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 school’s 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:

o include clear student profile, strengths and barriers

o specify reasonable adjustments/accommodations and teaching strategies

o include measurable targets and review dates

o are 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:

o curriculum adaptation and differentiation

o scaffolding and support for working memory/attention/executive functioning

o inclusive assessment and feedback practices

o assistive 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 Milan’s 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:

● Master’s 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.

Safeguarding Statement:

ICS Milan is committed to safeguarding and promoting the welfare of children, young people and vulnerable adults and expects all staff and volunteers to share this commitment. We particularly welcome applications from under represented groups including ethnicity, gender, transgender, age, disability, sexual orientation or religion.

Successful applications will be subject to child protection screening, including robust vetting procedures, checks with past employers, and relevant safeguarding assessments.