The unique school report (LSU) is a national digital application that centralizes periodic assessments, end-of-cycle evaluations, and certificates for each student, from CP to third grade. In the Versailles academy, this tool follows the same rules as everywhere in France, but its daily use has specific features related to recent updates and the integration of new functionalities.
ARENA and EduConnect Login: Two Distinct Entry Points Depending on the Profile
A common point of friction concerns access to the application. Teachers and parents do not use the same path to consult the LSU, and confusing the two generates unnecessary blockages.
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Teachers in the Versailles academy access the ARENA portal (Access to National and Academic Education Resources). After authenticating with their academic credentials, they access the “Primary Education” or “Secondary Education” section according to their assignment, then to the LSU module.
Parents, on the other hand, log in via EduConnect, the unified authentication service of the ministry. This portal provides access to their child’s report, periodic assessments, and certificates. Each legal guardian has their own account, created during the first registration or activated by the institution.
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Understanding the unique school report of the Versailles academy starts with this distinction: ARENA for educational staff, EduConnect for families. Attempting to connect through the wrong portal is the primary cause of reports to school administrations.
Integration of ADAGE into the LSU Versailles: What Changes Since April 2026
Since April 1, 2026, the LSU of the Versailles academy is connected to the ADAGE platform (Dedicated Application for the Generalization of Artistic and Cultural Education). This interconnection concretely modifies the content visible in the report.
Actions related to artistic and cultural education (projects, outings, workshops, partnerships) recorded in ADAGE are now automatically transferred to the LSU. Teachers no longer need to re-enter this information manually.
For families, the change is directly noticeable: the report is no longer limited to disciplinary skills. It also highlights the artistic and cultural journey of the student, detailing the projects they participated in. A parent reviewing their child’s periodic assessment will see these elements in a dedicated section, where previously only teachers had this comprehensive view via ADAGE.
What This Implies for Teachers
Teachers must ensure that EAC projects are correctly recorded in ADAGE before the deadline for locking assessments. An incorrectly entered or incomplete action in ADAGE will appear as such in the LSU. The accuracy of data entry beforehand determines the quality of the report sent to families.
New Programs and Changes to Skill Titles
Teachers in the Versailles academy must verify that each program element recorded in the report corresponds to the new official formulation of skills. The titles have been most modified in mathematics cycle 4, but other subjects are also affected.
This technical point has a direct consequence for parents. Reports starting from 2026-2027 may present skill titles different from those used in previous years. This evolution does not indicate a decrease or increase in level: it reflects a consistency with the new programs.
A parent comparing their older child’s sixth-grade report with that of their younger sibling may be surprised to see different formulations for identical subjects. Reading the skills framework associated with each cycle, accessible from the LSU, helps clarify this ambiguity.
Data Entry and Locking of Assessments: The Calendar to Follow
The LSU operates in periods, based on the division chosen by the institution (quarters or semesters). Each periodic assessment follows a specific cycle that teachers must master to avoid blockages.
- The entry of program elements worked on and levels of acquisition is done throughout the period, directly in the application or via an import from compatible grading software (Pronote, SACoche, etc.)
- The school principal or head of the institution performs the locking of the assessment once data entry is complete, making the document accessible to families and preventing any further modifications
- In case of an error detected after locking, only the principal or head of the institution can unlock the assessment for correction, then lock it again
- When changing schools or moving from CM2 to sixth grade, the LSU is automatically transferred to the new institution via the application, without family intervention
End-of-Cycle Assessments and DNB
End-of-cycle assessments (cycles 2, 3, and 4) evaluate the degree of mastery of the components of the common core. In cycle 4, these assessments directly feed into the file for awarding the national diploma of the brevet. The points awarded for mastery of the core represent a significant part of the final grade. Teachers must therefore pay particular attention to the consistency between periodic assessments and the end-of-cycle assessment.
Variations in Practices Among Institutions in the Academy
Despite the national framework, variations in use persist in the Versailles academy. Some schools send reports to families as soon as they are locked, while others wait for a parent-teacher meeting to assist with reading. The frequency of updating the report and the level of detail in the entry of skills vary according to the teaching teams.
These differences do not undermine the validity of the document. The regulatory content remains identical from one institution to another. What changes is the degree of support offered to families to interpret the assessments.
- Some institutions organize workshops to present the LSU at the beginning of the year, to familiarize parents with the interface and levels of acquisition
- Others provide a concise paper guide, distributed during the first back-to-school meeting
- Some colleges include a personalized comment from the main teacher in each assessment, beyond the minimum required framework
The unique school report remains primarily a tool for continuous monitoring. Its value depends less on the interface than on the regularity with which teachers and families use it to track the actual progress of the student, period after period.