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From the Principal

Celebrating 10 Years of IES Borås

Welcome to Internationella Engelska Skolan Borås! This year we celebrate 10 years of being a part of the IES family. Mrs Barbara Bergström founded the first IES in 1993 and we have now grown to 39 schools across Sweden.


 Our ethos was established by Mrs Bergström and it continues to be at the heart of IES.


A safe and orderly environment where teachers can teach and students can learn: Order, structure and safety are neces­sary prerequisites for learning and signal respect for the value of education. We are strict in norms of behaviour, but also care for our students in our efforts to prepare them for success as adults. We call this “Tough Love”.


Command of the English language:  English is the “key to the world” and children should learn to command both the Swedish and the English language at an early age. We believe fluency is best achieved through language immersion. Up to half of the education at Internationella Engelska Skolan is delivered through the English language, by native English-speaking teachers.


High Academic expectations and aspirations: Our conviction is that every child can achieve success irrespective of social back­ground. This ambition means we support every student to realise their own potential. We are dedicated to supporting students of all backgrounds to become responsible citizens and acquire the confidence and ambition to do the most with their talents.

One of the most important organizations at our school is the Parent Teacher Association (PTA). The PTA brings forth ideas and enhances our learning community. This year the PTA provided activity bags for each class in grades 4-6 to use during the breaks. A big thank you to our PTA! We welcome and appreciate your continued support.

Summer has come and gone and our school is once again filled with students. We understand that we are still susceptible to the spread of covid-19. We continue to follow the recommendations of Folkhälsomynigheten (Swedish Health Authority) to prevent the spread, which include but not limited to: staying home if any symptoms of illness are present, handwashing, accessibility to hand sanitizers and keeping distance as much as possible. 

The IES community continues to be strong and supportive!  We look forward to a fantastic 10th year!


From the Principal

Fall 2018 School Inspection Results - Positive

During October 2018, School Inspection surveyed 5th graders, 9th graders and parents all across Sweden.The results for IES Borås were very positive and were above the national scores in almost all areas surveyed.

There are two areas that I want to continue to focus on primarily in senior school. These areas are safety and student health. Although our scores are something to be proud of, quality and improvement is what we stand for.

It takes time to influence behavior and customs that make up a school culture. We will continue to monitor and measure areas that concern safety by checking in with our students and welcoming feedback from parents. We currently have four advanced teachers working with activities in this area.

The area of student health is the focus of our Student Care Team, which includes the nurse, school doctor, counselor, school psychologist and the special educator. We are currently without a school counselor but are in the process recruiting. As a former school counselor myself, I understand that there is a great need for counselling in middle school. School counseling is designed to facilitate student achievement, improve student behavior and attendance, and help students develop socially. Counselors also help students work through conflicts that may affect academics or relationships. We will continue our recruiting process until we find a qualified counselor that meet our school’s expectations.

The overall positive results of our school are an indication that the IES Borås community stands strong together. Our sense of community only grows stronger with influence from students, parents and staff.

Maritza Molin


“Alone, we can do so little; together, we can do so much” – Helen Keller

From the Principal

Where are they now?

Hi, I was one of the first students at IES in Borås. Choosing to change schools just before year 9 was an easy choice due to the fantastic reputation and pillars that IES is built on. Being half English I saw this as an opportunity to learn and develop my knowledge of the actual language as well as growing as an individual, and it has been one of the best decisions I’ve made. 

Since finishing IES I’ve graduated from Bäckängsgymnasiet, attending the Language Studies profile, I have also travled quite a bit (Costa Rica, Albania) improving my language skills. Also searching for my greatest passion, which I’ve managed to realize is people. Because of my increasing interest in people, I have applied to ”Socionom Programmet” at Lunds Universitet, hoping to begin another interesting chapter of my life. 

- Cheyenne

From the Principal

Where are they now?

