1. EDUCATIONAL SUPPORT EEB1
14 March 2019
Laura De Greef
Learning Support Coordinator, EEB 1 – Nursery and Primary, Uccle and Berkendael
Micheline Sciberras
Learning Support Coordinator, EEB1 – Secondary

2. Aims and objectives of today’s meeting
To share with parents an overview of the educational support offered at EEB 1
To introduce the educational support guidelines for EEB 1 – one harmonised document for the whole school (two documents: Part I and III are identical to both cycles. Part II is based on each cycle’s practice.)
To listen to any general observations about educational support. For discussion of individual cases, it is encouraged that a meeting is set up with the Educational Support Coordinator of the cycle

3. WHAT IS EDUCATIONAL SUPPORT?
The European School is a multilingual and multicultural environment in which the primacy of a child’s mother tongue is safeguarded wherever possible.
The European School offers a single type of general academic education, in which learning conditions become increasingly demanding.
This single academic pathway eventually leads to the award of the European Baccalaureate diploma.
As we are all aware children have different abilities, potential and learning styles.
In order to help students access the European school programme, the European Schools offer different forms and levels of support.
The aim of this support is to ensure appropriate help for students with special educational needs or experiencing difficulties at any point in their schooling.
The overall objective is to try to help students to access the educational progamme of the European schools

4. Main Documents Regulating Support
Policy on the Provision of Educational Support in the European Schools -  D-14-en-9
Provision of Educational Support in the European Schools - Procedural document -  D-15-en-11
General Rules of the European Schools
These documents can be found on the website

5. Our aim for educational support
We aim at academic success while promting self-esteem and development
Helping students become self-reliant learners, understanding their strengths and weaknesses and to set realistic, achievable goals
Help students develop to their full potential with a sense of dignity and self-worth
Student centred teaching
Maximising academic and social development, continuously moving towards inclusion
Enouraging differentiation
Working in partnership with parents/legal representatives and other stakeholders for the benefit of the child

6. What are the types of support offered at EEB1?
Differentiation
planning and execution of teaching and learning for all children in all classes taking into account individual differences.

7. 2. General Support (SEG): aimed at helping students who are experiencing difficulties in a particular subject
Nursery/Primary
Secondary
Small group (Min 3 – Max 15)
Variable duration in accordance with the child’s needs (from a few sessions to several months)
The request is made by the class teacher or the parents.
A consent form needs to be signed by the parents
Small groups (Min 3 – Max 15)
Variable duration in accordance with the child’s needs (1 month to whole school year)
The request is made by the subject teachers using Extranet
If the parents request general support, they first need to discuss with the subject teacher, who can refer through extranet

8. 3. Moderate support (SEM): an extension of general support and is provided for students with a mild to moderate learning difficulty.
Nursery/Primary
Secondary
Individual or small group
Variable duration in accordance with the child’s needs (from a few sessions to several months)
The request is made by the class teacher or the parents.
A consent form needs to be signed by the parents
Individual, pair or small group
Request is made by the subject teacher
If the parents request moderate support, they first need to discuss with the subject teacher, who can refer the student to the Educational Support Coordinator to organise the course.
The student may have an assessment report

9. 4. Intensive Support (Type A): is for students who have special needs and have a medical/psychological/psycho-educational and/or multidisciplinary assessment report by an expert.
Nursery/Primary
Secondary
Individual
The support measures include:
Support lessons out of class
SEN Assistant support in class
Changes to timetable
Programme adaptations
Special arrangements in class
Tripartite Agreeements
The school will also take into consideration the special arrangements recommended in the assessment report
SEN Assistant
Tripartite Agreements
Programme Adaptations (for students on progression)
Assessment needs to be translated in to French, English or German

10. Intensive Support (Type B)
Given in exceptional circumstances
Short term
A student may not have special needs but is still in need of intensive support
For example, new students who are unable to access the curriculum due to not knowing a language well.

