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 and Day-nurseries (1-5 year olds)

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 5130 children22 independent pre-schools 982 childrenFamily daycare 602 children

Rates in pre-schools

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.

After-school recreation centres, youth clubs, independent day-nurseries (6-12 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.

Pre-school classes (6 year olds)

Compulsory schools

• 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

Compulsory school forms: For 7-16 year olds

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.

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.

Special schools for children with disabilities (7-16 year olds) (Optional Year 10)

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

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 10466 pupils 7 independent compulsory schools 1188 pupils

Compulsory-level special schools in 3 schools 134 pupils

The Swedish Educational System for 1 - 19 year olds

1 year 7 years

Pre-school or family day-care

After School CareLeisure centres, youth clubs and family day-care centres

Compulsory and Special Needs SchoolYears 1 - 9 compulsory education

Upper Secondary School3 year voluntary edcucation

16 years5 years

Pre-schoolvoluntary

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

11 School Districts

School Health Care

Special Needs School

Director of Education

Meal service

Centrala

Ersboda

Marie

Carlshöjd

Ålidhem

Teg

Grubbe

Västra

Röbäck

Haga

Tomtebo

Compulsory-level Special Schoolintegrated with 5 of Umeå´s compulsory schools

Local Education OfficeDirector of Education Admin, Finance, HR, Education

Naturskolan

Idéan

Learning- & Research Centre

Competence centre

• Speech and language• Pre-school and compulsory school for children with

hearing impairment• Preparatory education for immigrant children• Native language lessons• Educational support team• Allergy pre-school and compulsory school• Classes for children with restricted mobility• Special groups (Aspergers, ADHD)

For children with special needs

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

Preparation Classes

Our shared mission in Umeå

A successful and enjoyable pre-school and compulsory educational system promoting both

Academic objectivesSocial objectives.

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”.

We prepare children for life

A school for everyone, giving children and young people the right… to feel secure and respected and to be seen and heard• children and young people learning in a climate of trust, social equality and

democracy

• zero tolerance for discrimination and other degrading treatment

• 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

City Council objectives for Pre-school and Compulsory School Board

• children and young people have influence over their work environment

• their learn and experience in a positive work environment

• working methods and work adapted and varied by the competent child's / student's interests, needs and circumstances

• diversity is seen as an asset and opportunity

Stimulating and creative learning environments

City Council objectives for Pre-school and Compulsory School Board

To learning and knowledge

• Everyone having the right to a rich and functional language and aesthetic vocabulary – our principal mission

• 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

• Pre-school and school develops an awareness of health and sustainable development for a sustainable and lifelong learning

• Each student must have a forward looking individual development in which also parents' involvement and expertise be utilized

• 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

Individual support

Teaching

Working climate

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 Personalization Appraisal Individual support

Umeå SwedenStudents, 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 86,7Students, percentage (%) in grade 9 who are competent to scientific and technical programs 87,9 83,5Students, percentage (%) in grade 9 who are eligible for vocational programs 91,0 87,7Students, percentage that are eligible for upper secondary the school (2010) 94,0 88,2

Students, percentage (%) not achieving the goals of English 3,2 6,2Students, percentage (%) not achieving the goals of mathematics 4,6 7,9Students, percentage (%) not achieving the objectives of the Swedish 2,3 3,2Students, proportion not achieving the objectives of one, several or all subjects 20,1 22,7

Student result 2011 ( municipal schools grade 9)

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

• The Principal Conference 2006 addresses the issue of a single goal for the department

• Decision – principles, staff starts a fundamental education on the topic of ESD

• 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)

• 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 • The principal in the front• An organization that enables development and learning over time.

Focus on sustainability, self evaluation, effectiveness and quality• Student influence is crucial• Exchange of experience, networking

• 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

Priorities over the next years