Adviser - Student Support Services

The Adviser – Student Support Services champions ESF’s Vision 2030 by advancing Belonging, Engagement and Personalisation across all ESF kindergartens and primary schools.

Working as part of the Student Support Services team, the adviser builds system capacity to ensure inclusive, neuro-affirming and high-quality learning environments where all students can access, participate and thrive. The role partners closely with school leaders and learning diversity teams to strengthen inclusive cultures, effective tiered systems of support and sustainable practices from Kindergarten to Year 6. This includes ensuring that approaches to inclusion are developmentally appropriate and responsive to the distinct pedagogy of the early years, including play-based learning, observation-led assessment, relationships and partnership with families.

The adviser contributes strategically to the ongoing evolution of ESF’s inclusion framework, ensuring alignment between policy, moderation processes, funding models and school practice.

Main Accountabilities

System Leadership and Strategy

• Contribute to the strategic development, implementation and review of ESF policies and procedures related to inclusion, learning diversity, student support and wellbeing from Kindergarten to Year 13.

• Contribute to the continued evolution of ESF’s inclusive education model in line with Vision 2030, the ESF Early Years Strategy and Inclusion Evolution priorities, ensuring system approaches are responsive to different developmental and pedagogical contexts.

• Prepare reports, briefings and strategic communications for the Head of Education – Student Support and ESF Senior Management as required.

School Partnership and Capacity Building

• Develop strong, trust-based partnerships with ESF schools and kindergartens to build leadership capacity in inclusive practice and tiered systems of support.

• Support leaders and teams to develop inclusive, developmentally appropriate practice grounded in strong knowledge of child development, play-based pedagogy, observation, responsive environments and relationships with children and families.

• Advise and support schools in designing and implementing personalised learning approaches, including Universal Design for Learning, differentiated curriculum pathways and evidence-informed interventions.

• Provide consultative support to schools in planning for students requiring additional support, promoting inclusion within mainstream environments wherever possible.

• Contribute to the implementation and ongoing refinement of ESF’s internal moderation processes for Levels of Adjustment, supporting schools to apply descriptors and guidance consistently, transparently and with professional integrity.

• Support schools to align practice with ESF policy expectations and inclusive language commitments.

Transition and Placement

• Support and strengthen system-wide transition processes, particularly K2 to Year 1 and Year 6 to Year 7, ensuring clarity, equity and alignment with the associated school model.

• Support schools and families to distinguish developmental variation from emerging additional needs and to plan proportionate, developmentally appropriate support during the early years.

• Support the implementation of Enhanced Transition Plans in collaboration with schools and families.

• Work collaboratively across schools to support appropriate placement decisions and successful transitions grounded in ESF’s inclusive values.

Professional Learning and Network Leadership

• Co-facilitate the Learning Diversity Network across ESF and lead associated working groups.

• Design and deliver professional learning aligned with Vision 2030 and Inclusion Evolution priorities, responsive to the differing contexts of early years and primary education.

• Lead projects and initiatives that strengthen inclusive school cultures and advance evidence-informed practice.

Collaboration and Communication

• Act as a key liaison between schools and the Head of Education – Student Support.

• Build effective working relationships across schools, central teams and external partners where relevant.

• Communicate complex policy developments and system changes clearly, sensitively and transparently

Requirement

• Recognised teaching qualification with successful school-based experience in kindergarten and/or primary.

• An additional qualification in special education, inclusive education, learning diversity or a related field is highly desirable.

• Minimum of four years’ experience leading inclusive education, special education or student support provision within kindergarten and/or primary settings, with demonstrated knowledge and experience of inclusive practice in the early years.

• Demonstrated experience in system improvement, policy implementation or leading change initiatives is desirable.

Knowledge

• Inclusive education philosophy and contemporary practice

• Early childhood development and developmentally appropriate, play-based pedagogy

• Observation-led assessment and approaches to identifying and responding to developmental variation and additional needs in the early years

• Tiered systems of support and personalised learning frameworks

• Curriculum accommodations and differentiated pathways

• Student wellbeing, safeguarding and child protection frameworks

Abilities 

• Strategic planning and implementation

• Development, implementation and monitoring of system-wide processes

• Facilitation of professional learning and effective meetings

• Data-informed decision making and record management

• Navigating complexity and leading change across multiple stakeholders

Demonstrates the ability to

• Advance inclusive education with moral purpose and professional integrity.

• Build relationships founded on trust, respect and collaboration.

• Work effectively with diverse stakeholders across schools and central teams.

• Listen thoughtfully and respond with clarity and confidence.

• Balance professional challenge with relational sensitivity.

• Manage and resolve conflict constructively.

• Remain positive, proactive and strategic in complex and evolving contexts.