Tertialrapport Tertial för Kungsholmens gy - engelska sektionen

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1 Kungsholmens gy - engelska sektionen Tjänsteutlåtande Dnr: /5 Sid 1 (23) Handläggare Lesley Brunnman Telefon: Till Kungsholmens gy - engelska sektionen Tertialrapport Tertial för Kungsholmens gy - engelska sektionen Förslag till beslut Kungsholmens gy - engelska sektionen Stockholm lesley.brunnman@stockholm.se stockholm.se

2 Sid 2 (23) Innehållsförteckning Sammanfattande analys... 3 Uppföljning av Kommunfullmäktiges inriktningsmål Ett Stockholm som håller samman Alla barn i Stockholm har goda och jämlika uppväxtvillkor Alla stockholmare har nära till kultur och eget skapande Ett klimatsmart Stockholm Stockholms kretslopp är resurseffektiva Ett ekonomiskt hållbart Stockholm Stockholm är en världsledande kunskapsregion Stockholms stads ekonomi är långsiktigt hållbar Ett demokratiskt hållbart Stockholm Stockholms stad är en bra arbetsgivare med goda arbetsvillkor Stockholm är en stad som lever upp till mänskliga rättigheter och är fritt från diskriminering Uppföljning av ekonomi Uppföljning av driftbudget Investeringar Medel för lokaländamål Övrigt Synpunkter och klagomål Redovisning av synpunkter och klagomål Övrigt... 23

3 Sid 3 (23) Sammanfattande analys The school's vision is "Education and Culture for an Active Influence in a Globalised World". Our students are influenced by their experiences here at Kungsholmen where they meet an intellectual level which stimulates and develops their awarenesss about their own learning and knowledge about the world around them. They learn to think independently, to be critical and to reflect. They learn to see things from a scientific perspective, a social science perspective and from a humanities perspective and they can see how the different perpsectives enrich each other. They also understand that learning takes place throughout life and covers all areas of life. Our prioritised areas for development remain: 1. We will continue to work with creating a more holistic view for the students around their whole programme of study so that they can gain an interdisciplinary approach to learning. 2. We want to be a learning organization, where the staff learn from each other and from their own experience, in order to develop teaching and other learning activities in a systematic way. The students and teachers have worked hard to achieve good results and also to fulfil the wider aspects of the school's Vision regarding making an active influence in a globalised world. Many of our students travel with school and experience life in other parts of the world which also widens their perspective on their own lives. The Student Union plays an important role in school life and we have around 50 active student clubs and associations. These associations offer a dimension to school life where the students gain an understanding of how democracy works. The Student Union is also a discussion partner in our work to develop the school and in the School Conference. We welcome the involvement of our students in making the school experience richer for many of our students. The language introduction groups are now an established element of the school. The Student Union and Student Associations have been quick to offer ways to make the students feel comfortable and welcome. The teachers teaching the language introduction classes have teaching within the other programmes in school too and work to find ways of linking students together in school work. Our students are also actively involved in making a difference where they can and examples of this can be found in the fund-raising activities organised by the Zambia group, the Indian Initiative or the Guate group. All of these student associations work to raise funds to finance school studies for youngsters in the respective countries. Many of our students continue to show commitment to trying to make a difference for others. Our work teams have been working on the prioritised areas in the work plan in a more systematic way but our students are less happy with the interaction with teachers according to the results of the 2nd year student survey. Our work teams are working together with the Student Health team in a more systematic way and are concentrating more on working in a preventative way and being more aware of the students who could be at risk and providing support.

4 Sid 4 (23) The fourth year of our Professional Development initiatives, regarding developing a more scientifically researched and proven experience insight into the work as a teacher, resulted in an excellent day in June where teachers shared the results of their findings with colleagues in our "Kungsholmens Academy". This was again a very positive way to end the Spring term and observers from Stockholm University and Örebro University have expressed that this should be something that we record and spread. Many of the teachers have produced a written document and these will be accumulated and made available to others. This autumn we have changed focus and are concentrating on Sustainable Learning - a project looking at how to work with ambitious students in a sustainable way, Läslyftet and Programming for some teachers of Mathematics. Our work with increasing norm awareness continued in the Spring term and this was especially helpful when the #metoo began to affect the students here in the school. Our Library has been LGBT certified and our Librarian does wonderful work to increase norm awareness. We have now introduced the Skolplattformen and despite the teething problems, our teachers and students are working to develop the digital tools for learning. Organisation The school has three sections, The International Section where all students are taught in English, the Swedish Section and the Choir Section. All of the sections include Natural Science and Social Science programmes. We also offer the Humanities programme in the Swedish Section. We also have two groups of language introduction. The International Section has three work teams, based on year groups, with a mix of Natural Science and Social Science classes in each of the three groups. Our language introduction teachers are not a separate team and the teachers are spread among the teachers' teams. The Student Health Team is also a team working towards the goals for the school and are becoming more systematic in working in a preventative and health promoting way with all students rather than mainly dealing with students who have specific problems. Evaluation of results Each team has prioritised the goals they wish to concentrate on improving during 2018 and in June have evaluated how far they have reached in improving the results aimed for. This report is based on the teams' evaluations, statistics from the 2nd year Student Survey and discussions with classes of these results, statistics regarding grades from the City and our talks with 3rd year students before leaving the school. The Student Health Team have analysed their results of the work done this year so far. Summary of analysis Our students achieve excellent results in their studies and graduate to go on to further studies. They are generally secure and happy in school although there are aspects of school life that they are critical about and where there is still room for improvement. During the Spring term this has been actualised in the #metoo movement. Students were not satisfied with how we dealt with this initially. This has led to a dialogue and a new Common Values Group (Värdegrungsgrupp) being formed to influence how we work with norms and equality in the

