SEND/EBEP Parents Guide

About this guide
No parent wants to hear that their child is struggling — but many children have SEND needs at some point during their education, and these are often temporary. This guide explains how SEND works at LFCG, what you can expect, and what you can do to ensure your child gets the support they need. You do not have to navigate this alone.

Preliminary notes: 
This guide is based on parents’ experiences, the knowledge of CIPL’s well-being team, based on their meetings and exchanges with the LFCG well-being team, and information freely available online. The information in this guide was first shared in a CIPL webinar on SEND, on Wednesday 29th April 2026. 

All the case studies we present are based on actual situations at the LFCG, as told to us by parents – although they are anonymous. We present the parents’ perspectives of SEND provision at the school – but LFCG has not had an opportunity to review this document so please bear this in mind when reading through and thinking about these cases. 

1.  Understanding SEND: Two Systems, One School

LFCG operates within both the UK and French educational frameworks. While they use different terminology and processes, both share the same goals: early identification of needs, individualised support plans, involvement of external specialists, and above all, your child’s success and wellbeing.

SEND in the UK system 

A child has Special Educational Needs and Disabilities (SEND) if they have a learning difficulty or disability that requires additional support. This covers four areas:

• Communication and interaction
• Cognition and learning
• Social, emotional and mental health
• Sensory or physical needs

In UK State schools, a dedicated SEND Coordinator (SENDCo) is legally required to lead provision, coordinate support, and liaise with parents. As an independent school, LFCG is not required to have a SENDCo — these responsibilities are shared across the Wellbeing Team.

Support ranges from small-group help and differentiated teaching, through to an Education, Health and Care Plan (EHCP) — a legally binding document for children with complex needs, reviewed annually. The UK framework gives parents clear rights: to be listened to, involved in decisions, and to challenge the school if you disagree.

EBEP in the French Education system  

EBEP stands for les Élèves à Besoins Éducatifs Particuliers (EBEP). The French system offers a range of named support plans depending on a child’s specific needs (for example, a PAP for persistent learning difficulties such as dyslexia or ADHD, or a PPS for students with a recognised disability. One important difference: in the French system, an additional language is not classified as a learning need, :whereas in the UK it can be. See the glossary for definitions of each plan type. EBEP includes disabilities (disabilities: physical, sensory, intellectual, or psychological disabilities); high potential/gifted students; students with chronic health conditions and students with behavioural or emotional difficulties. It includes help from teaching assistance for accompanying students with disabilities (les accompagnants d’élèves en situation de handicap – AESH)/school life assistance (L’Auxiliaire de Vie Scolaire – AVS), in coordination with external professionals. The school EBEP coordinator is to coordinate with teachers and parents and should ensure everyone is aligned on what the pupil needs – it is their role to ensure that pupils who cannot follow the standard set-up receive the adjustments they need to succeed. 

How the Two Systems Compare

	UK System	LFCG
Support plan	EHCP (Complex needs) or SEN support plan (regular SEN)	PAP, PPS, PPRE or ULIS
Who approves	School (SEN support plan) + local council (EHCP)	School
Exam access	Via Wellbeing Team	Via Rectorat de Lille
Language needs	Not classified as SEN unless with other SEN.	Can be recognised
Key contact	Wellbeing Team	Wellbeing Team

2.  The SEND Process at LFCG

Who is Involved

The school’s Wellbeing Team includes a Speech Therapist, Psychologist, and Doctor. They carry out screenings and short-term support, but do not provide formal diagnoses or long-term therapy. The school has recently created a SEND register to track and monitor pupils, and has added dedicated administrative support for SEND. There is currently no SENDCo — as this is not a statutory requirement for independent schools — and SEND responsibilities are shared across the Wellbeing Team.

Teachers receive ongoing SEND training through staff INSET days, key stage meetings, specialist consultations, and the AEFE’s annual professional development programme. SEND information is shared with parents through the monthly safeguarding newsletter.

Step by Step: How LFCG Responds to a Concern

Step 1 — A concern is raised

Any member of staff can flag a concern at any point. In primary, this is done via a fiche de liaison completed by the teacher and signed off by the headteacher. In secondary, the Wellbeing Team is contacted directly. The first point of contact is usually the form tutor or CPE (year head). Parents can also raise concerns at any time.