11. Statistics at EEB 1: Number of students receiving support
SEG
SEM
SEI A
SEI B
TOTAL S1 29 10 21 8 68 S2 45 23 86 S3 50 18 5 3 76 S4 35 9 11 65 S5 36 17 6 62 S6 - 16 7 S7 30
195
116 40
416

12. Statistics at EEB 1: Number of times students are in support lessons
SEG
SEM
SEI A
SEI B
TOTAL S1 37 10 36 8 91 S2 50 26 30 9
115 S3 68 21 27 3
119 S4 43 12 41 18
114 S5 47 25 16 S6 - 13 44 S7 29 17 46
245
144
180 51
620

13. Who offers Educational Support?
Nursery/Primary
Secondary
Support teachers
There is collaboration between the class teacher and the support teacher to identify the child’s needs
A Group Learning Plan (for SEG students) or Individual Learning Plan (for SEM and SEI students)
Participation in Group Councils
In secondary, we have teachers who only do support lessons and subject teachers who also do support
Teachers giving support lessons have access to the subject teacher’s forward planning
Collaboration between the subject teacher and the support teacher
All teachers giving support develop a Group Learning Plan (for general support) or an Individual Learning Plan (for moderate and intensive support).
Participation in group councils
70 teachers giving support

14. Procedure for Receiving Educational Support: Soutien General (SEG)
Nursery/Primary
Secondary
The request is made by the class teacher and/or the support teacher (*)
The consent form needs to be filled in at the beginning of the year so as to benefit from the support
(*) The request can also be made by the parents but the class teacher needs to be consulted beforehand
Teachers refer students through an electronic system called Extranet.
Parents receive an electronic invitation.
Once we have 3 students who have accepted the support, the group is set up.
Teachers send parents reports for each Semester.

15. Moderate Support (SEM)
Nursery/Primary
Secondary
The request is made by the class teacher and/or the support teacher (*)
The consent form needs to be filled in at the beginning of the year so as to benefit from the support
(*) The request can also be made by the parents but the class teacher needs to be consulted beforehand
The request is made by the subject teacher to the Educational Support Coordinator.
Teachers send parents reports for each Semester.

16. Intensive Support (Type A)
Nursery/Primary
Secondary
The request is made by the class teacher , the support teacher or the parents
The child’s needs are identified.
An assessment is done.
A convention is established.
A student advisory group is organised.
A request is made by the subject teacher or the parents after having carried out an assessment report.
Normally the support is given on an individual basis.
A student advisory group is held.
A convention is drafted.
Support teachers send parents a report for each semester.

17. Intensive Support (Type B)
Normally, this is a form of support for new students who need help in a particular subject (normally languages). It is a form of help that aims at aiding the student to catch up with the class.
Individual or in a group
This is normally requested by the subject teacher and/or the parents. The parents are always encouraged to speak with the subject teacher so as to verify the need.

18. Special Arrangements for Tests, Examinations and Other forms of Assessment
A student with diagnosed special needs may benefit from special arrangements for tests, examinations and/or other forms of assessment.
They are not intended to compensate for a lack of ability but allow the pupil to fulfil his or her potential in the fairest conditions possible.
Special arrangements are only authorised when they are clearly related to the pupil’s diagnosed needs by means of a medical/psychological/psycho-educational and/or multidisciplinary report justifying these special arrangements.
The most common special arrangements is extra time, but there are many others that can also be given (for example, prompter, use of calculator, etc).
S1 to S5: It is the school that decides on special arrangements to be given.
S6 and S7: It is the decision of the Bureau Central after the parents apply for special arrangements.
In examinations from S4 to S7, we had approximately 70 students receiving special arrangements.

19. Special Arrangements Exam Statistics: 2018-2019
YEAR
NUMBER OF STUDENTS WITH SPECIAL ARRANGEMENTS S5 20 S6 16 S7 24
TOTAL 60

20. Conclusion
Although we all come from different backgrounds and have different educational philosophies, there is no doubt that we all want to do our best to ensure that our students develop in a healthy environment and reach their full potential.
Students learn in different ways, so it is important to have different forms of support to help them succeed as much as possible.

21. Thank You
For Your Attention