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Welcome!

The Swedish School is situated in Carcavelos, at the coastline between Lisbon and Cascais. Five minute walk to the beach and two minutes to the train station. Here we enjoy a calm neighborhood among beautiful gardens, we have a pool, playground and an outside ball court. The school is open for children between 3 and 12 years old

Preschool

The preschool is part of the Swedish School's operations and follows the Swedish curriculum for preschool (Lpfö98, revised 2011)

We accept children between 3-5 years and the activity runs Monday to Friday between 09.00 and 15.00, between 15.00 and 17.00 Free time is available together with the school children. The preschool is located on the ground floor of the school building, directly adjacent to the garden and playground.

During the preschool age, the child devotes his energy to learning to control his body, learning a language, social interaction, arranging and sorting experiences, and developing a symbolic language. Children are curious and full of discovery and eager to learn new things. The children's exploration promotes new knowledge and experiences and in play the children develop their social and emotional competence. The educators have an important role as role models and inspirers, and in order to meet the children's needs, we have a well-planned activity with varied educational activities and time for free play.

At preschool, the children are outside every day. Outdoor activities are an important part of our business as it enables the children to develop their motor skills and promotes health. Aesthetic forms of expression such as images, song and music are also important elements.

For us, it is important that the teaching follows the child and that we support the child in being able to do it themselves. It also means that we work with a mix of ages and see advantages in that, and that the preschool environment is seen as the third educator.

The day is scheduled with fixed times for gathering, activities, play and meals. Sometimes the whole group is together, but often the children are divided into smaller groups. This is so that the teaching can more easily meet the children's individual interests and needs.

F-class
Low and Intermediate
Leisure time
Academic year 2024-2025
Board and statutes
Complaint
Regulations 2023-2024
Plan mot diskriminering och kränkande behandling 2023-2024
Krisplan Svenska skolan 2023-2024
  • Preschool
  • F-class
  • Low and Intermediate
  • Leisure time
  • Academic year 2024-2025
  • Board and statutes
  • Leave application
  • Complaint
  • Regulations 2023-2024
  • Plan mot diskriminering och kränkande behandling 2023-2024
  • Krisplan Svenska skolan 2023-2024

The preschool is part of the Swedish School's operations and follows the Swedish curriculum for preschool (Lpfö98, revised 2011)

We accept children between 3-5 years and the activity runs Monday to Friday between 09.00 and 15.00, between 15.00 and 17.00 Free time is available together with the school children. The preschool is located on the ground floor of the school building, directly adjacent to the garden and playground.

During the preschool age, the child devotes his energy to learning to control his body, learning a language, social interaction, arranging and sorting experiences, and developing a symbolic language. Children are curious and full of discovery and eager to learn new things. The children's exploration promotes new knowledge and experiences and in play the children develop their social and emotional competence. The educators have an important role as role models and inspirers, and in order to meet the children's needs, we have a well-planned activity with varied educational activities and time for free play.

At preschool, the children are outside every day. Outdoor activities are an important part of our business as it enables the children to develop their motor skills and promotes health. Aesthetic forms of expression such as images, song and music are also important elements.

For us, it is important that the teaching follows the child and that we support the child in being able to do it themselves. It also means that we work with a mix of ages and see advantages in that, and that the preschool environment is seen as the third educator.

The day is scheduled with fixed times for gathering, activities, play and meals. Sometimes the whole group is together, but often the children are divided into smaller groups. This is so that the teaching can more easily meet the children's individual interests and needs.

In the Preschool class, the children who turn 6 attend the same academic year.

The students have acquired basic knowledge and attitudes from the preschool and here the F class now steps in to continue developing the children by taking advantage of their joy and curiosity to learn more.

The class is led by a class teacher who also has an extra teacher available. The style of learning remains very hands-on and play-based and the child's interest guides the themes we work in. Both outdoor and indoor environments are used to help create the broad foundation required to prepare for school. Here, the children learn both subject concepts, school rules, and the basics of reading and writing. We work to strengthen the self-esteem and the children's belief that they will be able to navigate their way in a challenging future.