5 Sid 5 (23) school. The results of the 2nd year Student Survey were lower than in recent years and we have to rethink how to work with these areas. We hope that our work with Sustainable Learning will lead to better communication with students and ultimately better results in the Student Survey. We have worked with improving the work environment for personnel to encourage respect, openness and trust between colleagues. Uppföljning av Kommunfullmäktiges inriktningsmål KF:s inriktningsmål: 1. Ett Stockholm som håller samman KF:s mål för verksamhetsområdet: 1.1 Alla barn i Stockholm har goda och jämlika uppväxtvillkor Indikator Periodens män/ pojkar kvinn or/ flicko r Perio dens VB 2017 Progno s helår Årsmål KF:s årsmål Period Andel gymnasieelever som slutfört utbildningen inom tre år 80, % 2018 Nämndmål: Alla elever utvecklas och når målen för sin utbildning Lärare har höga förväntningar på eleverna. Utbildning och undervisning utgår alltid från läroplanernas mål och kunskapskrav respektive examensmålen och ämnesplanernas kunskapskrav samt från vetenskaplig grund och beprövad erfarenhet. Alla lärare är engagerade och kompetenta, och planerar undervisningen gemensamt. Eleverna får i förväg veta vilka mål de arbetar mot, är delaktiga i planeringen av hur undervisningen ska genomföras och vilka olika former för redovisning och bedömning som kommer att användas. Återkopplingen till eleverna är en central del i undervisningen. Bedömning i formativt syfte, med avsikten att stärka elevens lärande, används både för att synliggöra och stödja elevernas kunskapsutveckling samt för att kontinuerligt bedöma, utveckla och förbättra undervisningen. Kvalitativa analyser av resultat genomförs på alla nivåer för att utveckla verksamheten.

6 Sid 6 (23) Indikator Periodens män/ pojkar kvinn or/ flicko r Perio dens VB 2017 Progno s helår Årsmål KF:s årsmål Period Andel gymnasieelever med examensbevis, oavsett studielängd 98 % 98 % 99 % 96 % 96 % 2018 Our students continue to achieve Gymnasium diplomas at a high level. This is due to the fact that our teachers and students w ork hard together. We also w ork to support students who have problems w ith studies at an early stage. We have a w ellfunctioning Student Health Team w ho w ork in a health promoting w ay and try to prevent the occurence of problems which affect studies among our students. Andel gymnasieelever med minst betyg E i samtliga kurser i examensbevisen 93 % 93 % 92 % 2018 The percentage of students achieving at least E in courses remains at 93 %. We continue to try to ensure that no students graduate w ith F in courses. We w ould of course prefer that no student receives F grades, but this is difficult to eliminate as some individual students choose not to continue w orking w ith a course, although the grade is F. The underlying reason for this varies greatly from individual to individual but often concerns pressure of work where students don't have the time or energy to continue w orking with a course that has been completed as w ell as w ork with the new courses being studied. Andel legitimerade lärare i gymnasieskolan 75 % 75 % 75 % 76 % 85 % 2018 The International Section continues to have some teachers w ho are not qualified w ithin the Sw edish system. Some of them are studying to become qualified and some have qualifications from abroad. All of the teachers have University level qualifications w ithin the subject area in w hich they teach. Enhetsmål: COMMITMENT: Kungsholmens gymnasium/stockholms musikgymnasium develop teaching and learning based on scientific evidence and proven experience. Uppfylls helt Expected Result The teaching and learning develops continuously due to the systematic studies of teaching practice and collegial learning. In the academic year which ended in June, the main focus of our Professional Development was that our teachers worked in groups of their own choice supervised by a First Teacher or Lecturer and with the support of Maria Andrée from Stockholm University. The groups chose which area of the job as a teacher they were going to systematically investigate and worked with this over the year. The work done in the groups was then presented in what we call "Kungsholmen's Academy" on 19th June. This was a day when each group could choose how they would present their professional development work for colleagues and other interested parties. There was a programme of seminars and presentations and teachers described how they were developing the work they do as teachers due to the insights they have gained through their professional development.

