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United Kingdom, London
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The Norwegian School in London promotes positive mental health and wellbeing for the whole school community. Mental health is recognised as important to learning, and the school aims to develop protective factors that support students. All children should feel valued and safe, have a sense of belonging, and be able to speak openly to trusted adults without stigma. Bullying is not tolerated. The curriculum emphasises mental wellbeing and includes RSHE lessons, regular class meetings focused on monthly values, and a cross-curricular approach to health and resilience. The school also uses activities such as student councils, assemblies, and educational trips to support social development, with staff trained to recognise and respond to mental health issues and to refer to external services when needed.
The school has its own SENCO and collaborates with PPT Utland, the educational/psychological service for Norwegian schools abroad, and the County Governor. PPT Utland can assess pupils for Individually Tailored Instruction (ITO), and the Governor makes decisions based on PPT's recommendations. PPT Utland visits the school one to two times per year, with close collaboration outside visits. Pupils who are referred to PPT Utland, or who receive ITO, must have a Norwegian passport. We also collaborate with local authorities if PPT Utland does not cover specific needs.
The school uses Norwegian as the language of instruction and follows the Norwegian curriculum. If a pupil starts with insufficient Norwegian to follow teaching, the school will assess language skills and, in cooperation with the family, consider a referral to PPT Utland. Pupils with insufficient Norwegian or Norwegian as a second language may receive special education and follow an Individual Learning Plan until they can follow regular instruction. Pupils learn Norwegian through immersion, by being immersed in language in all contexts. Close cooperation with families is essential to support language development at home.
The school recognises that mental health and wellbeing are important and aims to promote positive mental health for all pupils. It seeks to identify and support children with mental health needs and to train staff to recognise signs and respond appropriately. Staff training in mental health is part of regular safeguarding preparation, and concerns are logged and monitored when raised. External services such as CAHMS and the Children and Families Hub are engaged for further advice and support when needed. A values-based, whole‑school approach, RSHE lessons, regular class meetings, and a range of activities and trips contribute to resilience and wellbeing.
The school has a Child Protection and Safeguarding Policy aligned with Keeping Children Safe in Education (2024) and related guidance, with defined safeguarding contacts and external safeguarding partners. The designated safeguarding lead is Monika Herland and the deputy DSL is Lise Meling Karlsen; the safeguarding governor is Tone Myhre. Staff receive induction and ongoing safeguarding training, and the policy covers online safety, abuse definitions, and procedures for reporting concerns. Safeguarding responsibilities extend to off-site activities, pupils with special educational needs or English as an additional language, and looked-after or previously looked-after children. External safeguarding partners include the local authority LADO, Merton Children and Families Hub, the police, and the UK Safer Internet Centre.
The Norwegian School in London is a Norwegian international school in Wimbledon for pupils aged 6–16, offering the LK-20 curriculum in full while using London as a classroom. The campus is a Victorian villa at 28 Arterberry Road, SW20 8AH, with a gym and a football pitch. The school provides Norwegian primary and secondary education (Years 1–10) and English is taught by English-speaking and Norwegian teachers. Core subjects include Norwegian, English, a third language (German/French/Spanish), Maths, Science, Social Studies, KRLE, Music, Art & Craft, Home Economics and Physical Education, plus career guidance and optional subjects in later years. Learning is largely topic-based and cross-curricular in line with fagfornyelsen, and reading development is supported by Oxford Reading Tree. School uses field trips to theatres and museums to enrich understanding and engages with partners for sport and cultural activities. Founded 1982, it is a registered charity governed by a Board of Governors.