I studied at IES Borås 5 years ago, and decided to study International Baccalaureate at Sven Eriksonsgymnasiet, and now I’m studying my last year of social work at University of Gothenburg. I’m also working part-time with domestic violence, and my plan is to keep working with that in the future. IES gave me a lot of tools to set high goals for my future. I was taught to set my goals high through the tough love that the teachers had at IES. Even though IES had some rules that were more strict than the other schools, I knew it was for my best, altough it wasn’t something that I realized at first. It wasn’t until my last year of high school that I understood what IES actually had taught me, and how important it was to have disciplin in school. High school was quite different compared to IES, but at the end I could still benefit from the tough love, the disciplin and the study techniques that I got from IES. Although it has been 5 years since I graduated, I still think a lot about IES and how it helped me get to where I am today. I wouldn’t set my goals high and be able to actually reach them if it wasn’t for what I was taught at IES.

Regina Namroud

From the Principal

Where are they now?

My namn is Lisa Ringlstetter and I was one of the first students at IES Borås in 2010/11. I chose IES for 9th grade because i wanted a more respectful and encouraging environment for studying, and that is exactly what I got. I had a great year at IES - brilliant teachers, lovely classmates and a safe environment where I felt respected and my opinion heard. 

After my short, but great time at IES, I went the International Baccalaureate program. Being well prepared to take on the challenge to study full-time in English. After graduation i took a gap year, lived and worked in Germany and Ireland and travelled to Iceland. Then I studied Microbiology for 2 years at the University of Dundee, Scotland. Now I am back in Sweden, studying Animal psychology and breaking in a horse, waiting for my Biology studies to start in autumn 2019. The plan is to do an Ecology master and go into research and later scientific writing.

From the Principal

Where are they now?

Teddy graduated from IES 2015. What is he doing now?

First of all, this summer I finished my three year long education at Naturvetenskapsprogrammet, with the profile Vetenskap och forskning, here at Bäckängsgymnasiet. Its been three though years of lots of maths, science and new impressions. It has been a roadtrip not only for the academical part of me, but mostly for who I really am. 

During my third year I got the oppurtunity to be head of all the 30 "student compounds" we have here at Bäckäng. As a result of that, having me as a compere on several events, the school administration got an eye for me. Every third year they hire a year three-student as the schools "Informatör". They asked me to apply for it, and I did. It went well, and here I am right now, hired as Bäckängsgymnasiets "Informatör". 

My main task is to market the school, plan the big events such as Besöksdagarna år 9 and Öppet hus. During the spring I will visit all eight-graders and inform about Bäckängsgymnasiet, as a part of recruting new students. Otherwise, I help out with different tasks such as the reception, library and café. 

Well, that is where I am right now. Love this school! 

After my two years as Informatör I will head for my dreams of becoming a pilot, can't wait!

From the Principal

A new school year

Dear Students,                                        

Welcome back! We look forward to another exciting and productive school year. As in the past, our staff will continue to create a positive culture of learning where all students can experience academic, social and emotional success.We encourage all students to take pride in their work and embrace our commitment to "Do the Right Thing" which is our new school motto.

We have some new additions to our staff. Two of them are returning staff from the USA and will be teaching English, Ms Nilsson and Ms Harder. Our new wood crafts teacher is Mr Stewart and we also have two new Social Science teachers in Senior School, Mr Mossberg and Mr Johansson. Other additions are Ms Page who will teach Maths in Senior School and Mr Kafferky in Junior School. Mr Sigudarson will also be in Junior School assisting as needed. 

There may also be some new students in your classes. Please do your best to welcome them and treat them as you would like to be treated yourself. We are so proud of our IES students and we can't wait to start the school year with you!

The IES Staff are here for all of our students and we really look forward to all of you filling the classrooms again!

Please check School Soft for important dates and other information. See you soon! 

Kind Regards,

Ms Molin 


From the Principal

End of the School Year

The year school year has now come to an end and our students are enjoying the first days of summer. The school building is empty and we are preparing it for the fall term. We are already looking forward to the students coming back to fill the corridors with smiles and talk about their summer adventures.