7 Sid 7 (23) The day was again a great success and was praised by the University personnel who were present. Several of the Professional Development groups have visited colleague's lessons as a part of their investigations and have found this useful in gaining insight into what actually happens during different lessons. The same class can be quite different in different subjects and this leads to interesting discussions among colleagues regarding the factors which affect this. Two teachers completed their University studies to become qualified for teaching Swedish as a 2nd language. For the academic year just finished we concentrated on the following areas: Two research projects with the support of the Research and Development funding from the City in Swedish and Modern languages were concluded. A Research and Development project in Translanguaging (where students study in another language than their mother tongue) has continued. Four Natural Science teachers from Kungsholmen worked with colleagues from other schools to develop the teaching within this area and this has now been concluded. Our teachers of Mathematics have chosen to continue working with the maths lift format and are working on how to implement Digitalisation and Programming into the maths courses in preparation for the changes in the curriculum from Autumn One group worked on Global Citizenship Education. Developing the International Section Social Science programme. This will continue within the work teams. Sustainable Learning - a cooperation with researchers from Örebro and Stockholm Universities who want to study high achievers and stress was introduced and we will continue to work with this - see below. Other teachers or groups of teachers who had specific areas that they were in the process of investigating concluded in June. A group for new teachers who haven't worked with our school's professional development earlier concentrated on reading and discussing articles. The cooperation between Kungsholmen, VRG Odenplan, VRG Jarlaplan and Globala gymnasiet has come to an end as our teachers felt they had too many different forums to concentrate on. Our focus for Professional Development for the Autumn term 2018 will be: 1. Sustainable Learning - groups of teachers led by a First Teacher or Lecturer will read and discuss articles in Teaching Learning Communities (TLC) and will meet on a regular basis. This work will be supported by researchers, Pia Skott, Larissa Mickwitz, both Stockholm Unversity, and Christian Lundahl, Örebro University. This is part of the research project the school is involved with around High Performing students and Sustainable Learning. 2. Läslyftet supported by supervisors, 1 lecturer and 1 First Teacher. 3. Programming course run by Stockholm University for maths teachers. 4. Research and Development Project in Translanguaging. Our work with Sustainable Learning will also be implemented in the Work Teams and in the

8 Sid 8 (23) Subject Groups and in EHT. Enhetsmål: COMMITMENT: Kungsholmens gymnasium/stockholms musikgymnasium improves the implementation of and knowledge of digital Tools and Resources so that they will become a natural part of the student learning Uppfylls helt Expected Result IT is an integrated tool for learning and administration. Personnel and students feel confident and secure in the use of digital solutions, where those are available, and are curious regarding new programmes and applications for the benefit of learning and other activities at the school. The school has a good organisation for the implementation of GSIT2.0. In our course evaluations, carried out in February 2018, 82 % of the school's students are satisfied with the digital communication between teachers and students. This is a good result and reflects the work undertaken by teachers over the last few years to develop their digital skills and the use of digital tools in teaching. The new Skolplattformen has been launched in the whole school in the autumn term. This has gone well although there have been many teething difficulties which will continue to affect our effectiveness until it works more reliably. We have appointed two teachers as IT pedagogues who are offering support to colleagues in all aspects of the introduction of the new tools. This support will be offered on a regular basis throughout the academic year and has been instrumental in reducing the stress levels, and increasing the competence levels, for staff in school. We prepared for the launch of Skolplattformen during the spring term and used Fronter as usual until June. We piloted another Learning Management System (LMS) with a few students and teachers during the spring and decided not to continue with this when we had more information about the tools available in Skolplattformen. The skills learned in the other LMS are mostly transferable to our new system. Our work teams are one of the channels for disseminating knowledge of efficient ways of working digitally and some teachers in each team were involved in the preparation of the launch so that they could help prepare their colleagues for the new Skolplattformen. Our subject groups leaders have also been working to prepare for a more systematic sharing of course materials in the new system and we are emphasising that this is our expectation from all members of staff. Our new 1st year students have not yet been supplied with School computers and therefore the digitalisation process will be somewhat delayed here.

9 Sid 9 (23) Digiexam has been used by many teachers around the school both with examinations and with feedback to students. This has helped increase the digital competency among those teachers. Maths teachers in the International Section have worked with programming in the Maths lift and have tried implementing simple programming in some of the mathematics courses. This was in preparation for the inclusion of elements of programming in the mathematics curriculum from autumn Some of the maths teachers are starting to read a University course in programming in cooperation with the City and this is also to help them prepare for the programming component in mathematics courses. The digitalisation process is well under way and will continue to be a part of the skills development for teachers in the coming months and years. Enhetsmål: COMMITMENT: Students within the International Section have the opportunity to participate in an International project together with schools from other countries. Uppfylls helt Expected Result: Students and teachers have the opportunity to participate in the Erasmus+ project about strengthening enquiry based learning in both students and teachers. Partner schools in Spain, Italy, the Netherlands and Germany. Students and teachers have the opportunity to participate in the Erasmus+ Project about Economic Models and Sustainability. Partner schools in France, Belgium, Italy, United Kingdom and Spain. Students of step 4 languages have the opportunity to travel to Spain, France or Germany on an exchange visit. Students in 3rd year specialisation courses have the opportunity to travel to Zambia, Guatemala, or India to conduct investigations relevant to their chosen area of research in connection with their Diploma Project (gymnasiearbete). Students participating in any exchange gain cultural understanding and awareness of education in different countries. Other types of international cooperation projects will also be developed where travel is not necessarily involved. In the spring of this year there have been language exchange trips to Hamburg, Paris and Cordoba. Students from step 4 language groups, usually 2nd year students, have lived in families and followed their host student to school. They have also been hosts when the students have visited Sweden and this is an excellent way of boosting the language studies for our students. Many of the students have worked on projects together with their partner