Step 2 — Observation and screening

With parental consent, the school’s Speech Therapist (note that this is a slightly different role to a UK Speech & Language Therapist),  psychologist, or doctor carries out an initial observation or screening. This is free of charge and usually takes place within a term. If needed, parents may be asked to arrange a formal external assessment with a specialist. This is private, arranged by the family at their expense — and can take up to 20 weeks or longer.

Important
The school does not provide formal diagnoses — only screenings and support planning. If a diagnosis is needed, this must be sought externally: either through the NHS (via your GP and a CAMHS referral, though waiting lists have grown significantly since Covid) or privately through a neuropsychologist or pédopsychiatre. CIPL’s Wellbeing Team may be able to help signpost suitable professionals.

Step 3 — An individual support plan is drawn up

Based on the level and nature of need, the class teacher prepares a support plan — either a PPRE, PAP, or PPS (see Glossary). The plan sets out short-term targets, teaching strategies, provisions, a review schedule, and outcomes. It is stored electronically on Pronote and is accessible to all teachers. The pupil is added to the Learning Support Register. Implementation begins immediately once the plan is agreed.

Step 4 — In-class and in-school support

Depending on need, in-school support can include:

• Differentiated classwork, so pupils can progress at their own pace
• Small group or streamed sessions
• Adapted texts, larger fonts, or alternative formats
• Laptops for pupils with writing or organisational difficulties
• Extra time in tests and examinations
• English or French language support (FLE/EAL) 
• Access to qualified professionals during or outside school hours

Step 5 — External support

Where an external specialist recommends regular one-to-one sessions, these take place outside school hours where possible. If sessions must occur during the school day, teachers, the specialist, and parents work together to minimise disruption. External sessions are at the family’s expense.

Step 6 — Review and conclusion

Progress is reviewed regularly — at least annually, and more often if needed. Even after a programme of support concludes, the pupil remains on the Learning Support Register and their plan can be revisited if new concerns arise.

Approximate Timelines

Stage	Typical timeframe
Screening / identification	Usually within a term
External assessment	Up to 20 weeks or longer
Support plan prepared	Within 4 weeks of receiving assessment
Implementation	Immediately once plan is agreed
Reviews	Annually (or more frequently if needed)

3.  What Parents Should Expect — and What You Can Do

What to Expect

The school’s approach is built on three principles: inclusion (keeping your child in school and in class as much as possible), early identification, and collaboration with parents, teachers, and specialists. You should expect to be involved at every stage of planning and reviewing your child’s support.

In practice, the process at LFCG is less automatic than in UK state schools, and is largely parent-led. The school acknowledges that complex cases take time, and that timely communication is an area they are actively working to improve. Do not assume the school will flag every concern, particularly in secondary school — being proactive as a parent is essential.

As an LFCG parent, you may find yourself navigating both UK and French terminology and processes simultaneously. 

What You Can Do

If you have a concern

• Raise it early — contact your child’s form tutor or CPE (secondary) or class teacher (primary) as soon as you notice something. Don’t wait for the school to come to you.
• Ask for a written record of any screening or meeting with the Speech Therapist, psychologist, or doctor. Reports are not automatically produced — you must request them.
• Keep your own copies of all assessments, reports, and correspondence. Do not rely on the school to retain or transfer records if your child changes schools.

Once a plan is in place

• Read your child’s support plan carefully and make sure you understand what it commits the school to doing.
• At the start of each school year, speak directly with your child’s tutor and individual teachers to make sure they are aware of the plan and understand your child’s specific needs.
• Request a review if progress is not being made or circumstances change — don’t wait for the annual review.
• Send a brief recap email after any meeting you attend. This creates a record and helps maintain accountability.

If you use external specialists

• Share their reports with the school promptly, and ask for them to be incorporated into your child’s plan.
• You are entitled to bring your own external professionals to the educational planning meeting.
• Where possible, schedule external sessions outside school hours to minimise disruption to learning.