The classes are divided into grades 2-3 and 4-6. The classes have about 20 children

Pedagogy and academic routines

The Swedish School in Lisbon operates a pedagogy that is based on a holistic approach to subjects and teaching. Teaching is based on LGR 11 with a focus on the best interests of the child and a holistic approach to subjects and teaching. As we have age-integrated classes, the child is met at the level where he is developmentally

The person who has the closest pedagogical responsibility for the student is the class teacher, and it is to him that the guardian turns with questions about the schooling. Every term, the student has development talks where goals are set for the children's learning. The conversation is held between the student, teacher and guardian. In the Year 1 development interviews, the targets are based on the Year 3 knowledge requirements and in Year 4 the targets are based on the Year 6 grading criteria.

We have specialist subject teachers in music, art, crafts, home economics, technology and sports.

We capitalize on each student's strengths and build our school on strong friendships, community and inclusion. The mix of the different ages provides a dynamic resource where everyone finds friends in and after school.

Our primary school aims to create a pleasant, safe and stimulating learning environment for everyone in the school. We are all committed to creating a course of study that promotes open-mindedness and the pursuit of lifelong learning.

Between 15:00 and 17:00, recreational staff are available to students at the school.

Leisure and school work towards the same goal and complement each other. During free time, we strive to develop the children's social and emotional competence. The staff work actively to ensure that the children work in groups and accept each other's differences. Both free, spontaneous and organized games develop children's ability to work together. Leisure time also gives the children the opportunity to use their creativity. There we can bake, paint, draw, sculpt, sew, build and make collages. Sometimes we use the craft room for carpentry or building. There is always the opportunity to play, play ball or just be. Fritids also has some projects, e.g. taking care of cultivation in the school yard. If the weather is nice, we like to swim in the pool.

School opens at 8:30am
Preschool: 9:00 a.m. - 5:00 p.m
Paid extra curricular: 16.00-17.00

Other students follow their schedule.

Spring term 2024

4/1      School start

19-23/2 Carneval break

25-29/3 Easter Holiday

25/4     Public Holiday

1/5       Public Holiday

30/5  Public Holiday

8/6    End of school year celebebration

Summer term 2024

10/6    Public Holiday

11-12/6 Study day

13/6    Regional Holiday

14/6    Study day

 17/6-12/7 Summer preschool and summer leisure, with reservation for changes due to possible roof replacement

Autumn term 2024

21/8 School start 09:00

18/10 Educational day for teachers, school closed

28/10-1/11 School break

1/11 Holiday

20/12 Last day of term, Christmas celebration

=82 schooldays

 

Spring term 2025

7/1 School start

17/2-21/2 School break

17/3 Educational day for teachers, school closed

14/4-18/4 Holiday

18/4 Holiday

25/4 Holiday

1/5 Holiday

6/6 End of school year celebebration

=96 schooldays

 

Summer term 2025

9/6 Study day

10/6 Public Holiday

11/6 Public Holiday

13/06 Public Holiday

16/06-11/07 Summer preschool and summer leisure

19/06 Public Holiday

The Swedish School in Lisbon Statutes 2020

School board: Mikael Cwyl Henrik Gustavsson, Linda Petersen, Ana Matos, Emelie Tillgren, Fredrik Hägglund, Miguel Engström

The school's representative: Kristin Arnberg, principal from August 2021

Annual Metting 29th may 2023

MOM Board meeting june 2022

MOM Board meeting august 2022

MOM Board meeting October 2022

20221124 Protocol General Assembly

Handling of complaints

The Swedish School Lisbon would like to take part in views, suggestions and complaints about the activities. Your views are important so that we can more easily develop and improve our business.

If you have comments or complaints about the school's activities, you can choose the following options:

Contact the staff concerned in the first instance.
E-mail to the principal kristin.arnberg@escolasueca.pt
Send a letter to the school:
Swedish School Lisbon

Rua de Quelimane 174

2775-620 Carcavelos

This is how the point of view and complaint handling works

Point of view or complaint submitted to the person concerned:

If you are not satisfied despite the measures taken, the matter will be forwarded to the principal. If the situation is still not resolved, the matter finally goes to the board to handle.

Point of view or complaint submitted by e-mail or letter:

The message is registered and forwarded to affected staff and operations. Provided you provide your email address/address, you will receive a confirmation that your email/letter has been received. If you are not satisfied despite the measures taken, the matter will be forwarded to the principal. If the situation is still not resolved, the matter finally goes to the board to handle.

We encourage anyone who submits comments or complaints to provide contact details. This gives us the opportunity to get back to you on the matter. Of course, your views are treated confidentially. Complaints submitted anonymously are left without action.

