Raoul Wallenberg Schools conduct their development work to provide high-quality education for children and students from preschool to grade 9. This is guided by our vision that every student should reach their full potential and our mission to make a positive difference for each individual child and student in our schools.

Education during children’s and young people’s early years is a foundation for lifelong learning. We strongly believe in integrating the development of knowledge, social skills, and character in teaching. To ensure children and young people develop well in these areas, it is essential for education to take place in a calm, safe school environment with plenty of physical activity and sports. This contributes to mental and physical well-being and ensures high attendance in school.

It is vital that education is conducted thoughtfully, methodically, and consistently throughout the entire school journey, from early childhood to grade 9. At RWS, we achieve this with the “red thread” approach, connecting every stage of children’s and students’ climb toward excellence and their full potential. We continuously monitor their development year by year in various ways to ensure positive progress for every child.

Our focus lies on core subjects: Swedish, English, and mathematics. We ensure both boys and girls develop well, and their progress is assessed accurately and fairly.

We are organized both vertically and horizontally. Vertically, our staff is structured within schools and teams (e.g., grade levels and departments), led by school directors, principals, team leaders, and teachers or educators focused on students. Horizontally, staff across the organization are grouped by specialties, such as specific subjects, social skills, character development, and student welfare, focusing on pedagogy and professional expertise. This dual structure ensures all our schools operate at the highest professional level.

The RWS group and each individual school work purposefully and methodically to continuously evaluate and improve pedagogical practices across all parts of the organization. This is done within the framework of our systematic quality assurance, which is regularly reviewed by municipal and national authorities.

We set multi-year goals and plans for our work. Before each school year, each school develops an operational plan, which is reviewed mid-year and evaluated annually through a year-end analysis. A detailed annual report is then created, including forward-looking actions to further improve. These actions are incorporated into the operational plan for the new school year. In this way, we ensure continuous improvement, leading to better development for children and students.

We also use the climbing metaphor for our schools. At the end of each school year, qualitative results for each school are compiled in a unified manner. Schools are then placed on a climbing chart, showing their position on the mountain in their journey toward the qualitative peak. We observe constant progress toward the summit. School leaders and staff are evaluated based on these qualitative results, primarily reflecting the development of children and students in knowledge, social skills, and character.

At the corporate level, we drive progress within five strategic areas. These areas are evaluated annually, and their content is adjusted based on the analysis. Once sufficient progress is achieved, the areas are replaced with new prioritized strategic areas.

The five current strategic development areas are individualized teaching for children and students, language development – speaking, reading, and writing, a positive work environment with focus and calm for learning, strong collaboration between home and school, and a stable organization with engaged and proud staff.