For exam years (3ème / 2nde)

• If your child has a PAP and is approaching 3ème or 2nde ( terminal) start the exam adjustment process early (ie, before 4ème and 3nd). The process involves submitting documentation to the Rectorat de Lille and typically takes up to two months.
• Check your email regularly, including spam, for updates from the school and the Académie.
• For the Brevet, results are communicated via the school. For the BAC, students must check their Cyclades account directly.
• Contact the Wellbeing Team for help with paperwork. There are no fees for the application; families are only responsible for postage if they appeal.

If you need support

• If responses are slow, contact the Wellbeing Team at dsl@lyceefrancais.org.uk or use their Calendly link to book a call.
• If you are still not getting a response, ask CIPL for guidance: contact@cipl.org.uk 

4.  Case Studies: SEND at LFCG in Practice

The following case studies are drawn from real experiences of LFCG families. They illustrate how SEND concerns have been identified and supported, how parents felt about the process, and the lessons that can help others in similar situations.

Case Study 1  Positive early identification — Primary School
Context	A child in Grande Section (GS) began showing atypical behaviour during group play. Concerns were first noted informally by teachers in PS.
What the school did	Formal meeting held with parents and school head; school psychologist assessment arranged.Parents funded neuropsychological assessments; a SEN diagnosis was made.Multi-disciplinary meeting in CP agreed tailored learning approaches; follow-up held 6 months later.Child received in-school small-group support; parents and teachers coordinated homework strategies.
Parents satisfied?	Yes Very positive. Parents felt the school was responsive, sensitive, and collaborative. Tailored interventions protected the child’s confidence. Early diagnosis was seen as a key strength of the French system.
Lessons learned	Early, informal flagging by teachers makes a real difference — don’t wait for things to become serious.Multi-disciplinary meetings are highly effective in agreeing joined-up support.Parent networks are a valuable source of professional recommendations.Engage with the diagnostic process as soon as concerns are raised.

Case Study 2  Record-keeping failures on transition — Primary School to Secondary School
Context	A CE2 student was identified with spatial and organisational difficulties. The school monitored rather than assessed formally, as difficulties were thought likely to resolve with age.
What the school did	Student received regular in-school speech therapy sessions and screening assessments.A Form 9 (extra exam time) assessment was completed.On leaving in Year 6, no records were transferred to the new school — the school cited ‘human error’. The Form 9 was eventually recovered; all other documentation was lost.
Parents satisfied?	No Parents described the situation as negligent. Missing records hampered their child’s transition and left the new school without vital information. « Accountability is completely lacking and this affects our kids’ future. »
Lessons learned	All SEND meetings and assessments must be documented and shared with parents as standard practice.Schools must ensure records transfer when a student leaves.CIPL is actively advocating for improved record-keeping at LFCG.Parents: keep your own copies — download reports and save all correspondence.

Case Study 3  PAP implementation gaps — British Section
Context	A few students with a well-implemented PAP in the French section experienced inconsistent support after moving to the British Section.
What the school did	PAPs were introduced in the British Section only this school year, to facilitate the transition of SEND students arriving from the French system.The PAPs were translated into English and uploaded to Pronote.One-day staff training offered before the start of the school year The well-being Team monitors implementation including through classroom visits.Exam adjustments are coordinated for GCSE students with PAPsThe BS and Well-being teams met with parent representatives and concerned parents when these concerns were raised.
Parents satisfied?	Partially Parents appreciated efforts to introduce PAPs but found implementation inconsistent. Some teachers lacked familiarity; needs of PAP students were not always considered, for instance when cover lessons were arranged.
Lessons learned	It is essential that parents know well the procedures and complete all admin and medical steps on time; sign and return PAP documents promptly to facilitate implementation.Ongoing PAP training is needed — a single session is not sufficient.Speak with your child’s tutor at the start of each year to ensure they understand specific needs and can share them with other teachersEmail teachers to ask how the PAP is being implemented; keep a record of the communications and of any gaps.Contact the Wellbeing Team quickly if issues arise — do not wait.