10 Sid 10 (23) students around issues that can be compared between Sweden/Stockholm and the other country. These can be issues such as how we work with sustainability or gender aspects in society etc. A group of students from 3rd year participated in a trip to New Delhi and the surrounding area where they conducted research which was then used in their Specialisation course and in their Diploma Projects (gymnasiearbeten). They visited Bal Ashram, a residential camp for children who have been rescued from slavery. They also visited a school and village schools in a suburb of Delhi. This trip was a life-changing experience for all of those who participated and a good example of living our school vision. A study trip to our partner school in Guatemala was also undertaken by a group of 3rd year students accompanied by three teachers and here too the students had a life changing experience of staying with local families and joining the students in the girls' school which we support. The students undertook studies related to their Diploma projects. A study trip to Zambia was also undertaken by a group of 3rd year students and 3 teachers to our partner schools in Livingstone and Lusaka in Zambia. Again this is a life-changing experience for students who have had first-hand experience of life in a very different country to Sweden. Here too the trip is linked to the Specialisation course and research for the Diploma Project. We would like to develop ways of ensuring that more students can have an experience of the type that the students who travel have. Our two Erasmus+ projects are under way and have included small groups of students and staff travelling to other European countries to participate in workshops and projects. One project is being coordinated by our partner school in Le Havre and includes schools in Brussels, Borgo san Lorenzo in Tuscany (Italy), Trapani in Sicily, Brighton (UK) and Calafell in Catalonia (Spain). The project is around Economic Models and Sustainable Development. Our other project is around mutual learning and developing best practice, the project promotes a collaborative but critical approach to doing research and teaching research skills in school. In the project research and presentation skills are put into practice and assessed through student and teacher peer review. In a lifelong learning perspective, the students will further develop these basic and transversal competences in their post/secondary educational career and in their future place of work. The same lifelong learning perspective applies to the teachers in the project. By working together they develop a broader perspective and will be challenged to critically assess their own role in teaching research skills by working together on improving achievement in research and the development of teaching materials. Here's is a link to the website showing the work done so far: Partner schools: IES Ramiro de Maeztu (Madrid), Lorentz Lyceum (Arnheim), Istituto E Montale Nuovo IPC (Genova), John Fitzgerald Kennedy school (Berlin). Plans for travel during the current academic year are under way.

11 Sid 11 (23) Enhetsmål: COMMITMENT: The International Section Teachers will focus on Course planning and Work Schedules for classes which give the students and Teachers a balanced workload. Uppfylls delvis Expected Result: That Course Plans and Work Schedules are available on our LMS (Learning Management System) Fronter or Office 365 and have been discussed with colleagues so that the workload for Teachers and Students is evenly spread over the school year. For a few years now we have been trying to get the workload planning to function in a satisfactory way. However, this has proven to be a very difficult task and is still in focus. The Development Leaders of each team have a shared document for course planning and workload planning. We hope that the transparency of this document (and all of the work behind it) will lead to a more even workload for Teachers and students over the academic year. The school has adopted a new policy regarding deadlines for the Teachers planning of courses and E-blocks and our hope is that students will have more access to the workload plans and can therefore plan their studies more efficiently. Our expectation with the new Skolplattformen and Teams is that they will help with this. However the level of reliability of the new system will affect this work. Enhetsmål: EHT arbetar hälsofrämjande utifrån elevernas behov av att minska upplevelsen av stress för ett hållbart lärande Uppfylls helt Minskad upplevelse av stress, resurser att hantera egen stress EHT har fortsatt med psyko-edukativa föreläsningar som de får god respons på från de lärare som har lyssnat samt från enskilda elever. Denna vår har dock skolsköterskornas lektion i åk 2 om sömn och stress endast hållits i tre av tolv klasser. En anledning till detta är att skolsköterskorna inte fått respons från mentorerna att avsätta mentorstid. Känsloföreläsningen har hållits i tre klasser av fem på Internationella sektionen. Nästa läsår planerar en

12 Sid 12 (23) skolsköterska att hålla alla stressföreläsningar i åk 1 och den nya skolsköterskan kommer att få hålla uppföljningen om sömn/stress i åk 2. Specialläraren har inte erbjudit yoga under våren på grund av arbetsbelastning men har för avsikt att fortsätta med detta i höst. När EHT går igenom svaren från avvecklingssamtalen så nämner många grupper EHT:s föreläsningar på frågan har du fått med dig verktyg för hantering av arbetstoppar och andra utmaningar på gymnasiet. De flesta elever tycker dock att de har fått hitta egna strategier och några nämner att de strategier och tips EHT informerar om på föreläsningarna är orealistiska. Vad EHT kan ta med sig är att inför nästa år förtydliga vad eleverna kan förvänta sig av föreläsningarna samt att det behövs ett kontinuerligt arbete kring detta eftersom att förändra förhållningssätt är en process, både att hitta vad som är realistiska krav att ställa på sig och att faktiskt leva/studera hållbart. Det finns uppföljningar i mentorspärmen som EHT tipsar mentorerna om efter att föreläsningen har hållits. EHT har träffat en elev från kåren och uttalat en önskan om samarbete kring elevhälsofrågor under läsåret 2018/19. Under våren har EHT träffat forskarna som håller i projektet Hållbart lärande från SU. Projektets frågeställning är det som EHT arbetar med dagligen i enskilda kontakter och i arbetslagen, så att på ett mer systematiserat sätt arbeta tillsammans med lärarna och arbetslagen känns inspirerande och viktigt. EHTs idé om att arbeta med gymnasie-chocken för att underlätta omställningen till gymnasiet, kommer att bli en del av detta. I hälsosamtalen i åk 1 så uppger 25% av eleverna att de ofta är stressade, en långt större andel flickor än pojkar, så fortsatt behov av EHTs föreläsningar finns. EHT har varit mer uppmärksamma på elever som läser utökat program, och söker hjälp med stress, och i större utsträckning rått dem att minska studiebördan. EHT för en pågående diskussion kring elevers mående och hur skolan kan organisera sin verksamhet för att motverka detta i arbetslagen där de deltar. Enhetsmål: EHT fångar upp signaler på ohälsa och inlärningssvårigheter i samverkan med lärarna på ett tidigt stadium för att alla elever ska kunna lyckas med sin skolgång utifrån sina förutsättningar Uppfylls helt Alla elever tar gymnasieexamen och blir behöriga till högre studier. Alla elever i behov av stöd får det. EHT reagerar eller agerar snabbt på information om elevers situation. EHT tycker också att lärarna är snabba på att signalera detta. Mentorer i åk 3 har dock uttryckt att det är svårt som ensam mentor att se och fånga upp alla behov.

