Pre-schools and Day-nurseries (1-5 year olds)
For children of working or student parents or to satisfy the
needs of the individual child.
Places are offered within 4 months of receipt of application.
National Pre-school Curriculum - is used as a guide.
Subject to a charge.
Choice of pre-school - municipal or independent.
Pre-school activities are characterised by: Education,
care, supervision, training and support to families. Children
with special support needs are offered a place.
Day-nurseries are characterised by: Care, supervision and
training. Provided in the private home of the childminder.
Childminders use a functioning staff supply system and
cooperate with each other.
Open pre-schools (0-5 year olds)
(Social Welfare Services)
Parents and children can attend free-of-charge and meet
others and make contacts together with teachers.
Pre-schools
Pre-school is to lay the foundation for lifelong learning. It aims to
offer support to families in their child-rearing responsibilities,
developing and growing. At the same time it must be organized so
that it enables parents to work or study.
The preschool combines care and teaching in a business that
takes responsibility for all of the child throughout the day. Play and
creativity as well as the child's own exploration gives a great
flexibility. Preschool should be fun, safe and educational for all
children participating.
The preschool is open all year. The daily opening hours are
adapted to their parents work or study and to the needs of
children.
Pre-schools in Umeå
84 municipal pre-schools
22 independent pre-schools
Family daycare
Rates in pre-schools
5130 children
982 children
602 children
After-school recreation centres, youth clubs, independent daynurseries (6-12 year olds)
Children who need care before and after school are
offered a place at an after-school recreation centre or
independent day-nursery. Youth clubs are an
alternative for children 10-12 years.
General advice for after-school recreation centres and
National Compulsory School Curriculum (applicable
parts) - Lpo94 is used as a guide.
Subject to a charge.
After-school recreation centres, youth clubs and
independent day-nurseries shall:
Provide supplementary services and cooperate with
schools to offer children a meaningful recreation and
support in their development.
Pre-school classes (6 year olds)
Pre-school classes is a non-mandatory school form. Children are offered a place in
pre-school classes from the year of the child’s sixth birthday.
15 hours per week. Free of charge.
Pre-school classes has a National Compulsory School Curriculum
The preschool class is an optional form of schooling that will stimulate students'
development and learning, and prepare them for further education.
In preschool class the preschool and primary school methodology will . Pre-school
class and pre-school should strive for a trusting relationship.
Compulsory school forms: For 7-16 year olds
Compulsory schools
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Compulsory attendance at school applies to children aged 7-16 and provides
all students with an education of equal value.
If requested by the parents, schools must offer a place to 6 year olds.
This undertaking is formulated in the Education Act, curricula and syllabuses.
Merits and education based grades from Year 6 upwards.
Compulsory schools are free of charge.
Typically, children attend a public school near their home. Students and their
parents are also entitled to choose another public school, or a privately run
independent school.
Independent schools are open to everyone and must be approved by The
Swedish Schools Inspectorate
Special schools for children with disabilities (7-16 year olds)
(Optional Year 10)
Enrolment to compulsory special schools is carried out in line
with four in-depth surveys (medical, educational,
psychological and social) involving parents. Students attend
special classes but can also choose to be included in
compulsory schools.
This mission is formulated in the Education Act, curricula and
syllabuses. Tuition is free of charge.
Compulsory-level special schools: Art, English,
home economics and consumer studies, physical
education and health, mathematics, native
language, music, natural and social sciences,
crafts, Swedish language.
Haga School, Year 1-10
Schools for children with severe learning
disabilities: Artistic activities, communication,
psychomotor skills, everyday activities, conception
of reality.
Carlshöjd School, Ö Ersboda School, Ersäng
School
Special schools are characterised by:
Special-needs education competence, small teaching groups,
flexibility between the various school forms, personal
development dialogues, long-term goals, cooperation with
children and youth habilitation programmes, individual
development plans established in consultation with
custodians.
LSS (the Swedish law relating to support and service to
individuals with certain disabilities) gives children and young
people the right to receive advice and other expert support.
This service is provided by County Council’s habilitation
department.
Upper secondary school
There are 18 national programs in secondary schools, 12
vocational programs and six programs preparing for university
studies.
Student intake:
Eligibility rules to begin a secondary education differs between
vocational programs and college preparatory programs
To get into a national program from the academic year
2011/2012 a student must be approved in the Swedish or
Swedish as a second language, English and mathematics.
Those who choose to study at a vocational program, must
have passing grades in five subjects, making a total of eight.
For the university preparatory programs for passing grades in
nine subjects to, a total of twelve
Compulsory schools in Umeå
55 municipal compulsory schools
7 independent compulsory schools
Compulsory-level special schools in 3 schools
10466 pupils
1188 pupils
134 pupils
The Swedish Educational System for 1 - 19 year olds
Pre-school
voluntary
Pre-school or
family day-care
Compulsory and Special Needs
School
Years 1 - 9 compulsory education
1 year
5 years
7 years
Upper Secondary
School
3 year voluntary
edcucation
16 years
After School Care
Leisure centres, youth clubs and family day-care centres
6 - 12
years
Our 11 school districts
Map over Umeå
Organisation of Pre-school and Compulsory School
Local Education Authority
Pre-school & Compulsory School
Board
Local Education Office
Director of Education
Admin, Finance, HR,
Education
Director of Education
Meal service
Learning- & Research Centre
School Health Care
Idéan
Special Needs
School
Naturskolan
11 School Districts
Marie
Tomtebo
Teg
Västra
Ersboda
Carlshöjd
Röbäck
Grubbe
Ålidhem
Centrala
Haga
Compulsory-level Special School
integrated with 5 of Umeå´s compulsory schools
For children with special needs
Competence centre
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Speech and language
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Pre-school and compulsory school for children with
hearing impairment
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Preparatory education for immigrant children
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Native language lessons
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Educational support team
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Allergy pre-school and compulsory school
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Classes for children with restricted mobility
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Special groups (Aspergers, ADHD)
Preparation Classes
Preparation classes
Education available for newly arrived pupils from abroad. Students made ​up partly of
refugees and asylum seekers, and immigrants, who for various reasons come to
Sweden and also the children of visiting researchers at Umeå University.
