{"id":340,"date":"2025-08-28T17:06:12","date_gmt":"2025-08-28T15:06:12","guid":{"rendered":"https:\/\/hoyre.no\/nes\/?p=340"},"modified":"2025-08-28T17:22:19","modified_gmt":"2025-08-28T15:22:19","slug":"far-alle-elevene-de-utfordringene-de-trenger","status":"publish","type":"post","link":"https:\/\/hoyre.no\/nes\/aktuelt\/far-alle-elevene-de-utfordringene-de-trenger\/","title":{"rendered":"F\u00e5r alle elevene de utfordringene de trenger?"},"content":{"rendered":"\n

Den nye kvalitetsmeldingen viser et alvorlig paradoks: Elevene opplever st\u00f8tte fra l\u00e6rerne sine, men samtidig havner stadig flere p\u00e5 laveste mestringsniv\u00e5 i lesing og regning. Nes H\u00f8yre mener vi m\u00e5 ta grep n\u00e5 \u2013 med tidlig innsats og niv\u00e5deling i skolen \u2013 slik at alle elever f\u00e5r den faglige utfordringen de trenger for \u00e5 lykkes.<\/p>\t\t\t

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H\u00f8yres redaksjon<\/h3>\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\tSist oppdatert: 28. august 2025<\/span>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\tCa. 3 minutter lesetid<\/em><\/span>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\t\t\t\t
\n\t\tDel link<\/span><\/a>\n\t\tDel p\u00e5 twitter<\/span><\/a>\n\t\tDel p\u00e5 facebook<\/span><\/a>\n\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\t<\/div>\n\n\t\t\t
\"\"<\/div>
F\u00e5r alle elevene de utfordringene de trenger?<\/figcaption><\/figure>\n\n\n\n\n

I <\/a>dag har vi i Nes H\u00f8yre lest gjennom den ferske kvalitetsmeldingen fra skolen. Det som sl\u00e5r oss er et paradoks: Mens elevene rapporterer sterk st\u00f8tte fra l\u00e6rerne sine, scorer vi d\u00e5rlig p\u00e5 faglige utfordringer – b\u00e5de nasjonalt og her i Nes kommune. Dette er et varsku vi m\u00e5 ta p\u00e5 alvor.<\/p>\n\n\n\n

BEKYMRINGSFULLE TALL\"\ud83e\uddd0\"<\/strong><\/p>\n\n\n\n

Tallenes tale er klar: De siste to \u00e5rene har andelen elever p\u00e5 laveste mestringsniv\u00e5 i lesing \u00f8kt med hele 5 prosentpoeng p\u00e5 nasjonale pr\u00f8ver for 5. trinn. I regning ser vi en lignende trend med 3,5 prosentpoeng \u00f8kning. Bak disse prosentene skjuler det seg tusenvis av unge elever som ikke f\u00e5r den faglige st\u00f8tten de trenger helt fra start.<\/p>\n\n\n\n

TIDLIG INNSATS ER N\u00d8KKELEN \"\ud83c\udfaf\"<\/strong><\/p>\n\n\n\n

I Nes kommune har vi allerede identifisert begynneroppl\u00e6ringen som et kritisk satsingsomr\u00e5de gjennom handlingsplanen «Et l\u00f8ft i Nes-skolen 2023-2027». Vi har utviklet egne standarder for begynneroppl\u00e6ring, men resultatene viser at dette ikke er nok – mange elever f\u00e5r fortsatt ikke tilstrekkelige faglige utfordringer tidlig nok.<\/p>\n\n\n\n

EN NY TILN\u00c6RMING<\/strong><\/p>\n\n\n\n

Det er p\u00e5 tide \u00e5 tenke nytt om hvordan vi organiserer undervisningen. H\u00f8yre foresl\u00e5r i sitt nye stortingsvalgprogram en tydelig l\u00f8sning: niv\u00e5deling i skolen. Dette handler ikke om \u00e5 stemple eller segregere elever, men om \u00e5 sikre at hver enkelt elev m\u00f8ter faglige utfordringer som matcher deres niv\u00e5.<\/p>\n\n\n\n

HVORFOR NIV\u00c5DELING? \"\ud83d\udcda\"<\/strong><\/p>\n\n\n\n

Barn l\u00e6rer ulikt. Noen trenger mer tid og st\u00f8tte for \u00e5 mestre grunnleggende ferdigheter, mens andre er klare for st\u00f8rre utfordringer. N\u00e5r kvalitetsmeldingene viser at de yngste elevene sliter mest med \u00e5 f\u00e5 tilpassede faglige utfordringer, m\u00e5 vi v\u00e5ge \u00e5 pr\u00f8ve nye l\u00f8sninger.<\/p>\n\n\n\n

VEIEN VIDERE \"\ud83d\udcaa\"<\/strong><\/p>\n\n\n\n

La oss anerkjenne den fantastiske innsatsen l\u00e6rerne v\u00e5re gj\u00f8r – elevenes rapportering om god st\u00f8tte fra l\u00e6rerne bekrefter dette. Men vi m\u00e5 ogs\u00e5 gi l\u00e6rerne bedre verkt\u00f8y for \u00e5 m\u00f8te hver enkelt elevs behov. Niv\u00e5deling er ikke et m\u00e5l i seg selv, men et middel for \u00e5 sikre at alle elever f\u00e5r den faglige stimulansen de fortjener og trenger. Dette handler om fremtiden til barna v\u00e5re. Hvis ikke de tydelige signalene fra kvalitetsmeldingen er argument nok for \u00e5 pr\u00f8ve niv\u00e5oppdelt oppl\u00e6ring, hva er da? La oss ta grep n\u00e5, f\u00f8r flere \u00e5rskull g\u00e5r glipp av viktig l\u00e6ring i sine f\u00f8rste og mest formative skole\u00e5r.<\/p>\n\n\n\n

Sp\u00f8rsm\u00e5let er alts\u00e5 enkelt: N\u00e5r vi ser at s\u00e5 mange elever mangler tilpassede faglige utfordringer – er det ikke p\u00e5 h\u00f8y tid at vi tar i bruk verkt\u00f8y som faktisk kan hjelpe hver enkelt elev? H\u00f8yre mener svaret er JA,<\/strong> og derfor har vi gjort niv\u00e5deling i skolen til en viktig del av v\u00e5rt program for 2025-2029.<\/p>\n\n\n

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