Educational Support


Differentiation is fundamental to effective teaching in the classroom. During a lesson, a teacher takes into account the learning styles and individual needs of each pupil. In certain cases, additional support may be called for.

 General Support
Short term, in small groups.
- e.g., catching up to grade level, late arrival, illness, linguistic difficulties, acquisition of new skills.
The subject teacher requests support hours from the educational support coordinator.
This request includes :
- a list of pupils concerned ;
- the skills to be acquired ;
- the name of the teacher requested to provide the support ;
- a list of possible time slots.
Once the coordinator has approved the request, the subject and support teachers devise a Group Learning Plan (GLP), which is to be signed by the parents of the pupils concerned, the subject teacher, and the support teacher. The PLG sets a target date and a means of evaluation of the general support provided.

 Moderate Support
Long term, in small groups or individually.
Moderate support is provided to pupils with moderate learning difficulties or in need of targeted support. This could be appropriate for pupils who may be experiencing considerable difficulty in accessing the curriculum due to, for example, language issues, concentration problems or other reasons. Each pupil has an Individual Learning Plan (ILP), formulated in a meeting with the coordinator, the parents, the teaching team, and possibly the school psychologist.

The ILP includes specific learning objectives and criteria for evaluating pupil’s progress and the success of the support. The methods of assessment used by the subject teacher may be adapted and special arrangements may be considered appropriate. In the primary school, the ILP will be incorporated into the new "livrets scolaires" and will serve as the basis for evaluation of skills in the relevant subject(s).

 Intensive Support
Long term, in small groups or individually.
All pupils receiving intensive support have an Individual Learning Plan (ILP).

1. Case A : Intensive Support is provided for pupils with special educational needs : learning, emotional, behavioural or physical needs. An assessment of the pupil’s specific needs, made by an expert, is obligatory.
2. Case B : Intensive support may be offered in the form of intensive language support.

All ILPs are constructed by an advisory group consisting of the parents, the teaching team, the administration, the support coordinator, the school psychologist, the CPE, and the specialists who treat the pupil (e.g., orthophonist, psycho-motricien, psychiatrist, psychologist), resulting in a signed agreement valid for the year. The parents sign agreement to their responsability to support their child outside of school. 


Responsibles for support : Mrs Marlier (nursery and primary) and Mr Rauscher (secondary)

Coordinators for support : Ms Lefrançois (nursery and primary) and Mr Schirra (secondary).