13 Sid 13 (23) Både på klasskonferensen och i samtal med enskilda lärare har EHT haft Elevhälsoplanen i åtanke när beslut om insatser görs så att arbetsgången följer planen. Den sitter dock inte självklart och behöver fortsätta att implementeras i arbetslagen. Tydlig information till rektorerna sker också i höst, eftersom två av dem inte varit med och utarbetat planen. EHT har varit mer noggranna i att inte fatta snabba beslut i elevärenden utan att veta mer vad det handlar om. Vi kan dock bli bättre på att initiera utredningar inför beslut. EHT är nöjda med det nya dokumentationssystemet. EHT har detta läsår haft morgonmöte en gång per vecka för att vid behov kunna fördela elevärenden snabbare eftersom det kan dröja mellan EHT-mötena med rektorer. Detta läsår har insatser från kuratorerna skett i fyra klasser samt coachning av lärare avseende detta i två klasser. Specialläraren har haft handledning i ett arbetslärarlag runt behoven i en klass. Detta läsår har 6 elever gått ut med studiebevis och en med utdrag från betygskatalogen. EHT föreslår att en handlingsplan för de elever som blir varnade i gymnasiearbetet görs så att skolan försöker säkerställa att eleverna klarar det. Nämndmål: Alla elever har en god lärmiljö Alla elever känner sig trygga i skolan. Skolan erbjuder en god lärmiljö där bemötande och stöd ger eleverna förutsättningar att fokusera på utbildning och arbetsuppgifter. Det finns tydliga och kända rutiner på skolan för hur man ska hantera olika situationer, exempelvis frånvaro och olika former av kränkningar. Medvetenheten om den fysiska miljöns betydelse för en trygg och kunskapsstödjande arbetsmiljö är hög. Skolan har god samverkan med vårdnadshavare samt socialtjänst, polis och andra relevanta aktörer. The level of absence has decreased slightly from last year and is now 8.8 % compared to 10 % last year. We have discussed a new system of following up absences and this will be implemented in the autumn term across the whole school. Our intention with this is to ensure that we are more systematic in reacting to absence and ensuring that students who have problems get help more quickly. The level of absence is low compared to the City as a whole but we still think it is important to work to improve this level as it is often an indicator of stress or other problems. Indikator Periodens män/ pojkar kvinn or/ flicko r Perio dens VB 2017 Progno s helår Årsmål KF:s årsmål Period Andel gymnasieelever nöjda med - Det är arbetsro på mina lektioner 76 % 80 % 75 % 74 % 75 % 2018

14 Sid 14 (23) Indikator Periodens män/ pojkar kvinn or/ flicko r Perio dens VB 2017 Progno s helår Årsmål KF:s årsmål Period The rate of students w ho are satisfied with the work environment in school has risen slightly again this year to 76 %. It is interesting that the figure differs between male 80 % and female students 75 % results. The level varies betw een 43 %, in one class w here we have done a lot of w ork to improve the w ork environment, and 76 % in a parallel class. Generally the Natural Science classes tend to be more satisfied and the results in these classes range between 77 % and 91 %. Andel gymnasieelever nöjda med - Möjlighet att känna sig trygg i skolan 94 % 100 % 93 % 98 % 100 % 2018 The percentage of students w ho feel secure in school has decreased to 94 % from 98 % last year. It is interesting to note that 100 % of male students feel secure and only 93 % of females. This is in a year w hen #metoo had an influence on society and in our school too. Our students started their ow n internet forum for supporting female students and w e were informed that there w as a general level of dissatisfaction among female students that w e did not act quickly enough to deal w ith this. We deal w ith cases of internet bullying and w ork with students' awareness regarding net behaviour in a preventative w ay and also w hen cases arise. We try to use each situation as a learning opportunity for us and the students. Total frånvaro i gymnasieskolan 8,8 % 10 % 8 % 2018 The absence level is low er than last year and w e are going to implement a more systematic w ay of following up on absence. We hope that this w ill lead to a low er general level of absence and that more students w ill receive support with problems at an earlier stage. Enhetsmål: EHT utvecklar underlag för det proaktiva arbetet i klasser i samverkan med lärarna för en förbättrad psyko-social miljö Uppfylls delvis Färre skolbyten i åk 1 samt färre klasser i behov av insatser EHT har uppdaterat mentorspärmen, en resursbank med aktiviteter som kan göras under mentorstiden för att stödja teambuilding och en hälsosam attityd till skolan i klasserna. Mentorspärmen har lyfts i flera sammanhang av rektorer och elevhälsan. Ett arbetslag har för avsikt att använda den mer strukturerat i alla åk 1 klasser i höst. EHT lyfte att den finns vid skolstart i samband med att vi arbetade med introduktionen för åk 1. Representanter från EHT ingår i Värdegrundsgruppen, en ny grupp på skolan som har bildats för att stärka arbetet med jämnställdhetsfrågor. En insats under våren har varit en föreläsning med Nina Rung kring samtycke samt arbete i klasserna på mentorstiden utifrån den. Under våren har EHT påbörjat ett arbete kring hur de kan arbeta med att underlätta omställningen till gymnasiet för åk 1. Arbetsprocessen har inkluderat diskussioner med lärare