Here are some important dates to keep in mind:

  • First Day of School:   August 22, 2018
  • Study Day:   September 28, 2018
  • Host Lov/Fall Break:   Week 44
  • Study Day:   November 22, 2018
  • End of Fall Term:   December 21, 2018
  • Beginning of Spring Term 2019:   January 7, 2019

Happy summer!

From the Principal

Vi kan – och vill – vara en del av lösningen i svensk skola

Vi kan – och vill – vara en del av lösningen i svensk skola
Internationella Engelska Skolan, IES, är den största fristående grundskoleaktören i
Sverige, med 24 000 elever och över 170 000 ansökningar. Våra elever uppnår
resultat på Skolverkets nationella prov som ligger högt över övriga skolor och de
ökar sin kunskap betydligt under tiden hos IES. Detta gäller oavsett social eller
akademisk bakgrund. 38 procent av våra elever har utländsk bakgrund jämfört med
24 procent i kommunala skolor. Vi kan – och vill – vara en del av lösningen på de
utmaningar det svenska skolsystemet står inför. Vi, liksom många andra, ser
samtidigt utmaningar i dagens skola.
Skolverkets statistik visar att kommunala skolor är mer generösa i betygsättningen
än IES och andra friskolor i ämnet svenska och matematik. Även 2017-års
Stockholmsprov i matematik visar att våra skolor lutar mer åt en restriktiv
betygsättning. Vi tar Skolverkets beräkningar på största allvar eftersom det är
Riksdagens myndighet som tillsammans med Skolinspektionen säkerställer kvalitet
och en rättvis bedömning av Sveriges elever.
Under den senaste veckan har en politisk kampanj bedrivits baserat på alternativa
metoder och resultat som går stick i stäv med Skolverket modell och slutsatser. En
rapport med titeln ”Trust-Based Evaluation in a Market-Oriented School System”
hävdar att betygsinflation inom IES och andra friskolor är högre än i kommunala
skolor. Rapporten utgår från en alternativ beräkningsmodell som gör att skolor med
stor andel underkända elever, med betyget F, får ett avsevärt lägre snittbetyg. F ges
i denna modell 0 poäng, E 10 poäng och övriga betyg 2,5 poäng. Det innebär att
man tack vare rapportens modell kan upplevas få mindre betygsinflation om man har
en stor andel elever som får F och därmed saknar behörighet till gymnasiet.
Skolverket har av förklarliga skäl inte valt denna metod. Om man, som inom IES,
lägger stora resurser på att hjälpa elever som riskerar F att istället nå E får det å
andra sidan med denna beräkningsmodell stort positivt genomslag på snittbetyget
för skolan. 95% av elever med lågutbildade föräldrar som gick ut årskurs 9 från IES
2017 hade behörighet till gymnasiet. I riket som helhet var motsvarande andel 78%.
Därutöver jämför rapporten betyg i nationella prov i matematik med exempelvis
betyg i hemkunskap, vilket vi anser är att gå ett steg för långt. De alternativa
slutsatserna används nu för att argumentera för vinstförbud.
Samtidigt anser vi att nuvarande betygssystem är alltför öppet för tolkningar. Vi
föreslår därför att Skolverket utarbetar mer strukturerade riktlinjer och processer för
att säkerställa att betygssystemet blir mer rättvist. Nationella test utgör en god grund
för bedömningar, men även här är det lärarna som rättar proven. Dessutom görs de
nationella proven endast i årskurs 3, 6 och 9 i kärnämnena svenska, matematik och
engelska och roterande för SO och NO i årskurs 9. Med syfte att säkerställa en mer
trovärdig modell för utvärdering av elevers kunskap borde Skolverket införa
obligatoriska test mer regelbundet och i fler ämnen. Testen bör därutöver rättas
centralt av Skolverket.
Vi hoppas, och tror, att en seriös och saklig diskussion ska ta Sverige tillbaka till en
topposition inom utbildning. Vi kan – och vill – vara en del av lösningen på de
utmaningar det svenska skolsystemet står inför. Vi gör det genom att delta i
diskussioner kring gemensamma lösningar, utveckla duktiga skolledare och lärare