Case Study 4  Navigating exam accommodations — 3ème / Brevet
Context	A 3ème student with a PAP since CE2 needed formal exam allowances (aménagements d’examen) for the Brevet National.
What the school did	Speech Therapist  advised parents to apply for exam accommodations and explained the process.Parents submitted a request form with medical and PAP documentation to the Rectorat de Lille.Speech therapist was involved and the wellbeing admin team supported parents with paperwork. Process runs from mid-March; takes approximately 2 months.
Parents satisfied?	Yes. Positive when followed correctly and in good time. The process is thorough but manageable with early preparation. Key contacts offer bookable online appointments.
Lessons learned	Start the process in 4ème — do not wait until 3ème.Check email (including spam) regularly for updates from school and the Académie.If refused, the letter states the reason; families can appeal directly to the Rectorat at no cost.The wellbeing team now has administration support, who can also help with forms. Formal diagnosis must come from an external professional — LFCG only screens.Exam allowances are not automatic — parents must apply. This is your right.

5.  How CIPL Can Help

Every child has the right to an education that adapts to their needs. Wellbeing is a priority for CIPL, and we are committed to making sure that both SEND policy and practice at LFCG work as well as possible for every family, so that all our children have an equal opportunity to thrive at the school. We can support you — but we cannot offer formal advice and are not a substitute for professional advice.

What We Can Do for You

• Help you understand the SEND process — both the French and UK systems.
• Signpost useful resources, and where appropriate and possible, share contacts of external professionals.
• Listen to your concerns and advise you on next steps.
• Advocate on your behalf if you feel your child’s needs and rights are not being met after following the school’s procedures.

What We Do at School Level

• Engage directly with LFCG’s Wellbeing and Safeguarding teams on individual cases and broader issues.
• Represent parents at the SEND Committee, PSHE Committee, Education Councils, and other school forums.
• Advocate for confidentiality of students’ information to be contained with the staff faculty. 
• Advocate for better and stronger institutional structures to support SEND pupils — at the Conseil d’Établissement, through AEFE, and at the Scholarship Council.
• Push for a dedicated SENDCo, a SEND external audit, more training for all staff, in line with UK best practice.

What CIPL Has Done about SEND matters Since September 2025

Since we launched this work in September 2025, we have:

• Supported individual families by listening and advising parents across all year groups and sections.
• Met with the Wellbeing Team on specific issues raised by parents.
• Kept parents informed through our newsletter, class groups, and one-to-one conversations.
• Consulted parents both through online consultations, and one-to-one discussions in advance of the school’s meetings and committees, to accurately represent parents’ concerns.
• Raised parents’ concerns at school committees to ensure their voice is heard and reported back to parents.
• Advocated for improved record-keeping and consistent documentation of SEND meetings and assessments. 
• Advocated on our major concerns, as per above (confidentiality, SENDCo, External Audit, more training). 
• Launched our wellbeing series (beginning with our webinar on 29th April) to share our knowledge, so that every parent feels equipped to support their child at LFCG.

What We Will Continue To Do

• Support individual cases by listening and advising.
• Engage with the Wellbeing Team and represent parents at school committees.
• Keep you informed as we learn more about how the system is evolving.
• Push for improvements where provision falls short of what our children deserve.

Get involved
If you have a concern about your child, or want guidance on navigating the SEND process, please reach out to CIPL at any time: contact@cipl.org.uk
We also welcome your ideas and would love more parents to join us in this work — every voice counts.

6.  Frequently Asked Questions

7.  Glossary

Terms used in the UK and French SEND frameworks can be confusing — especially when you are navigating both at once. Here is a plain-English reference.