15 Sid 15 (23) i arbetslagen och med år 3 elever. EHT har påbörjat arbetet med detta mål men resultatet i form av färre avhopp och färre behov av insatser i klasser kommer inte att kunna mätas förrän nästa läsårsslut. Nämndmål: Alla elever har inflytande över, förståelse för och tar ansvar för sitt eget lärande utifrån sina förutsättningar Med ökad ålder ökar elevers delaktighet i planering och uppföljning. Eleverna får genom detta en god kännedom om sin prestationsförmåga i förhållande till målen, vilket leder till att eleverna utvecklar en positiv attityd till lärande och ser sin egen ansträngning som betydelsefull. Arbetet för att eleverna ska förstå progressionen i lärandet synliggörs i lärandemiljön genom exempelvis kontinuerlig feedback från lärarna och andra bedömningsunderlag. Indikator Periodens män/ pojkar kvinn or/ flicko r Perio dens VB 2017 Progno s helår Årsmål KF:s årsmål Period Andel gymnasieelever nöjda med - Hur deras lärare informerar om vad som krävs för att uppnå de olika betygen 45 % 63 % 37 % 58 % 60 % 2018 The result in this area is a disappointment as our teachers are w orking formatively. It is interesting to note the difference betw een male and female students as the teachers are not aw are that they work differently with the various students. We hope that the new Skolplattformen w ill provide us w ith efficient tools for working in this area and improving student satisfaction here. Andel gymnasieelever nöjda med - Hur deras lärare under kursens gång informerar om hur man ligger till 45 % 63 % 37 % 53 % 60 % 2018 The responses to this question are not at an acceptable level and again the level of satisfaction among male students is significantly higher at 63 % than for female students at 37 %. We know from talking to students that they w ould like individual feedback from the teachers on each task undertaken. Our teachers have been w orking more w ith peer feedback and w e hope that the new Skolplattformen w ill help students and teachers to have effective communication in this area. Andel gymnasieelever nöjda med - Jag får vara med och påverka hur vi arbetar under lektionerna 37,33 % 42 % 35 % 56,76 % 60 % 2018 When w e look at the result here, w e can once again see that the students are not satisfied. When discussing this point w ith teachers they illustrate w hen they think it is appropriate for students to have an influence and this is an area w here we will continue to w ork.

16 Sid 16 (23) Enhetsmål: COMMITMENT: The Teachers' teams focus on developing formative ways of working which gives students more information about how they need to work to achieve their own goals with their studies. Uppfylls delvis Expected Result Students have a better understanding of how to develop their own learning. Teachers have a better understanding of how they can influence the students' learning. Students understand that a healthy attitude regarding success should be more focused on effort put into work and Learning rather than simply on the grade achieved at the end of the courses. KF:s mål för verksamhetsområdet: 1.6 Alla stockholmare har nära till kultur och eget skapande Nämndmål: Eleverna upplever och deltar i kulturlivet Alla elever får ta del av professionella kulturupplevelser. Kultur, estetiska lärprocesser och eget kreativt skapande är en integrerad del i lärandet. Indikator Periodens män/ pojkar kvinn or/ flicko r Perio dens VB 2017 Progno s helår Årsmål KF:s årsmål Period Andel gymnasieelever nöjda med - Jag är nöjd med de kulturupplevelser som jag får ta del av i skolan (t.ex. författarbesök, teater, konserter och museibesök). 53 % 56 % 49 % 85 % 2018 Our students have the opportunity to participate in a w ide variety of cultural activities in Stockholm. This can be in the form of study visits to museums, cinema visits, theatre visits or concerts both in school and in the City of Stockholm. In the International Section all 1st year students are involved in a theatre production "Shakespeare Day" and in 2nd year the students present a theatre production that they w rite and perform during "Drama Day". This is the first time w e have included this area in our report and our aims w ere obviously too high. Our students all have the opportunity to participate in the activities mentioned, but only half of them report that they do so. This is an area w hich we could improve significantly if we make the students aw are of the occasions on which they have the opportunity to participate in cultural activities.