och, i samarbete med Sveriges kommuner, öppna fler skolor för att bereda elever i
vår kö en plats.
Bland annat behöver vi tillsammans lösa lärarbristen. Sverige kommer sakna 80 000
lärare 2030 om vi inte agerar nu. IES, och numera exempelvis Skellefteå kommun,
tillför Sverige lärarkompetens genom internationell rekrytering, men mer måste
göras. Lösningen ligger i att öka attraktiviteten för läraryrket på en mängd olika sätt.
Här är vi gärna delaktiga i en mer djupgående diskussion.
Låt oss tillsammans bidra till våra barns framtid och ta tillvara den positiva kraft
kommunala och privata skolor står för och skapa bättre förutsättningar för våra barn
att få bra utbildning. Och låt oss grunda diskussionen på saklighet och med
utgångspunkt i Riksdagens och Skolverkets beslut och riktlinjer.

We can — and want to — be a part of the solution for Sweden’s schooling
Internationella Engelska Skolan, IES, is the largest free school organization in
Sweden, with 24,000 students and over 170,000 registrations in our queue. Our
students receive above national average results in the national tests as well as make
academic progress with us over time. This is regardless of social or academic
background. 38% of our students have a foreign background compared with 24% in
municipal schools. In the face of Sweden’s educational challenges, we can, and
want to, be a part of the solution.
The latest Skolverket statistics show that municipal schools are more generous in
grade setting than IES and other free schools in the subjects of Swedish and
Mathematics. Even Stockholm City’s 2017 diagnostic test in Mathematics showed
that our schools are more restrictive in grade setting. We take Skolverket’s statistics
very seriously because they are the country’s responsible administration, and
together with Skolinspektionen, secure quality and correct grade setting for
Sweden’s students.
In a recent report titled, “Trust-Based Evaluation in a Market Orientated School
System” it was claimed that IES and other free schools have higher grade inflation
than municipal schools. The report is based on an alternative view of the facts and
instead of looking at the % of students gaining a higher final grade when compared
to national test result, focuses on grade points instead. A student achieving a C at
national test and subsequently B at final grade level will have increased by 2.5 grade
points. However, a student achieving an F in the national test and subsequently an E
at final grade will have increased by 10 grade points. Many of our students at the
time of the national tests will be on F-E borderline and some may fail. Our teachers
work hard with these students up until the point of grading so many will eventually
pass. In 2017, 95% of our students with lower educated parents were eligible for
further studies, compared with just 78% at national level. The report also compares
national tests in Mathematics with performance in other subjects such as Home
Economics. These alternative conclusions are being used as an argument to ban for
profit education providers.

We also perceive the current grading guidelines as being too open to interpretation.
We therefore suggest that Skolverket create more structured guidelines and
processes to secure a more correct and equitable grading system. The national tests
provide solid grounds for the assessment of student knowledge. We would like to
see tests in more subjects and held more regularly. We also believe that such tests
should be corrected centrally.
We hope, and believe, that a serious and honest dialogue will take Sweden back to a
top position within education. We can, and want to, be a part of the solution for the
challenges the Swedish education system faces. We can achieve this by taking part
in dialogue to generate common solutions, develop competent school leaders, open
further schools and enable more children to attend our schools.
Together, we need to solve the shortage of teachers. Sweden will lack 80,000
teachers by 2030, if we don’t react now. IES, and for example, Skellefteå
municipality, will strengthen their teaching body by recruiting qualified international
teachers, but more must be done. The greater solution lies in making the profession
more attractive. Here we would welcome taking part in a deeper discussion.
Let us together, contribute to our children’s future and combine the positive forces
the municipal and free schools stand for, so that our children will receive a better
education. Let us ground our discussions in honesty, and with a starting point in
Parliament’s and Skolverket’s decisions and guidelines.