Learning Support Coordinator (Whole School)

Role purpose

The Learning Support Coordinator (Whole School) leads and coordinates inclusive learning support services across Early Years Primary and Secondary. The role ensures that students with additional learning needs are identified early supported effectively and able to access the curriculum and school life with dignity appropriate challenge and increasing independence.

Working closely with teachers Programme Coordinators pastoral and wellbeing teams and external specialists the Coordinator develops a coherent whole-school approach to inclusion that is aligned with IB expectations the IGCSE/secondary context where relevant and Italian requirements (including BES and PDP processes within the Scuola Paritaria framework).

Key outcomes

A consistent well-understood whole-school inclusion model (clear referral pathways graduated response and quality assurance).

High-quality PDPs (and other support plans as used by the school) that are practical measurable and used routinely by teachers.

Evidence of student progress through targeted interventions and classroom adjustments.

Strong partnership with families and specialist providers with clear communication and confidentiality.

Robust compliance for access arrangements and assessment accommodations including secure documentation and deadlines.

Key responsibilities

Leadership and coordination

Lead the planning implementation and evaluation of the whole-school Learning Support programme including clear annual priorities resourcing and impact measures.

Establish and maintain a consistent case-management system (referral screening plan review exit) across campuses/phases.

Coordinate Learning Support staffing (Learning Support teachers/TAs where applicable) timetables intervention groups and deployment to ensure equitable and efficient provision.

Chair or coordinate regular inclusion meetings (phase-based and/or whole-school) to review cases prioritise support and agree next actions.

Collaborate with Senior Leadership to align inclusion provision with the schools strategic direction and student wellbeing priorities.

Identification assessment and graduated response

Oversee a consistent approach to early identification including teacher observations screening data review and structured referral processes.

Review and interpret reports from external professionals (e.g. speech and language therapy occupational therapy psychology/psychiatry) and translate recommendations into classroom strategies and support planning.

Coordinate internal assessments (as appropriate) to establish baselines define needs and monitor progress.

Ensure a multi-tiered approach to support (quality-first teaching targeted small-group interventions intensive individual support) with clear entry/exit criteria and impact monitoring.

Personalised Didactic Plans (PDPs) and documentation

Coordinate the development implementation and review of Personalised Didactic Plans (PDPs) ensuring they:

oinclude clear student profile strengths and barriers

ospecify reasonable adjustments/accommodations and teaching strategies

oinclude measurable targets and review dates

oare accessible and usable by teachers

Ensure documentation is accurate secure and aligned with confidentiality requirements with clear records of meetings agreed actions and review outcomes.

Support teachers to implement PDP provisions consistently and to evidence strategies used and their impact.

Intervention and student progress

Ensure evidence-informed interventions are in place particularly for literacy numeracy and executive functioning and that programmes are selected and implemented with fidelity.

Monitor progress through agreed tools and data points; adjust provision where impact is limited.

Support transitions (within year groups between phases and into/out of ICS Milan) ensuring continuity of support and appropriate information sharing.

Curriculum access and inclusive teaching

Coach and support teachers with:

ocurriculum adaptation and differentiation

oscaffolding and support for working memory/attention/executive functioning

oinclusive assessment and feedback practices

oassistive technology and alternative ways to access/record learning

Promote consistent inclusive practice across classrooms and campuses including modelling strategies co-planning and in-class support where appropriate.

Work closely with EAL colleagues to distinguish between language acquisition needs and underlying learning needs ensuring coherent provision where needs overlap.

Access arrangements and assessment accommodations (IB/MYP/IGCSE/DP and internal exams)

Coordinate the identification documentation and application process for access arrangements and inclusive assessment accommodations in collaboration with Programme Coordinators Exams Officer and specialist professionals.

Maintain a compliance calendar for evidence requirements deadlines approvals and implementation procedures.

Ensure staff and invigilators understand and implement approved arrangements consistently and confidentially for both mock and official exam sessions.

Partnership with families and external specialists

Act as a key liaison between families teaching teams and external specialists ensuring shared understanding of student needs and coordinated support.

Organise and/or participate in student support meetings including reviewing progress and agreeing next steps.

Where relevant support families in understanding school processes available support and how to access external assessments.

Professional learning and capacity building

Design and deliver professional learning for staff on inclusive education and high-impact classroom strategies (e.g. differentiation accommodations executive functioning supports inclusive assessment).

Support induction of new staff into ICS Milans inclusion procedures and expectations.

Curate and maintain a practical inclusion toolkit/resources bank for teachers.

Policy safeguarding and compliance

Maintain knowledge of relevant Italian requirements (BES PDP processes) and ensure school practice aligns with local obligations within the Scuola Paritaria framework.

Collaborate with Senior Leadership to develop implement and review inclusion policies and procedures (referrals documentation confidentiality access arrangements child protection interface).

Contribute to safeguarding and wellbeing systems ensuring concerns that arise through Learning Support work are recorded and escalated in line with school safeguarding procedures.

Qualifications & Experience

Required:

Masters Degree in Special Education or a related field.

Valid teaching certification in Special Education or Learning Support.

At least 4 years of experience in a Learning Support/Special Education role including experience as a Coordinator.

Experience supporting students with diverse learning needs including specific diagnoses (e.g. dyslexia ADHD ASD).

Experience with assessment ILP development and implementation.

Strong understanding of differentiated instruction and inclusive pedagogy.

Proficiency in reading and interpreting specialist evaluations (e.g. OT Speech Psychological reports).

Understanding of the IB philosophy and experience with IBDP curriculum and assessment.

Familiarity with IB access arrangements inclusive assessment policies and accommodations procedures.

Excellent interpersonal problem-solving and organisational skills.

Strong commitment to confidentiality and ethical standards.

Fluency in English.

Preferred:

PYP teaching experience.

Familiarity with Italian Special Education laws and procedures.

Proficiency in Italian.

Experience in an internationally-minded inclusive school setting.

Personal Qualities

A passionate advocate for inclusive education.

Collaborative empathetic and culturally responsive.

Able to inspire support and mentor staff across all divisions.