Lycée Français International Georges Pompidou – Academic City

Students have sustained outstanding achievement in English and mathematics and have improved science performance in Lycée. Students are making better progress in Islamic education in Primaire and Collège. In terms of learning skills, most students can apply learning to new contexts, and have good problem-solving skills. They are skilled in using technology, but do not always have the opportunity to develop self-reliance through independent learning.

Students have very positive and responsible attitudes towards their learning and show the utmost respect to their teachers, classmates, and school staff. Across all phases, students demonstrate a strong sense of personal responsibility. Students lead social and volunteering initiatives, all of which have a positive effect in the school community. Older students are excellent role models to younger students.

Teachers possess a deep understanding of their subjects, effectively engaging and motivating students, thus fostering accessibility and exceptional progress in many areas. The school employs a robust and uniform assessment system, aligning with established standards across diverse pathways and curricula, offering a genuine insight into student achievements.

The school pursues a clear vision for well-being and the new well-being committee fosters a well-being ethos that pervades the school through. Well-being is a strategic focus and a carefully selected team of assistants provide personalised student support. Teachers consistently nurture a positive classroom climate where well-being is promoted. Students are warmy welcomed in the morning and in lessons, interactions between the teacher and the students are warm and caring.

Governors and senior leaders promote an inclusive ethos for all students of determination which is demonstrated through resource provision and collaboration between Primaire, Collège and Lycée. The aim is to empower every student of determination with independence for lifelong success. The school places parents at the centre of provision for inclusion. They report a high level of satisfaction with support received. There are improved processes for formal and informal communication with parents of students of determination.

The dynamic and responsive, recently appointed principal with a very strong senior leadership team is establishing a purposeful learning community and is building a well-organised, high-functioning school. He is gaining the trust of students, parents, and staff. Senior leaders have a clear understanding of priorities and are having an impact upon student achievement whilst maintaining high morale in an improving school. Governance has been re-constituted, with a partnership contract with the Agency for French Education Abroad (AEFE).