on a scale where “above expected” is the highest level.

• working towards
• at age expected
• above expected

What should I do if my child has special needs?

If your child has a permanent disability, be it long-term physical, mental, intellectual, or sensory
impairment that has required special assistance at their current school or will require reasonable
accommodation at the screening, this must be noted in the application. It can be noted under the
field special support requirements. Medical documentation must be uploaded under other
documentation. If your child does not have a diagnosis, you must attach a statement from the
kindergarten/school describing the child’s special needs.

If your child has a permanent disability, it will be taken into consideration in the selection process to
prevent any distinction, exclusion, or restriction on the basis of the disability.

How are the results weighed in an objective manner?

The screening teacher notes whether the child answers correctly or incorrectly on various questions. In addition, the screening teacher evaluates the child’s competencies based on their knowledge of what a child aged 5-6 is typically capable of during a screening and what competences are needed in P0 (Børnehaveklasse).

What is the objective definition of “mother tongue level/dominant langauge” for a 5-6-year-old child?

Mother tongue/dominant language is the language the student masters best in terms of speaking, reading, and writing. At ����ԭ��, the mother tongue/dominant language serves as the foundation upon which all other language learning and the curriculum are built.

Mother tongue/dominant language level means that the child can speak with a slightly varied language and vocabulary that allows them to speak in coherent sentences. This is tested through conversation. We pay special attention to correct use of words in different forms and tenses. We expect the child to expand the language through conversations about their own life—anchored in “I” sentences—and not merely respond with single words or monosyllables.

What does the school readiness assessment consist of?

There is no standardised test for school readiness. The assessment is done individually and holistically, focusing on language awareness and maturity. It is based on the professionals’ experience with what is expected in P0 (Børnehaveklasse), as well as what is typically observed in the average applicant. During the academic part of the screening, the screening teachers follow the child; this means that the dialogue with the child can be differentiated to match the child’s zone of proximal development.

We observe whether the child can:

• Enter the room independently, put away their belongings, and settle in
• Understand simple instructions and follow directions
• Work independently
• Concentrate on tasks
• Converse with the adult in the room about their daily life

Additionally, emphasis is placed on the child’s overall maturity and approach to learning.

The kindergarten’s assessment of children’s readiness for school does not necessarily align with the evaluation made by ����ԭ��. Admission to ����ԭ�� involves meeting a broader set of expectations beyond those evaluated by their kindergarten. It is important for students to be able to navigate the linguistic complexity required by the European School System.

What is academic performance?

During the screening, the child’s knowledge and competencies are considered, and the screening is adapted progressively to match the child’s zone of proximal development, ensuring they are not held back by demands they cannot meet.

The screening teacher talks to the child about numbers, letters, and shapes. Other matters can also be included in the conversation. Furthermore, there will be conversations based on pictures that allow the child to express their vocabulary and provide perspectives.

During the screening, it is observed whether the child demonstrates language awareness and curiosity about the world, learning, letters, and numbers, as these are part of the academic focus at this age level.

What if I was rejected before/after the screening?

We receive a high number of applications every school year that exceed the number of spaces we can offer. This means that it is necessary for us to prioritize applications based on admission category, language proficiency, age, and maturity.

We encourage you to apply again for rolling admission in the next school year, should a space become available. Please note that rolling admission is intended for children who are already enrolled in another school; thus, it is not an option for children still attending kindergarten. If your child is still in kindergarten, we only accept their application for our new P0 classes.

Do siblings of current students take priority in the admissions process?

The following sibling priority rule only applies to applications made for our new P0 classes.

Siblings of pupils already enrolled in the ����ԭ�� are always invited to a
screening and will be assessed in each category (b.1.-b.4.) on an equal footing with the other
applicants. Siblings cannot skip a category. Siblings are only admitted if they meet the academic,
linguistic, and social criteria. Otherwise, there is a risk that the child may not thrive academically and
socially.

How does the language assessment work?

This framework outlines key areas that we use to evaluate a child’s language development in the language of the section you have applied for.

It is especially important for the child to demonstrate language awareness and curiosity to thrive in the European School System.

Language comprehension

The child can:

• Understand and follow common everyday requests and messages
• Understand questions with who, what, where, when, and why
• Comprehend stories, rhymes, chants, and fairy tales
• Perceive and distinguish between sounds in language (phonological awareness – e.g., rhymes and initial sounds)

Expressive skills (productive language)

The child can:

• Speak in coherent sentences with correct word order
• Use a varied vocabulary, including nouns, verbs, adjectives, and conjunctions
• Talk about experiences, such as what happened over the weekend or in a story
• Ask questions and engage in dialogue with both children and adults
• Explain desires, needs, and feelings

Phonetic and grammatical level

The child:

• Speaks with clear and understandable pronunciation, though some pronunciation variations are still normal. Stuttering or speech impediments will not affect the result.
• Has a grasp of basic grammar (e.g., verb forms like “I ate,” “he walked,” “we play”)

Communication competences

The child:

• Actively participates in conversations and role-play
• Understands taking turns in speaking
• Adjusts language according to the situation and audience (speaks differently to an adult than to a peer)
• Uses language creatively and playfully (e.g., in role-play)

Pre-writing skills (related to later written language)

The child:

• Shows awareness of letters and sounds (e.g., can recognize and name letters in their own name)
• Can play with rhymes and initial sounds
• Shows interest in books and reading aloud and can retell a story