In preparation classes, the pupils a quiet start in Swedish schools. They are divided
into small classes of low, middle and high school. Instruction is led by specialist
teachers and are completely individualized, as students are at different skill levels
with very different backgrounds in terms of upbringing and school experience.
Once students have basic knowledge to start in the regular school she or he moves
to a school that the parents have chosen
Our shared mission in Umeå
A successful and enjoyable pre-school and
compulsory educational system promoting both
Academic objectives
Social objectives.
We prepare children for life
The municipality of Umeå’s pre-schools, family day-care and compulsory schools
provides a safe and dynamic environment where children and pupils enjoy
learning and acquiring the skills that will give them a solid starting point in life.
Schools should adopt a holistic approach to the individual focusing on the
children and pupils. The basis of learning is democratic values, respect for the fellow
man and a multi-cultural philosophy.
These objectives form a platform for an interactive debate about the
responsibilities of the schools and optimum means of collaboration to achieve the
ultimate objective “safe schools offering education to all”.
City Council objectives for Pre-school
and Compulsory School Board
A school for everyone, giving children and young people the
right
… to feel secure and respected and to be seen and heard
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children and young people learning in a climate of trust, social equality and
democracy
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zero tolerance for discrimination and other degrading treatment
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all Pre-schools, Family day-care and Compulsory Schools implementing a
strategy for the prevention of offensive behaviour and harassment
City Council objectives for Pre-school
and Compulsory School Board
Stimulating and creative learning environments
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children and young people have influence over their
work environment
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their learn and experience in a positive work
environment
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working methods and work adapted and varied by the
competent child's / student's interests, needs and
circumstances
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diversity is seen as an asset and opportunity
City Council objectives for Pre-school
and Compulsory School Board
To learning and knowledge
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Everyone having the right to a rich and functional
language and aesthetic vocabulary – our principal
mission
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Children and young people learning how to develop
their knowledge and communicative skills and use of
mathematical tools and solutions in connection with
scientific know-how
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Pre-school and school develops an awareness of
health and sustainable development for a sustainable
and lifelong learning
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Each student must have a forward looking individual
development in which also parents' involvement and
expertise be utilized
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IT skills are essential tools for learning. All children
and students should be given opportunities to use and
develop their skills in ICT
Objectives are followed up by means of
communal parent and pupil surveys and
annual quality evaluations at
departmental and authority levels.
Student survey F-3
Safety and enjoyment
Working climate
Teaching
Individual support
Student survey year 4-6
Safety and enjoyment
Working climate
Teaching
Individual support
Students working environment - year 7-9
Safety and enjoyment
Influence
Work climate
Student learning - year 7-9
Teaching
support
Personalization
Appraisal
Individual
Student result 2011 ( municipal schools grade 9)
Umeå
Sweden
Students, percentage (%) in grade 9 who are
competent to economics, humanities and social
sciences programs
88,0
85,2
Students, percentage (%) in grade 9 who are
competent to Arts programs
89,7
86,7
Students, percentage (%) in grade 9 who are
competent to scientific and technical programs
87,9
83,5
Students, percentage (%) in grade 9 who are eligible
for vocational programs
91,0
87,7
Students, percentage that are eligible for upper
secondary the school (2010)
94,0
88,2
Students, percentage (%) not achieving the goals of
English
3,2
6,2
Students, percentage (%) not achieving the goals of
mathematics
4,6
7,9
Students, percentage (%) not achieving the
objectives of the Swedish
2,3
3,2
Students, proportion not achieving the objectives of
one, several or all subjects
20,1
22,7
Education for sustainable development
- Why
- The process
- What we learned
Why?
A way to contribute to the future of our children
School development
A way to visualize and structure what our curriculum mandates
– we don’t start from the beginning
Participation and priority
A way for communication and sharing ideas
Progression
From learning to affecting life
The process
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The Principal Conference 2006 addresses the issue
of a single goal for the department
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Decision – principles, staff starts a fundamental
education on the topic of ESD
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The challenge 2007. 2010 are all preschools and
schools notified for the Award ”Education for
Sustainable Development” (approved by the Swedish
National Agency for Education Criteria for
Excellence)
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Decision in the school board
”Education for Sustainable Development”
2011 all pre-schools, primary and secondary schools (except 3) has
received the award (approved by the Swedish National Agency for
Education Criteria for Excellence)
Success factors:
• A Board and Head decision
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The principal in the front
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An organization that enables development and learning over time.
Focus on sustainability, self evaluation, effectiveness and quality
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Student influence is crucial
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Exchange of experience, networking
Priorities over the next years
• High level of target achievement - knowledge, evaluation and grade
• Extensive efforts to improve mathematics teaching
• Preschool and school develops an awareness of health and sustainable development
and lifelong learning
• Improve the achievement levels of students with mother tongue other than Swedish
• Pay particular attention to the situation of newly arrived pupils aged 12-16
• Pupil power – parent power
• Equality
• Multitude and integration
• Development of language, reading and writing skills
• Individual development plans