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Vittra Rösjötorp International

Educational concept

At Vittra we want to give our children and pupils the best conditions for continued good schooling and a successful future. But good knowledge outcomes and the high quality of our operations are no accident. They are the result of systematic work in a number of key areas, which we call our Vittra tools. The various tools are interrelated and mutually dependent – for example, working across subject boundaries and providing contemporary education is dependent on an organisation that is based around work teams.


Individual development

At Vittra we want our children and pupils to develop not only their subject knowledge but also their social skills and understanding of how they learn best. All our pupils therefore have an individual development plan (IDP) and each child in preschool has an equivalent development plan (DP). In these, the teachers ensure that the whole of the child/pupil’s development is monitored based on goals in three areas: knowledge, learning and personal development. The goals in the individual development plan (IDP) are directly related to the curriculum for compulsory schools. Each child and pupil also has a personal mentor whose task is to draw up the individual development plans and ensure that the pupils follows up on their goals in their Vittra book. The personal mentor also maintains a close dialogue on the pupil’s progress with his or her parent/guardian. The pupils’ IDPs are, in addition, used as the basis for planning the teaching. Click here to read more about our teaching.


Contemporary education

At Vittra, we provide what we call a contemporary education. This means that we are constantly updating our teaching based on the latest research into what has the best effect on children’s and pupils’ learning. The most successful approach is a varied education that takes the interests, abilities and experiences of the children and pupils and links them to the knowledge requirements set out in the curriculums. Placing the knowledge in a context makes the teaching more fun and improves motivation. This is why our pupils often work on teacher-led projects or themes which weave together knowledge requirements from several different school subjects.  Click here to read more about our teaching.


Vittra’s learning environment

Our physical learning environments are carefully planned, functional and flexible, based on the needs of the children and pupils, and can be adapted to different learning situations. We believe in an environment in which materials are accessible to children and pupils, but where things are exactly where they should be. School lessons take place primarily in the classroom, which can be adapted according to what the pupils are doing and learning, be it lab experiments, group work, talks or individual work, but we also use other parts of our premises for teaching. Sometimes, for example, some of a lesson may be held outside, such as “outdoor maths”.


The Vittra culture

Happiness and security are crucial to learning. Vittra’s shared values of being inclusive, clear and responsible provide a platform that each preschool and school can then build on to create its own school culture. To turn words into action we have concrete methods and activities that support the development of a good culture, including active work on a code of conduct and daily assemblies to get the day off to a good start. In addition, our autumn terms always begin with a start-up period, during which the value-related aspects of the curriculum take centre stage. Click here to read more about our pastoral care.


Systematic quality work

At Vittra we monitor two separate aspects of quality: functional/actual quality in the operation, and perceived quality. The systematic quality work dictates how we organize ourselves, as reflected in our division of the school year into six periods. Each period is followed by a development and preparation day (DP day), during which the teachers assess the most recent period, and plan and prepare for the next. This system of regular follow-up means that we maintain a complete picture of the children and pupils’ knowledge development, so that teaching, ways of working and the organisation can be adapted accordingly. In other words, systematic quality work creates good conditions for our children and pupils to achieve ever greater goal fulfillment. Click here to read more about our quality work.



We have an organizational structure and chain of command in which every role has a clear mandate, duties and responsibilities. At Vittra, the teachers are always organized in work teams. These teams work together to plan and assess the teaching for the team’s children or pupils. The work team is important in allowing us to constantly improve the teaching, ensure high quality and develop projects and themes that cross subject boundaries.



We build good relations by being open and clear in our communications. Insight and a close dialogue with parents/guardians and pupils are a must if we are to give every child and pupil what they need to develop their full potential, both in terms of knowledge and social skills. At Vittra, in addition to everyday communications, we have chosen to issue regular information in the form of weekly newsletters from the personal mentor and newsletters from the principal at the end of each period. Find out more about communications on each school’s own website under the headings “Kommunikation mellan förskola och hem/Communications between preschool and home” and Kommunikation mellan skola och hem/Communications between school and home”.

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