All comments and complaints are reported to the responsible board. Both operations and the board use comments and complaints as part of their continuous follow-up and development work.

Plan against discrimination and abusive treatment
The plan is valid during: 2023-09-01 to 2024-08-31

Forms of activity covered by the plan: preschool and primary school at the Swedish School in Lisbon.

Responsible for the plan: The principal is responsible for the plan being implemented and alive in the business.

Vision for the work against discrimination and abusive treatment
At the Swedish School, everyone is treated kindly and respectfully. No one shall be subjected to discrimination, harassment or abusive treatment (see Appendix 1).
Everyone should feel safe at the Swedish School. It should feel safe to leave your children at school.

Overall goals
All people have equal value with different needs and conditions. We actively listen to understand each other, we help each other to create clarity and we care about each other. Everyone is treated equally regardless of gender, ethnicity, religion or belief, sexual orientation, disability, age, transgender identity or expression. Ev. discrimination, harassment or violations must be detected early and measures taken immediately.

Conditions
Activities in the school must be designed in accordance with basic democratic values. Everyone who works within the school must promote respect for each person's self-worth and respect for our common environment (School Act ch. 1 § 4). The school must promote understanding of other people and the ability to empathize. No one should be bullied at school. Tendencies towards harassment must be actively combated. Xenophobia and intolerance must be met with knowledge, open discussion and active efforts. (Lgr 11. ch. 1 and ch. 2 § 1)

The school's mission
According to ch. 6 of the School Act regarding measures against abusive treatment and ch. 3 §§ 14-16 of the Discrimination Act, the principal must ensure that: Targeted work is carried out to counteract abusive treatment (Schools Act ch. 6 § 6), Targeted work is carried out to actively promote equal rights and opportunities. (Discrimination Act ch. 3 § 14). The school prevents and prevents abusive treatment and discrimination (School Act ch. 6 § 7, Discrimination Act ch. 3 § 15). An annual plan/equal treatment plan is drawn up (Education Act ch. 6 § 8, Discrimination Act ch. 3 § 16).
The mission of the preschool
Everyone who works in the preschool must promote respect for the inviolability of human life, the freedom and integrity of the individual, the equal value of all people, equality between women and men, girls and boys, and solidarity between people. No child shall be subjected to discrimination in preschool due to gender, gender identity or expression, ethnic affiliation, religion or other belief, disability, sexual orientation or age, by the child or someone the child is related to, or to other abusive treatment. All such tendencies must be actively countered. (Lpfö 2018)


Student participation
The students must be involved in the daily values-based work as class council, student council and and come up with their own proposals for promotion measures.

The participation of guardians
Daily communication, development talks, parents' meeting and take part in the Plan against discrimination and abusive treatment.

Staff participation
The staff works to create a safe environment at the school.

Anchoring the plan
All families receive information about the plan in connection with the start of school and at parents' meetings.
The plan is available on the school's website. We go through the plan with the students class by class.

Evaluation
This year's plan must be evaluated no later than: 2024-06-30
Description of how the plan is to be evaluated
The goals are reviewed with students, staff and parents.
Sociogram and survey are carried out during the spring term. Based on these results, we will continue to work during the coming school year.

The principal is responsible for evaluating the academic year's plan.

Promotional work

Based on age and maturity, we must:
• clarify for the children/students what violations and discrimination are
• review procedures in the Plan for discrimination and abusive treatment

How we at the school work to detect abusive treatment:
• All staff pay attention to and react to violations
• Surveys and development interviews
• Promoting work that raises awareness of values, standards and work environment
• Everyone takes responsibility for bringing equal treatment work to life

Inform parents about and make clear Swedish School Values work through:
• Parents meeting
• Development calls
• Spontaneous parental contacts
• The board
• Information in social media


Mapping well-being

Mapping methods:
Well-being survey, development interviews, student councils, spontaneous contacts with students, staff and parents.

How the students are involved in the mapping:
All students aged 5 years and above participate in answering the well-being survey.

How the staff has been involved in the mapping:
Follow-ups of development interviews and surveys.