17 Sid 17 (23) KF:s inriktningsmål: 2. Ett klimatsmart Stockholm KF:s mål för verksamhetsområdet: 2.4 Stockholms kretslopp är resurseffektiva Nämndmål: Skolan bidrar till en hållbar livsmiljö Det finns strategier för energihushållning, kosthållning och hållbar utveckling. Detta vävs även in i undervisningen för att synliggöra betydelsen av det personliga ansvaret för vår gemensamma livsmiljö och hälsa. KF:s inriktningsmål: 3. Ett ekonomiskt hållbart Stockholm KF:s mål för verksamhetsområdet: 3.1 Stockholm är en världsledande kunskapsregion Nämndmål: Alla elever har kontakt med högskolor, branscher, näringsliv och andra aktörer Alla elever ska under sin utbildning ha kontakter med högskola, branscher eller näringsliv utifrån utbildningens innehåll och mål. Eleverna ska därigenom ges möjlighet till kunskap, inspiration och underlag inför framtida studier och yrkesval. Aktivitet Startdatum Slutdatum Avvikelse Gymnasieskolorna ska i tertialrapport 2 redovisa samarbeten/kontakter med högskolor, branscher, näringsliv och andra aktörer Enhetsmål: COMMITMENT: Students have Contact with Universities, the business world and other relevant bodies to broaden understanding of the world outside of school Uppfylls delvis

18 Sid 18 (23) Expected Result: Students will show a greater understanding for the wide range of studies and careers that are available to them Our students have many opportunities to meet the world outside of school in a variety of activities organised by teachers and our Study Counsellors. The result for this year is 53 % and this is a significant improvement on previous years ( % and %). Our teachers and Study Counsellors provide a programme of planned activities including visits from Universities, SACO fair for 3rd year students, and we have lectures from business people on a regular basis. We have a double lesson block on Wednesday afternoons (E-block) for all students and we encourage teachers to use this time to book study visits or other relevant activities related to learning. KF:s mål för verksamhetsområdet: 3.5 Stockholms stads ekonomi är långsiktigt hållbar Nämndmål: Det ekonomiska resultatet är i balans Nämndens verksamheter håller budget. Goda analyser bidrar till att prognossäkerheten är hög. KF:s inriktningsmål: 4. Ett demokratiskt hållbart Stockholm KF:s mål för verksamhetsområdet: 4.2 Stockholms stad är en bra arbetsgivare med goda arbetsvillkor Indikator Periodens män/ pojkar kvinn or/ flicko r Perio dens VB 2017 Progno s helår Årsmål KF:s årsmål Period Aktivt Medskapandeindex The AMI for the International Section is 83 and this is a little higher than last year (81) and higher than for the City as a w hole

19 Sid 19 (23) Indikator Periodens män/ pojkar kvinn or/ flicko r Perio dens VB 2017 Progno s helår Årsmål KF:s årsmål (79). During the spring of 2018 w e have looked at the Personnel Policy in some detail and have w orked with the Healthy factors and the Risk factors in the w orkplace. As a whole school we have also worked with key words for a healthy w ork environment: Respect, Openness and Trust. Here w e have w orked with all members of staff in small groups across the w orkforce and this has been appreciated. We are w orking to improve the culture in the school to be more open so that colleagues can support each other in w hat is a very difficult job. We also w ant to ensure that new members of staff feel welcome in the w orkplace. Sjukfrånvaro 2,3 % 2,3 % 2,3 % 2,6 % 2 % 2,5 % tas fram av nämnd en The level of sickness is low and w e continue to support employees efforts to keep fit w ith 1000 kr (Friskvårdsbidrag). The staff also have access to our school gym and can participate in sport activities together w ith colleagues one evening per w eek. We also encourage participation in events such as races together with colleagues. Period Tertial Sjukfrånvaro dag ,4 % 0,4 % 0,4 % 0,73 % 0,4 % 0,7 % tas fram av nämnd en Tertial This level of sickness is also low but our staff are affected by infections as they meet many individuals in their w orking day. Nämndmål: Utbildningsförvaltningen är en attraktiv arbetsgivare för chefer, medarbetare och framtida medarbetare Utbildningsförvaltningens arbete med strategisk kompetensförsörjning säkerställer att alla nivåer gemensamt har den kompetens som är nödvändig för att skapa den bästa skolan för varje elev. Utbildningsförvaltningen attraherar, rekryterar, introducerar och behåller kompetenta och engagerade medarbetare som tar initiativ till och får möjlighet att utveckla sig själva och sitt uppdrag. Lärarna är behöriga och legitimerade, och bidrar tillsammans med övrig personal till skolans utveckling. Arbetsmiljön på utbildningsförvaltningens samtliga arbetsplatser är god. Ett särskilt fokus läggs på frågor kring arbetsbelastning och ledarskap. Generally we have a healthy number of applicants for full time permanent posts in the school. Our school is an attractive workplace with a good reputation among teachers. It is more difficult to get appropriately qualified teachers for part-time or temporary vacancies. The AMI for the International Section is 83 and is slightly higher than last year (81). However we have decided to focus on imporving the work environment regarding an "open climate in

