Learning Support Teacher

British School Dhahran (BSD)

November 8, 2026

Summary

The Learning Support Teacher helps students with additional learning needs to access British School Dhahran’s curriculum, participate fully in school life and make progress from their individual starting points. The teacher delivers targeted teaching and works with classroom teachers, families and relevant specialists to identify barriers, adapt provision and review the impact of support. Working within BSD’s Multi-Tiered System of Supports (MTSS), the postholder helps students develop the skills, confidence and independence to succeed in their classes and beyond.

The Learning Support teacher will also report to the Head of Learning Support.

Position Duties

The successful candidate will:

Safeguarding and professional responsibilities

• Safeguard and promote the welfare of students. Follow ISG's child protection procedures, report concerns promptly through designated channels, maintain professional boundaries and complete required training.
• Handle sensitive information in line with school procedures and share it with colleagues who need it to support or safeguard a student.
• Participate in professional learning, act on feedback and use evidence of student learning to evaluate and improve practice. Contribute to agreed school priorities and undertake other duties appropriate to the role.

School ethos and values

• Support ISG’s mission, “We inspire innovation and compassionate action,” and model its core values of Respect, Acceptance, Integrity, and Responsibility with a commitment to act in relationships with students, families and colleagues.
• Contribute to the ISG Graduate Profile by helping students recognise their strengths, understand how they learn, express what helps them and take increasing responsibility for their learning.

Assessment, teaching and intervention

• Work with classroom teachers and relevant colleagues to identify barriers to learning, drawing on classroom observations, students’ work, assessment evidence and the perspectives of students and families.
• Establish baseline performance, monitor student progress using appropriate measures, and regularly evaluate intervention effectiveness to inform instructional decisions.
• Plan and deliver targeted individual and small-group teaching based on identified needs. Link this teaching to the demands of the classroom curriculum and provide opportunities for students to apply what they learn in class.
• Use evidence-informed approaches to address identified needs in areas such as literacy, numeracy, organisation and independent learning. Select resources and assistive technology that improve access and participation.
• Develop and review individual support plans where required. Agree clear, measurable goals, identify who will provide support and use evidence of progress to decide whether it should continue, change or be withdrawn.
• Maintain accurate records of assessment, provision and progress. Share relevant information with colleagues so that support is consistent across classes and settings.

Inclusive classroom practice and collaboration

• Work within BSD’s MTSS framework to strengthen inclusive classroom teaching and provide targeted or more intensive support where needed.
• Participate actively in Student Support Team (SST) problem-solving processes, contributing assessment evidence, intervention recommendations, and progress-monitoring data in accordance with ISG referral procedures.
• Collaborate with classroom teachers to strengthen Universal Design for Learning (UDL), differentiation, and appropriate scaffolding to improve access to Tier 1 instruction.
• Help classroom teachers anticipate barriers and plan practical adjustments to instruction, resources, routines and assessment. Agree how to check whether those adjustments improve access, participation and progress.
• Work with teaching assistants and other colleagues to clarify the purpose of support and how it should be delivered, reducing prompts and scaffolds as students become more independent.
• Contribute to student review meetings and support transitions between classes, year groups and phases. Where relevant, contribute evidence for specialist referrals or examination access arrangements in line with school procedures.
• Build constructive relationships with families. Explain students’ strengths, needs, progress and next steps clearly, and involve students and families in decisions about support.

Other

• Perform other duties as assigned by the principal, assistant principal, or the head of learning support. 

Qualifications and Knowledge

The ideal candidate will have:

Essential

• A bachelor’s degree and a recognised teaching qualification or professional certification appropriate to the age range of the post.
• Demonstrate knowledge of evidence-based academic interventions, particularly structured literacy and numeracy instruction, and experience using assessment data to select and adapt interventions.
• Successful teaching experience with students who have a range of additional learning needs.
• Experience planning, delivering and reviewing targeted teaching or intervention.

Desirable

• A specialist qualification or relevant training in learning support, special educational needs and disabilities (SEND), or an area relevant to the vacancy.
• Experience working as a Learning Support Teacher or in a comparable specialist teaching role.
• Experience working within an MTSS or similar framework or supporting students in a British curriculum school.

Experience and Skills 

The ideal candidate will have:

Essential

• Knowledge of barriers that can affect learning, participation and independence, and of practical ways to address them.
• Ability to interpret assessment evidence and student work, identify priority needs, and turn findings into practical teaching plans with measurable goals.
• Ability to deliver structured, responsive teaching and help students transfer skills from intervention sessions to everyday classroom learning.
• Ability to distinguish, using evidence and in collaboration with colleagues, between barriers associated with learning English as an additional language and possible additional learning needs.
• Ability to work constructively with classroom teachers, teaching assistants, families and specialists, and to communicate clearly in spoken and written English.
• Sound understanding of safeguarding and child protection, including how to recognise and report concerns and maintain professional boundaries.

Desirable

• Knowledge of the National Curriculum for England and the curriculum or examination demands relevant to the age range of the post.
• Skill in using specialist assessment tools or assistive technology relevant to the role.
• For a Senior School appointment, familiarity with gathering evidence to support examination access arrangements

JOB CODE: 02-2728-017