Preventive work
School
• Safety and well-being are a standing point at staff conferences, class councils and student councils. The school's rules of order are discussed in the various activities.
• Adults are always out at recess, distributed in different parts of the school yard.
• Scheduling of staff on all breaks.
• Educational talks.
• Spontaneous conversations, which highlight problems and make them visible, are encouraged by the staff.
• At the start of the semester, extra time is devoted to social work in the classroom or student group.
Preschool
• The preschool works actively with the value-based work (care, influence, participation, health and security). Child observations, reflective conversations are some of the methods used. The value-based work is followed up continuously, both in the children's group and in the work team.
• The preschool divides the group of children into smaller groups during the day and the educators are always present.
• The pre-school's teaching always works for safety and well-being, and various preventive materials are used in the education, for example the Kompisböckerna.

Responsible:
Educators and principal


Procedures for emergency situations

Policy:
No one should be subjected to abusive treatment or bullying at the Swedish School in Lisbon.
No one should feel left out. Everyone should feel that there is someone to play/be with.
Everyone should feel safe.

Procedures for early detection of harassment and abusive treatment:
Adults are out on all breaks. The areas pointed out in the students' well-being survey are monitored extra closely.
All adults are obliged to act if they see something they perceive as deviant.

Staff that students and parents can turn to:

Principal Kristin Arnberg
kristin.arnberg@escolasueca.pt

Management group, Preschool Frida Lindfors
Frida.lindfors@escolasueca.pt

Protection agent, Madelene Lund
Madelene.lund@escolasueca.pt


Mapping routines to investigate and remedy when a student is violated by another student(s):
1) The adult (staff, parent, visitor) who sees, experiences or becomes aware of the violation in another way, must immediately intervene or talk to the teacher or principal. With that, it becomes the school's obligation to investigate the incident.
2) The student's mentor/preschool teacher and principal are informed.
3) Two adults talk privately with the vulnerable student so that he can clarify what has happened. The conversation is documented.
4) An adult talks to the students who have committed the violation. The conversation is documented. If it turns out that violations have occurred:
• The adult explains to the students who have carried out violations that this must not occur at our school and is not accepted. Make a plan on how to stop this. Make a follow-up appointment a week later. Document the conversations and inform the principal
• Contact parents involved to tell them what has happened and what has been decided. Document the conversations.
• Notify the principal of what has been decided
• Observe the students.
• Follow-up conversations are held with the students and two adults. The parents are given information about this. Document the conversations.
• Students are kept under supervision.
• If the violations/harassments do not stop, those who have carried them out are called to a meeting with the principal and mentor together with the guardians. An action plan is drawn up. The conversation is documented.
• The action plan is followed up as agreed. This is also documented.
• The principal is continuously informed during the course of the process.


Procedures for investigating and taking action when a student is violated by staff:
1. The incident is reported to the principal.
2. The principal informs guardians.
3. The principal is responsible for an investigation.
4. The rector informs the board.

Routines for follow-up
a. Talks are held with interested parties.
b. The conversations are documented.
c. The headmaster is responsible for appropriate measures being taken. These measures should lead to long-term solutions.
d. The actions are documented.
e. The principal follows up the case with the student and guardian.
f. In the event of repeated experiences of abusive treatment from staff, the principal follows up on the matter.
g. Investigation and measures are documented.
h. The follow-up is documented.
i. The board is kept informed


Procedures for investigating and taking action when staff are violated by students:
1. The incident is reported to the principal.
2. The principal informs guardians.
3. The principal is responsible for an investigation.
4. The rector informs the board.

 

Routines for follow-up
a. Talks are held with interested parties.
b. The conversations are documented.
c. The headmaster is responsible for appropriate long-term measures being taken.
d. The actions are documented.
e. The principal follows up the case with staff, students and guardians.
f. Investigation and measures are documented.
g. The follow-up is documented.
h. The board is informed of the outcome


Procedures for documentation
The principal is responsible for all documentation. The principal must ensure that procedures for documentation are in place and that the staff is aware that documentation must be done.

Responsibility:
All staff are responsible for all children.
The adult who sees a violation or becomes aware of this in another way must intervene immediately.
The staff is responsible for following the procedures according to the Plan against discrimination and abusive treatment.
The principal is responsible for ensuring that the Plan against discrimination and abusive treatment is anchored in the staff.
The principal is responsible for the plan being updated annually.

All indications of discrimination or abusive treatment are investigated according to the plan.