Term	Definition
AEFE	Agence pour l’Enseignement Français à l’Étranger — the French agency that oversees French schools abroad, including LFCG.
AESH	Accompagnant des Élèves en Situation de Handicap — a school assistant who provides individual support to a pupil with a disability. Funded and organised by the French education authority; not the same as a UK LSA.
Aménagements d’examen	Formal exam accommodations (e.g. extra time, rest breaks, a reader or scribe) granted by the Rectorat for national exams such as the Brevet or BAC.
BAC (Baccalauréat)	The French national school-leaving exam, taken at the end of Terminale (equivalent to Year 13).
Brevet	The French national exam taken at the end of 3ème (equivalent to Year 10).
CAMHS	Child and Adolescent Mental Health Services — the NHS service for children’s mental health and neurodevelopmental assessments. Access is via GP referral; waiting lists have grown significantly since Covid.
Conseil de Classe	A termly meeting of teachers and class representatives (including a parent representative) to review the progress of the whole class. Individual pupil needs may be discussed in this context.
CPE	Conseiller Principal d’Éducation: the year head or pastoral lead in French secondary school. A key first point of contact for welfare and SEND concerns (in the Lycée).
Cyclades	The online platform used by the French education system for BAC and EA exam administration. Students must check this for exam accommodation notifications.
DSL	Designated Safeguarding Lead — the school’s lead for safeguarding and child protection. Also a key point of contact for SEND matters at LFCG.
EAL	English as an Additional Language. LFCG’s SEND policy covers both SEN and EAL.
EHCP	Education, Health and Care Plan — a legally binding document for pupils in England with complex or high-level SEND needs. Reviewed annually and discussed with parents three times a year. EHCPs are approved by the local authority and are becoming increasingly difficult to secure due to funding pressures.
Fiche de liaison	An internal school form used (primarily in primary) to formally flag a concern about a pupil and initiate the SEND referral process.
FLE	Français Langue Étrangère — French as a foreign language support.
IEP	Individual Education Plan — a document setting out a pupil’s SEND needs, targets, and the support to be provided. Used as a general term; at LFCG this may take the form of a PAP, PPRE, or PPS.
LSA	Learning Support Assistant — a staff member in UK schools who provides in-class support to pupils with SEND. Not a standard role at LFCG; one-to-one support (AESH equivalent) is at the family’s expense.
PAP	Plan d’Accompagnement Personnalisé — a French support plan for pupils with persistent learning difficulties linked to a recognised disorder (e.g. dyslexia, dyscalculia, ADHD). Proposed by the family or teacher; signed by the class teacher. Reviewed at least termly.
PPS	Plan Personnalisé de Scolarisation — a French support plan for pupils with a recognised disability (MDPH-assessed). Involves a wider team including health and social care professionals.
PPRE	Programme Personnalisé de Réussite Éducative — a French support plan for shorter-term or less complex learning difficulties. Signed by the headteacher and parents.
Pronote	The school’s digital platform for communication, grades, timetables, and — at LFCG — storage of individual support plans, accessible to all teachers.
Rectorat de Lille	The regional French education authority is responsible for approving exam adjustments for LFCG pupils sitting national exams (Brevet, BAC).
SEND	Special Educational Needs and Disabilities — the UK umbrella term covering a wide range of learning, communication, physical, and emotional needs.
SENDCo	Special Educational Needs and Disabilities Coordinator — a dedicated member of staff responsible for overseeing all SEND provision in a school. Required by law in UK state schools; not currently in post at LFCG.
ST	Speech and Language Therapist — a qualified professional who assesses and supports pupils with communication, language, and literacy difficulties. At LFCG, the Speech therapist than a Speech and Language Therapist  plays a broader role than in UK schools, including identifying behavioural and other learning needs. Note in French school, the Orthophoniste is a Speech Therapist.
ULIS	Unité Localisée pour l’Inclusion Scolaire — a specialist provision within a mainstream French school for pupils with significant disabilities. Not currently available at LFCG.
Wellbeing Team	The team at LFCG responsible for pastoral care, safeguarding, and SEND support. Includes the Speech Therapist, psychologist, school doctor, DSL, and administrative support.

8.  Useful Resources

The following resources may help you understand your rights, navigate the SEND process, and find support.

UK Government & Official Guidance

• UK SEND Code of Practice (0–25): https://www.gov.uk/government/publications/send-code-of-practice-0-to-25  —  The definitive guide to SEND rights and provision in England
• UK Government SEND Information: https://www.gov.uk/children-with-special-educational-needs  —  Overview of support available for children with SEND
• Contact (charity for families with disabled children): https://contact.org.uk  —  Advice, information and support for families
• IPSEA (Independent Provider of Special Education Advice): https://www.ipsea.org.uk  —  Free legally based advice for families of children with SEND in England
• SENDIAS (SEND Information, Advice and Support Services): https://councilfordisabledchildren.org.uk/IASSN  —  Local support for families navigating the SEND system in England. Search by local council for contact details.

