LFCG’s Special Educational Needs and Disabilities Committee: CIPL’s Analysis and Proposals

The school’s Special Educational Needs and Disabilities (SEND) Committee met for the second time on 15 April. For CIPL, advancing the opportunities and rights of children with SEND is a key priority of our mandate. We were glad to be represented by two colleagues with experience in disability rights, inclusive education, and human rights implementation.

The meeting was led by the school’s speech therapist, Ms de Toro Arias, and her colleague Agusta Aggas, with participation from secondary teacher representatives, head teachers, primary school directors and parents associations.

Key Topics of Discussion

Improving Support Mechanisms

Efforts are underway in primary schools to encourage families and teachers to develop a PPRE (Programme Personnalisé de Réussite Éducative / Personal Education Achievement Programmeas soon as children have difficulties at school. The PPRE can be adopted more quickly and with less administrative paperwork than a PAP (Plan d’Accompagnement Personnaliséand no diagnosis is required. It is a short-term, flexible support plan that helps address difficulties earlier and more efficiently; a PAP can be developed if the PPRE is not enough.

Data Monitoring:

LFCG’s well-being team has begun analysing student performance data to better understand outcomes for SEND students. A difference in average grades exist, and the gap is wider between the highest grades among the two different groups of students with, and without SEND. While the aim is to ensure substantive equality, the gap is relatively moderate, suggesting current measures are having a positive impact. Discussions also highlighted the importance of looking beyond averages to focus on individual progress and well-being.

An Inclusive School Approach:

Both UK and French education systems are increasingly aligned with the concept of an "inclusive school." This involves adapting a whole-school approach in which teaching methods, environments, and policies so that all students—including those with identified needs—can thrive. This shift represents a significant evolution, moving from a purely individual/medical model to a broader, inclusive educational approach that, as CIPL mentioned, benefits the entire school community.

Teacher Training and School Culture:

A proposal was made for teachers to complete an anonymous self-assessment to identify strengths and areas for development in supporting SEND students. Additional suggestions included classroom observations and additional training to continue improving teaching practices. These initiatives are widely recognised as essential steps in driving school-wide improvement. CIPL welcomes these, which are in line with the priorities expressed by parents in other meetings, such as the one held by CIPL and LFCG’s well-being team regarding the British Section.

SEND Audit: A Key Lever for Change

A central point of discussion was a SEND audit. While the school is considering an internal review, CIPL strongly advocates for an external audit. An independent review would:

• Ensure objectivity and credibility.
• Provide a clear assessment of strengths and gaps.
• Support strategic planning, resource allocation, and Ofsted readiness.
• Build trust and confidence among families.

Parents continue to report challenges, including response delays and inconsistent implementation of support plans (PAPs). An independent audit is the most effective way to address these concerns, identify priorities and drive meaningful change; and would help anticipate and prepare for the next Ofsted review, which has an increasing emphasis on SEND.

SENDCo (Special Educational Needs Coordinator): a British standard still lacking at LFCG

In the UK School systems, it is standard to have a SENDCo with the specific responsibility for providing support for children with SEND, their families, and the teachers. However, such a position does not yet exist at LFCG. We call on the LFCG leadership to demonstrate its compromise to bridge the remaining gaps by naming a SENDCo.

In conclusion

• There is growing recognition within LFCG of the need to strengthen SEND provision; the addition of staff to assist with administrative procedures is very welcome.
• The move towards an inclusive school model is a positive shift that we look forward to seeing in practice.
• Gaps remain regarding training, consistency, and rapid response times for parents.
• An external SEND audit remains a crucial priority to ensure transparency and progress.

What’s Next?

CIPL will continue listening to parents, providing guidance and advice, and advocating for change at all relevant school instances.

In case you missed it

CIPL SEND Webinar

The first CIPL SEND webinar took place on 29 April, providing practical guidance and case studies for parents. We thank all participants for their time; stay tuned for a summary or get in touch with specific questions.

Ensuring every child receives the support they need is a shared responsibility. Progress is underway, and sustained collaboration between families, staff, and leadership will be essential to create an environment where all students can succeed on an equal basis.

CIPL raises questions on SEND at Conseil d’Établissement

To effect a positive, measurable change for children with SEND and their families, the issues and proposals must be addressed at subject-specific committees, as a cross-cutting issue in all committees, and at the Conseil d’Établissement, LFCG’s highest decision-making instance. In this regard, CIPL brought four important questions on SEND to the CE held in mid-April.