Appendix 1

Meaning of discrimination, harassment and abusive treatment
The terms used in the general advice and comments come from both the Discrimination Act and the Schools Act. Central terms are defined in Appendix 1. It is important that everyone who works in the operations has knowledge of the meaning of the terms in order to understand the general advice and to be able to carry out effective work against discrimination and abusive treatment.

Discrimination means that a child or a student is disadvantaged, directly or indirectly, for reasons related to any of the discrimination grounds gender, gender identity or expression, ethnic affiliation, religion or belief, disability, sexual orientation or age. Since discrimination is about disadvantage, it presupposes some form of power on the part of the person carrying out the discrimination. In the businesses, it is the principal or the staff who can be guilty of discrimination. Children and students cannot discriminate against each other in the legal sense.

Harassment is behavior that violates someone's dignity and that is related to any of the discrimination grounds of gender, gender identity or expression, ethnic affiliation, religion or other belief, disability, sexual orientation or age.2 If any of the staff exposes a child or a student to harassment is called discrimination.

Abusive treatment is behavior that, without being discrimination according to the Discrimination Act, violates the dignity of children or students.3 Harassment and abusive treatment can be carried out by one or more people and directed at one or more. They can be visible and tangible as well as hidden and subtle. They can be carried out not only directly in the business, but also via, for example, telephone and internet. Harassment and abusive treatment can e.g. is expressed through derogatory addresses, spreading rumours, ridicule or physical violence. The violations can also involve freezing out or threatening someone. Abusive treatment can take place on occasional occasions or be systematic and recurring.

Bullying is a form of abusive treatment or harassment that involves a repeated negative act when someone or someone knowingly and intentionally inflicts or attempts to inflict harm or discomfort on another.4

2. 1 ch. Section 4 of the Discrimination Act.
3. 6 ch. Section 3 of the School Act.
4. The term bullying is used in some of the Swedish National Agency for Education's materials but no longer appears in the constitutions. Because the National Education Agency's evaluation of anti-bullying methods dealt with bullying, the term still appears.

Alarm number
In case of emergency call 112
Police Carcavelos 214 584 630
Fire department Carcavelos 214 584 700
Bradkår Parede 214 580 437
Clinica Europe 214 569 800
Cascais Hospital (Alcabideche) 214 653 000
Swedish Embassy 213 942 261

Principal: Kristin Arnberg 939 864 818
Chairman Henrik Gustavsson 967 565 113
Crisis group
Principal: Kristin Arnberg 939864818
Coordinator: Rebecca Möller 927211129
Teacher: Madelene Lund +46730564606
Chairman: Henrik Gustavsson 967 565 113

Routine in case of fire and after fire. Systematic fire protection work (SBA)
In case of fire:
Whoever discovers the fire calls the fire brigade or presses the fire alarm. In the case of a minor fire, extinguishing work can begin. In case of the slightest doubt, the room is vacated immediately.
Close all windows immediately.

The responsible evacuation leader is:
Christine
Madeleine
David
Frida

Or the person appointed by Kristin as deputy.

Responsible staff ensures that all students in the current student group get out. The following are responsible for checking specific spaces:

Floor 3, Kristin/Madelene is responsible for checking toilets and staff rooms. If both are gone, Rebecca checks on them.
Floor 2 David checks toilets. If David is gone, Marlon checks on them.
Floor 1 Preschool teacher in the corner of the house checks toilets. Frida goes out last.

Fire protection work takes place in connection with the safety round held in October, April or as needed.

Evacuation
Evacuation takes place calmly, the teacher last. Students on the top floor use the fire escape if necessary.

The large gate is used. The key is inside the door in the entrance to the preschool. First down is the one who opens the gate.

The students gather by class on Rua do Boror with the preschool at the far end of the walkway.

Checked off lists are submitted to the principal. The principal, with the help of Portuguese-speaking staff, maintains contact with the relevant authority.

Procedure for housing in the event of a serious external threat such as a school shooting/gun threat/external threat (Lock Down)
The principal immediately calls the police.
If possible, doors are locked by staff on the floor they are on.
If the children are in the schoolyard, they are brought into the house and taken up on the respective floor. Children at the back use the fire escape to enter the house, entrance through the kitchen. Pupils and staff are matched against lists. Information about missing students needs to reach the principal who informs the police.

