The school program is largely based on the National Education's Common Base of Knowledge, Skills and Culture, which is structured by three-year educational cycles, allowing each child time to learn at his or her own pace. The organization of learning cycles is reflected in the structure of the school itself since students are in multi-level classes. The respect of the common base allows for the easy movement of students between different schools when they return to the traditional system, for example, if they move. This program is enriched by bilingualism: some learning is done in English and French, with a progression adapted to the child's level, depending on whether he or she is French-speaking, English-speaking or bilingual upon arrival at Lab School Paris. The goal in Cycle 2 (first to third grade) is to allow bilingual children and those with a good command of English to follow certain basic English lessons (math, science, history, geography) and for French speakers to acquire a sufficient command of English to be able to follow such lessons from the end of third grade onwards. Starting in fourth grade, a good knowledge of English is essential to be able to follow lessons in both languages and to learn new languages. In addition, Lab School Paris places a strong emphasis on the development of soft skills, and the notion of well-being - for both students and teachers - is at the heart of its pedagogical project, based on methods validated by scientific research.

Lab School Paris works in collaboration with various actors of the French national education system and some of its teachers are seconded from the national education system or have worked there during their career. In addition, all independent schools are subject to regular monitoring by inspectors from the national education system. Lab School Paris receives regular inspection visits from National education officers. Our pedagogical council includes representatives from the French national education system, including a math teacher, a history-geography teacher, a professor from the ESPE in Paris, and a former academy president. Finally, the team of researchers from the Lab School Network works with the academic advisors for research, development, innovation, and experimentation (CARDIE) of the Paris Academy to implement research-actions.

The bilingual teaching team is composed mainly of pairs of teachers - one French-speaking and one English-speaking per group. Other English or French-speaking teachers, as well as teachers of other languages, are brought into the school on an ad hoc basis. Our teachers are recruited based on their training in the field of education as well as their pedagogical experience in France and abroad. They are distinguished by their passionate commitment to progressive pedagogies, adapted to all styles of learners, and undergo continuous training. They participate in research and seminars that allow them to keep a scientific approach to their teaching methods.

When we founded the school, our plan was to ask for a class to be placed under contract as soon as possible, but this procedure is only used when the national education system is unable to enrol all the pupils. Over the past few years, pupil numbers have been decreasing in the Académie de Paris, leading to a large number of class closures. As a result, a request to switch to the contract system cannot be considered in the current context.

We welcome children from 1st to 11th IB grades. In primary school, pupils are divided into three different classes, by cycle (2, 3 and 4). There are generally around ten pupils per level, or around thirty per cycle. From 9th onwards, classes are divided by level. The 12th IBgrade will open in September 2025. Each student has a teacher with whom he or she can review his or her learning at regular intervals, in order to allow him or her to progress at his or her own pace, by individualizing the course as much as possible. Teachers work closely together and organize activities in such a way as to encourage collaboration between students of different levels (peer tutoring).

At the Lab School Paris, "classes" are replaced by reference groups (cf. Saltet and Giordan, 2010). The school is in an open space. This pedagogical grouping allows each student to participate in activities according to his or her level and aspirations, modulating the groups according to the lessons or projects. For example, an English-speaking student in fourth grade could follow the mathematics of fifth grade if he or she has a better grasp in this area, learn to read in French with other students of his or her level, and participate in English activities with other English-speaking students, while being "paired" with an older French-speaking student whom he or she could help to progress in this area. The groups are formed for one period and can be revisited at the time of the school vacations, if the students wish. In addition, discussions at team meetings help to optimize each child's progress and to ensure that the groups are balanced. It should be noted that this multi-level organization is far from new: it has existed in single classes for decades, is still practiced in "third type schools" and is also the way Montessori environments are traditionally organized. It is therefore widely tested, and the benefits for children of all ages are corroborated by numerous research studies since Vygotski in the 1960s, around the question of the "proximal zone of development".

There are no grades, but rather there are evaluations based on a child’s competencies. We encourage self-assessment accompanied by teacher assessment: the two are compared to adjust if necessary. Assessments are regularly organized to allow each student to find his or her bearings in relation to the competencies of the National Education's Common Base, using assessment resources proposed for public schools. Mistakes are not only allowed, but encouraged, as they are seen as an opportunity to learn. The school report is communicated to parents on a semester basis, meaning twice per academic year. Formal pedagogical meetings are organized twice a year; however, parents have the opportunity to meet the teachers in the morning and in the evening when dropping off their child, which allows for regular informal exchanges. Children can be included in the pedagogical meetings (unless there are special circumstances that warrant adult-only discussions) as recommended by the authors of Deeper Learning How Eight Innovative Public Schools Are Transforming Education in the Twenty-First Century.

