To provide the most effective support, the European School Paris La Défense follows the guidelines of the Board of Governors as outlined in the following documents:

  • 2012-05-D-14-fr-10 “Policy on Educational Support in the European Schools”
  • 2012-05-D-15-fr-13 “Provision of Educational Support in the European Schools – Procedural Document”

When differentiation in the classroom is not sufficient, the school provides the following types of educational support: General Support, Moderate Support, and Intensive Support.

  • General Support (GS):

Any student may encounter difficulties in a specific aspect of a subject or may need additional help to develop learning strategies.
This short-term support should preferably be provided in small groups, either within the classroom or outside it.

  • Moderate Support (MS):

Moderate Support is an extension of General Support. It is organized for students who require more targeted assistance and who present moderate learning difficulties or experience significant challenges in following the curriculum, for example due to language barriers, concentration difficulties, etc.

  • Intensive Support (IS):

Intensive Support is provided to help students develop their skills (knowledge, skills, and attitudes related to a subject).

    • Intensive Support A: Provided to students with specific educational needs, whether related to learning, emotional, behavioural, or physical difficulties. An assessment of the student’s individual needs carried out by an expert is required before an agreement is signed between the Head of School and the parents.
    • Intensive Support B: May be provided in the form of intensive language support. A multidisciplinary assessment is not required, but an agreement is signed between the Head of School and the parents. This type of support is very exceptional.

Special provisions from S5 onwards

  • The implementation of special provisions is decided on an individual basis by the school management following discussions between parents and teachers.
  • When a student wishes to benefit from special provisions to compensate for a physical or learning difficulty, their teachers or parents may submit a request to the school management.
  • Parents are informed that special provisions have been recommended for their child and are invited to provide a medical/psychological/psycho-educational/multidisciplinary report explaining why such provisions are necessary.
  • The school management makes the final decision on whether to grant special provisions and determines in which subjects they apply.