Routine in case of damage that is taken care of in the business
The injury is taken care of and reported to the principal. If it concerns a student, the school contacts the guardian. The damage report is placed in the student's folder.

Routine in the event of an injury that is taken care of by a care center/hospital
Portuguese-speaking staff accompany the transport to the health center/hospital. Parents are informed immediately by the principal.

Routine in case of threats of violence, from outsiders, or relatives/persons with any relation to the business
The principal is informed and the police are alerted. A report is drawn up.

Procedure for dealing with an affected person
The principal is informed immediately and the police are called to the scene. The children are removed from the scene.

Procedure on measures if children disappear
The principal is informed. Police are alerted immediately. Parents are informed by the principal. The principal quickly organizes a search operation around the area where the child disappeared. The principal checks with staff and police on site to continue organizing the work before possible handover to police authorities.

Procedure in case of death or serious illness concerning children, guardians, relatives, staff
In case of death of a student at the school:
The principal informs staff, the chairman immediately about the incident. Members will be informed in the next step. If it happens outside working hours, the above are informed immediately.

The classes:
The students gather in the classes and conversations take place with the staff. School nurse Anki Uurike is available as conversation support.
The whole school gathers for a memorial service, led by the headmaster. "Emergency box" is on level 3 of the expedition. A candle, memory book and photo of the student are placed on a table in the entrance.
The rector immediately contacts the vicar at the Swedish Church in Costa del Sol for support. +34 952465887
The headmaster informs the embassy about the incident.

Procedure in case of suspicion of abuse outside the business/within the business
The rector investigates and a report is drawn up.

Routine for possible driving
Trips arranged by the school run with approved bus companies.

Routine for excursions
The principal is informed and makes a risk assessment. Parents are informed well in advance of the trip. Staff check with the principal on departure and return. In the event of any injuries, the routine during the injury or the routine for travel to the hospital starts.

Bath routine
When swimming in the pool, there is always staff on site to monitor the children's safety. If an accident occurs, see under the heading, "Routine for injuries that are handled in the business" and "Injuries that are handled in care centers/hospitals".

Plan for earthquake, tsunami
In the event of an earthquake or tsunami:

During the earthquake
Find a safe place, door frame, corner of room, next to furniture on the floor to form a triangle that can receive any falling objects. Stay away from, for example, bookshelves and other objects that can fall. Try to stay away from windows and other glass. Don't be in the middle of the room.

Keep calm and calm other people around you. Don't run for the door, but find a safe place where you are.

STAY INSIDE until the shaking stops.

After the earthquake.
It is highly likely that there will be an aftershock so leave the building organized. Pay attention to things that may have been damaged during the earthquake, (walls, electrical cables, etc.)

Do not light matches as gas leaks may have occurred.

Collection takes place at the collection point Rua Do Boror.

Responsible for anchoring the crisis plan and the evacuation plan with the employees: Principal.
Responsible for the annual evacuation plan being anchored in the students: The class teachers.

Note from the Headmaster

To build culture. How do you construct a culture at a working place, in this case a preschool and school? Fundamentally it is obviously about the base values and how you conduct them. But it is also about the ability to work in the same direction, that everyone is ambassadors for the activities and that you feel pride in accomplishments they do every day. On top of that you can spice it up with fun escapades from the everyday schoolwork. A preschool and a school has in its own structure a wheel of events throughout the year. It is clear, even statutorily that you will have attendance check, graduations and commemorate festivities in different ways. Everyone does this. So what more is needed? We thought that we need parts that makes us come together, laugh and also reflect. Create traditions with possibilities to modernisation and new creations. Have a steady plan but still allowing children and students come with contributions to ideas. Trying to keep a read thread when the ideas are pointing in different directions at the same time as we want the children/students to have somethings to look forward to between the grade levels. This school year we have putting extra energy into the event calendar, that consists of both new ideas and traditions, like for example: Crazy hair day Year 6 selling products in ”Lådan” that goes to charity Rock the socks The other way around-day Crazy hat day PI-day Marianne Stipendium Halloween outfit Easter quiz walk MasterChef Day of preschool Pentathlon School jog Swedish schools abroad world championships Vernissage The bird dance Ring dance Disco Toy-day Inauguration of pool And much more! Next schoolyear we will keep and improve the goodies and at the same time invite to new surprises. Because how is it now? Culture is eating strategy for breakfast, right?

Kristin Arnberg