Regular visits to third places and an exploration of the world (Cité des sciences, Gaîté Lyrique, Liberté Living Lab, museums, etc.) Starting in 2018-2019, an adaptation of "school correspondence" through exchanges with other lab schools or other schools around the world. In addition to the traditional letter exchange, video-conference and electronic exchanges will be possible. Focus on giving meaning to learning and fostering collaboration: for example, the purpose of an essay may be to post on the school blog; a group of children may be asked to structure an entire project (e.g., organizing an exhibition, an outing, part of a show, etc.), which may require learning how to draw up a timeline, make a financial projection, communicate, etc. Project-based teaching (defined in consultation with the students). For the first year, the team followed the world tour of Camille, a student who had started the year with us before leaving to travel around the world with her parents. Test and give their opinion on educational applications, by being accompanied by teachers and developers (e.g. with BrainPop or Tralalère), which gives them the opportunity to develop their critical thinking with regard to digital tools while learning.

Yes, of course (museums, Philharmonic, fablabs, etc.). In addition, we organize a field day once a year. We also encourage parents to come and share their interests and talents with the children, whether in the professional, artistic, cultural or linguistic fields, etc.

Yes, we are members of the International Association of Lab Schools (IALS) and we are regularly in contact with different lab schools or schools operating on the same concept around the world (Toronto in Canada, UCLA Lab School, Charlotte Lab School, Altschool in the US, Gateway in India, Labyrinth School in the Czech Republic, Geelong Grammar School in Australia, etc.). Since September 2019, we have been participating in a three-year European Erasmus+ project LabSchoolsEurope. Participatory research for democratic education. Part of the activities are indeed inspired by what is done in other innovative schools, in France or abroad. We also want students to be able to exchange with students from other schools. Among the possible projects: projects built on a common theme, sharing of experience by videoconference, and even school trips in the longer term, at least in France and in Europe!

The Lab School wishes to serve all types of children as well-being in the classroom is one of the founding values of the project. In its link with research, this school wants to be representative of the society at large. Consequently, we wish to welcome children from various social backgrounds, as well as children with special educational needs (dyslexia, etc.), in a proportion that approaches social reality. Our approach is particularly suitable for children with school anxiety, or even those who are going through an episode of school phobia, as we offer personalized support, with the possibility of adjusting the timetable according to the child's needs. However, in the current configuration of our establishment (physical location, composition of the team), we are not in a position to welcome children with significant behavioral problems (physical violence, in particular).

The school does not receive any subsidies from the government. For social diversity, we have started to seek funding from several foundations and have launched a crowdfunding campaign. The number of scholarships awarded each year depends on the funding we manage to obtain. For cognitive diversity, there is no need to communicate on this any more than we have already done, because parents of children with special educational needs are looking for solutions when the traditional system fails to meet their expectations and contact us spontaneously.

Lab School Paris wants to include children from different social backgrounds, which is why we offer sliding scale fees based on family income. Families who are unable to pay the full tuition fee can apply for scholarships, the amount of which is determined by the income and circumstances of the parents. To achieve this goal, we seek additional funding (sponsorship, income from our offered training courses, etc.), which allows us to welcome students from modest backgrounds, who benefit from a complete exemption from school fees.

Before finalizing the registration, the children come to the school for a trial day. This allows the future students to get to know the other children, to meet the teachers or other members of the team and to see if they feel comfortable there.

Various trainings are offered to parents, in particular a positive education program and a training cycle on relational quality.

Many books are dedicated to education and pedagogy. Here are some of them that inspire us and that we suggest the reading to the whole educational team as well as to the (future) parents, in order to have a common base of references. Some of the books below are also available in English. Additional references in English will be available soon. - About emotions – Isabelle Filliozat, Au coeur des émotions de l’enfant. Marabout, 2013. - About communication – Adèle Faber & Elaine Mazlish. Parler pour que les enfants écoutent, écouter pour que les enfants parlent. Éditions du Phare, 2012. - About neurosciences – Catherine Guegen, Pour une enfance heureuse repenser l’éducation à la lumière des dernières découvertes sur le cerveau. R. Laffont, 2014. - About discipline and respect for the child – Jane Nelsen, La Discipline positive. Éd. du Toucan, 2012. - About pedagogy in middle school (also applicable in primary school in many ways) – Jérôme Saltet & André Giordan. Changer le collège c’est possible ! OH ! Publishing company ; Play Bac, 2010.

Since the school is new, it will be up to the parents to decide whether to create a parents' association. There is no such association yet, but we regularly organize a “Coffee Corner” for parents, which allows us to exchange ideas and answer questions that families have as they arise. One of the principles of Lab School Paris is co-education - constructive exchanges between parents and the rest of the educational community benefit everyone. Parent representatives are members of the school council, which meets regularly (the frequency of meetings is determined by need). In the school, student councils are scheduled each morning to deal with "day-to-day issues" as in the Freinet pedagogy.

