The parents are responsible for the development and upbringing of the children. Schools must do what follows from the curriculum. Students are entitled to a safe learning environment. This is the school leader and teacher who is responsible for. Lack of action against bullying must have consequences. The school owner, school management and all employees in the school have a duty to intervene against bullying.

The schools in Sandefjord municipality will practice early intervention. This means that they must address challenges as soon as they are identified. It also means that the overlap from kindergarten to school must be good, so that the school is well prepared if there are school starters with extra challenges.

There must also be a good dialogue with other family-related services. Schools must have sufficient competence to handle students who have challenges with ordinary blackboard teaching, or who have challenges with sitting still. The municipality as school owner is responsible for ensuring that all schools have the necessary procedures and competence to ensure that these pupils also have good schooling.

Sandefjord FrP believes that the municipality must stimulate children and young people to take education and achieve competence development by emphasizing the individual's skills and motivation. By that, Sandefjord FrP believes that children should have education adapted to their own level, based on the prerequisites the children have.

Sandefjord FrP does not want a unitary school, but that all children should receive adapted teaching based on the individual's skills. Professionally strong children must be motivated through the opportunity to take subjects at upper secondary level, while academically weak children must be motivated through an adapted education that provides a feeling of mastery and that ensures professional development.

Sandefjord FrP wants to implement / expand the use of technology and digital learning tools in schools. The goal is to make the teaching more exciting and relevant as well as to give the child tasks that are adapted to their own skill level so that everyone can achieve mastery and motivation. Such tools also free up time for the teacher and make it easier to follow the development of each individual child.

The training should give the students a good basis for understanding themselves, others and the world, and for making good choices in life. The training shall provide a good starting point for participation in all areas within education, work and society. It is therefore important to see the concept of learning outcomes in connection with an overall goal that all students in Norwegian schools should grow up to the best possible version of themselves, and that they as adults should participate actively in society and working life.

Learning outcomes include students 'competence in the subjects, development of the five basic skills, together with students' social learning and personal development. Teachers must be active leaders who are professional and straightforward, with clear requirements and high expectations for students' learning outcomes.

The role of teacher must be characterized by professional practice with professional knowledge of learning and teaching.  Ability to make good student assessments based on objective criteria and academically based assessment criteria, and that grades should be set based on objective academic performance Sandefjord FrP believes that national tests and other forms of mapping are important tools, which means that the individual principal, teachers and school owner at all times be familiar with the situation at the individual school. This is how you can put in place the necessary measures so that all students learn what they are entitled to.

There must be full transparency, so that parents also have access to knowledge about the quality of schools. Information about results on national tests in reading and arithmetic, primary school credits, learning environment - and the proportion of students who state that they are bullied or excluded must be generally available.

All students in Sandefjord municipality must have a safe school route. Where the road is not safe to travel along, school transport shall be offered. For various reasons, children and parents may want the child to go to a school other than the local school. Sandefjord FrP wants this to be facilitated as long as there is room at the school.

School boundaries must be assessed on the basis of an established school structure and weighed against the necessary development of new schools and infrastructure.