20 Sid 20 (23) the workplace" as the results regarding being respected in the workplace, 38 %, is lower than earlier (43) and considerably lower than the City as a whole, 63 %. We initiated work to improve the levels of respect, openness and trust in the Spring and have continued to work with this in the start of the new term. We are encouraging teachers to be supportive colleagues in the workplace. Our figures for sick leave over the last year at 2,3 are lower than the goal for the City (3). We offer opportunities to keep fit with colleagues in the school both in the school's gym and in group activities in the Sports Hall. We also support participation in races such as Stafesten with colleagues. We make a contribution towards activities for improving personal health with 1000 kr per year. KF:s mål för verksamhetsområdet: 4.3 Stockholm är en stad som lever upp till mänskliga rättigheter och är fritt från diskriminering Nämndmål: I samtliga verksamheter integreras mångfaldsperspektiv Mångfaldsperspektivet är integrerat i det ordinarie arbetet. Personalen har kunskap om mänskliga rättigheter, antirasism, extremism och normkritisk pedagogik. Alla elever och all personal garanteras lika rättigheter och möjligheter. Skolan förmedlar de demokratiska värdena och mänskliga rättigheterna. Främlingsfientlighet, rasism och extremism motarbetas. Skolan förebygger kränkningar, diskriminering och trakasserier genom regelbunden kartläggning av verksamheten tillsammans med elever. Uppföljning görs utifrån det stöd som finns framtaget. Eleverna har inflytande i arbetet samt känner till sina rättigheter i enlighet med FN:s deklaration om de mänskliga rättigheterna. Indikator Periodens män/ pojkar kvinn or/ flicko r Perio dens VB 2017 Progno s helår Årsmål KF:s årsmål Period Andel elever i årskurs 2 på gymnasiet, som inte har utsatts för kränkande behandling eller trakasserier 92 % 95 % 2018 It is positive that 92 % of our students don't experience harrassment in school. How ever 8 % (27 individuals) of students w ho do have experiences of this kind is too high. When w e look at the analysis of the figures w e see that 4 students experience harassment several times per w eek. The most common type of harassment is from classmates 16 students, 7 from other students in school, 8 from a teacher and 10 from other adults in the school. From this w e can conclude that some individuals are harassed in more than one type of situation. This is the first time w e have seen reports of these figures and we will continue to w ork with our Equality plan and our Common Values Group to try to ensure that all students don't have this type of experience in school.

21 Sid 21 (23) Enhetsmål: COMMITMENT:Every Student's and Teacher's awareness regarding Equality, Gender and Diversity will be developed. Uppfylls delvis Expected Results Diversity is integrated into the regular working situations. Staff have knowledge of human rights, anti-racism, extremism and norm-critical pedagogy. All students and all staff are guaranteed the same rights and opportunities. The school conveys democratic values and human rights. Xenophobia, racism and extremism is actively discouraged. The school will prevent abuses, discrimination and harassment through regular surveys together with students. Students have influence in the work and are aware of their rights under the UN Declaration of Human Rights. SPRI: Students will become more aware of Equality, Gender and Diversity issues within Swedish society, the school and in regards to themselves and respect for others. 93 % of the students have reported that they feel safe in school and this is positive compared to the City as a whole (88 %) The results per class vary between 78 % (in a class where we have done a lot of work to improve the work environment with the Mentors and with the Student Counsellor), and at the same time the other classes had 92 %, 96% and 100 %. We strive to improve this level in all areas of the school and support the Student Associations who work in this area with Mental Health Week, Pride Week and helping organise a speaker about consent, Nina Rung. We organised so that each class could see a film of Nina's presentation and then work with questions regarding consent and views on gender etc. This was much appreciated by the students and was the starting point for the work described below. Three members of the teaching staff had time to work with equality and conducted a study of 3rd year students experiences in this area which they compiled and presented during the Spring term in the work teams. This will be the basis for continued work to raise awareness among teachers. #Metoo had an effect in the school and resulted in us working together with student representatives to form a new Common Values Group. We had several meetings during the spring term to discuss the aims and goals of this group and will continue to meet and discuss ways to improve equality for all students regardless of sexual orientation etc. The Student Health Team and Library became LBTQ+ certified during the autumn term 2017 and they continue to develop their work in this area. The library is particularly successful in using social media to support norm awareness.

22 Sid 22 (23) Uppföljning av ekonomi Uppföljning av driftbudget Investeringar Medel för lokaländamål Övrigt Synpunkter och klagomål Redovisning av synpunkter och klagomål Uppdelning Kategori T1 T2 VB Totalt ack. Diskriminering och kränkande behandling av barn/elev Klagomål 2 2 st Synpunkter Tw o separate incidents where students were upset by the w ay they had been approached by a teacher. These incidents w ere investigated and the teacher apologised to the students concerned. Summa 2 2 st Fysiska miljöer, exempelvis lokaler The school lunches are not popular at present as w e have a renovation of the school kitchen and the lunches are being sent from another school. the quality of food is low er than w e are happy with and the complaints are reported to Sodexo. Sodexo deal w ith the problems that are brought to their attention. Students have also complained about the cleaning of the school toilets and that the toilet paper is finished. This has been rectified by the cleaning entreprenör. Klagomål Synpunkter 3 3 st Summa 3 3 st Skolsituation för barn/elev Parents and students have questioned the grades set for tw o different courses. These cases w ere investigated and there w ere no grounds for changing the grades set. Klagomål 2 2 st Synpunkter

23 Sid 23 (23) Uppdelning Kategori T1 T2 VB Totalt ack. Summa 2 2 st Övrigt Klagomål Synpunkter Summa Övrigt