This is defined with each parent. Among the possibilities: ensuring a presence and proposing activities during the lunch break; introducing a group of students to an artistic practice, to the use of software or digital tools (film editing, coding, creation of video games, etc.); leading a cooking workshop, yoga, meditation, gardening, making floral bouquets, calligraphy, discovering astronomy; participating in the school’s thematic days that happen once per period, etc.

Yes, absolutely! Anything that can be used for artistic practices or scientific activities is also welcome.

Mainly by learning from the lab schools that have existed around the world since the 19th century and have always had this concern reflected in their scientific literature. Lab schools are first and foremost schools, where the pedagogy that is implemented is based on the best state of research to benefit the children. New research is first submitted to the pedagogical team for approval, then to the LSP's pedagogical council, the LSN's scientific council and the EHESS ethics committee. The central concern of all the actors is to offer the best learning conditions to the children.

Parents are informed of ongoing research and results, and those who are interested can also participate in conferences where researchers present their findings. We regularly organize meetings, including breakfasts with researchers. We are also interested in the Popular Universities of Parents movement and would be very happy if parents from the Lab School Paris wanted to participate. This is not the case today. Finally, parents are invited to the EHESS seminars, which are open to all, as well as to other Lab School Network and Lab School Paris events.

At Lab School Paris, we advocate for a reasoned and critical use of digital tools: they serve the educational project and are chosen when they bring a benefit to users. They are a complement to other devices and not a substitute (and even less a gadget). The student can thus be led to use a computer or a telephone in alternation with other learning tools: paper, pencils, books, blackboard, etc. Digital technology can be particularly useful in the case of remediation (see for example the Domoscio project in collaboration with Hatier). They are useful in three cases in particular: - to assist teachers in pedagogical differentiation through individualized monitoring charts - to assist children's learning: personalized learning space, online resources, etc. - as learning tools: electronic games, programming, etc. The role of the school is to enable students to develop a multi-modal literacy, which includes digital media, as well as other media (press, TV, print). The multidimensional concept of multimodal literacy was developed in the early 2000s. It is also about training in the use of media - digital or not - by developing students' critical thinking and discourse analysis skills (for example, learning to prioritize information found on the Internet). Finally, students are made aware of the risks associated with digital tools so as to enable them to adopt "a reflective, civic and responsible use of the Internet," to "encourage them to reflect on the opportunities and risks of the Internet without demonizing it" and to "teach young people to master the Internet without allowing themselves to be mastered by it,” as suggested in the resource Internet and Young People: a guide for teachers of the 1st degree.

We use the Workplace platform to share school news and communicate with families.

Lab School Paris follows the school calendar of the academy in which it is located (in this case, Paris). Vacations are the same as for public schools. A typical Primary school day is as follows: 8.30am - 8.45am: Welcome 8:45 am - 12:00 pm: Fundamental learning 12:00 - 14:00: Lunch and outing to the park 2:00 - 4:15 pm: Project-based learning 4:15pm: End of classes After-school workshops are available at the end of the day for all children, whether or not they attend Lab School Paris.

The team has worked with architects to bring the premises up to standard and the opening of any school is subject to authorization from the prefecture, the town hall, and the fire department. For lunch, the children bring their own lunch and eat it on site. Teachers are chosen based on their teaching experience, in France or abroad, and their interest in research is also considered. The recruitment of teachers is subject to the approval of the LSN's pedagogical council and scientific council, which include representatives of the NS. There are also regular meetings with other teachers to discuss possible difficulties and to constantly improve practices, all in a non-judgmental and benevolent spirit.

Recesses are organized in the park located near the school. The park has a soccer and basketball court, a playground and sandbox, and a grassy area.

There will be a limited number of supplies (notebooks, folders, pencil cases, paper, etc.) that parents will be responsible for. The team will provide a list of supplies at the time of registration.

Indeed, most lab schools in North America are schools - generally private, but there are a few public ones - located on a campus and partly financed by the university. As part of our efforts to adapt the concept to France, we contacted representatives of the French Ministry of Education in 2015, and we are working with the public authorities on the possibility of opening a public lab school one day, near a university campus. However, we felt it was very important to experiment on a small scale without waiting any longer, even if not on a university campus. Creating a school managed by a non-profit association to demonstrate the feasibility of the project seemed to us to be the best compromise, while keeping the National Education informed of our approach through our scientific council and our pedagogical council. As we do not receive any public funding, the financing of the school (rent, staff salaries, school equipment) is entirely ensured by the tuition fees and the additional sources of financing that we can find. Part of our resources comes from training courses for adults (education professionals, parents, on pedagogical innovation and digital tools applied to education) and we also benefit from the support of several foundations.