French Education System

• Éduscol — SEND in French schools: https://eduscol.education.fr  —  Official French Ministry of Education resource on inclusive education and support plans
• AEFE (Agence pour l’Enseignement Français à l’Étranger): https://www.aefe.fr  —  The agency governing French schools abroad, including LFCG
• Rectorat de Lille: https://www.ac-lille.fr  —  The regional education authority responsible for approving exam accommodations for LFCG pupils

NHS & Mental Health

• NHS — CAMHS referral information: https://www.nhs.uk/mental-health/children-and-young-people/  —  Information on accessing Child and Adolescent Mental Health Services via your GP
• Young Minds: https://www.youngminds.org.uk  —  Mental health support and information for children, young people, and parents
• NHS Neurodevelopmental pathways: https://www.nhs.uk/conditions/autism/diagnosis/  —  Information on autism, ADHD and other neurodevelopmental assessments

UK Specific Learning Difficulties

• British Dyslexia Association: https://www.bdadyslexia.org.uk  —  Information and support for families affected by dyslexia
• ADHD UK: https://adhduk.co.uk  —  Support, information and community for families affected by ADHD
• Dyspraxia Foundation: https://dyspraxiafoundation.org.uk  —  Support for children and families affected by developmental coordination disorder

LFCG

• LFCG SEND Policy: https://www.lyceefrancais.org.uk/a-propos/terms-and-conditions-and-policies/   —  Available on the school website; covers both SEN & EAL
• LFCG Monthly Safeguarding Newsletter: https://www.lyceefrancais.org.uk  —  Includes SEND updates, Wellbeing Team information, and useful links

Assessments: Private Options in London and France

• La Maison Médicale, London:  They offer many services on site, including a child psychiatrist. Their fees are often lower than those of many British private clinics  under £2,000.  Typically the process involves:  One introductory family meeting online,  Two testing sessions,  One follow-up meeting to discuss results, One session with the psychiatrist. The whole process, except for the psychiatrist session, can take around four weeks, but may be quicker depending on availability.
• French Healthcare System:  Protection Universelle Maladie (PUMA) France has relevant specialists depending on your child’s needs. Prices are generally more affordable than in the UK.  Please note: not all specialists are qualified to provide a formal diagnosis, so check this in advance.

Finding Other Practitioners

You can search Ici Londres or the French Embassy website for a list of practitioners. 

• La Cerene /France:  A renowned school/centre in France. Cost is around €1,500.  The assessment includes: a 1 hour video call with parents, a video call with the child, or 2–3 half-days of in-person assessment if you are able to travel. A few weeks later, you receive a full report with the diagnosis, recommendations for all parties involved, and specific recommendations for exam arrangements if your child is in an exam year.
• For Dyscalculia Specialists may recommend working with an orthopédagogue. These professionals are usually based in France or Canada and specialise in teaching neurodivergent children.

Conclusion

Navigating SEND — across two educational systems, with varying levels of documentation and support — is genuinely complex. But you are better placed than you might think to make a real difference for your child, and you do not have to do it alone.

Four things to take away from this guide

1. Know the process and know your rights
   Understanding how SEND works at LFCG — what the school will do, what it won’t do, and what you are entitled to ask for — is the single most powerful tool you have. The more informed you are, the more effectively you can advocate for your child.
2. Act early and stay in contact
   Whether it’s a concern you’ve noticed at home, a question about your child’s support plan, or a feeling that something isn’t quite right, don’t wait. Contact the school’s Wellbeing Team as soon as a concern arises, and keep the lines of communication open throughout.
3. Document meetings and save records 
   While the LFCG should be better at documenting meetings and recording assessments and observations, it’s not there yet. (CIPL is working on it)! Help your child by making sure you are documenting everything yourself and save all your records in a safe place. Don’t let your child suffer due to current shortcomings in the system.
4. CIPL is working on this alongside you
   We have been engaging with the school on SEND policy and practice since September 2025, and we will continue to do so. Progress is being made — but there is more to do, and your experiences and voices are central to that work.

The case studies in this guide show that when the process works well, it works well — pupils get the support they need, families feel heard, and outcomes are positive. Our goal is to help more families reach that outcome, more consistently, to ensure that all pupils at the school have an equal opportunity to thrive.

Get in touch: contact@cipl.org.uk
Join our classlist group for more discussion: https://app.classlist.com/s/8Y2ZW3