Inclusion management built for the IB continuum — PYP to DP.

IB World Schools sit at the intersection of an international learner-profile philosophy, a four-programme continuum, and statutory requirements that vary by host country. Most SEND tools assume one jurisdiction. OMNIA assumes the IB reality: a learner moving from PYP into MYP into DP, supported by a learning support team that needs vocabulary, plan types and access arrangements that work across all four programmes.

Plan types that match the programme

OMNIA supports IB-specific plan types — Individual Learning Plans, learner profiles, language learning plans for EAL learners — alongside any host-country statutory plan a school also needs to maintain. A school running PYP through DP can configure different plan vocabularies for different programme phases without losing continuity for the learner. Outcomes and provision data follow the pupil across programme transitions.

Twice-exceptional learners

IB schools attract a higher-than-average proportion of twice-exceptional learners — pupils whose intellectual strengths can mask their additional learning needs, or whose needs can mask their strengths. OMNIA's twice-exceptional identification flags these profiles across the roll so they are not missed in a register dominated by single-need learners. The supporting evidence base is published openly.

Access arrangements for ISEB and IB examinations

For MYP, DP and CP cohorts, OMNIA tracks IB access-arrangement eligibility, the evidence required for the IB's request process, and the school-side workflows that hold it all together. For schools also sitting ISEB or pre-IB entrance exams, the same module covers ISEB CE and Pre-Senior eligibility and evidence collation.

Three things IB learning support coordinators ask for first

• Plan vocabulary that matches the programme. Configure ILPs, learner profiles and language plans per programme phase without forcing a UK or US taxonomy onto practitioners.
• Twice-exceptional surfacing. A roll-wide view of learners whose strengths and needs co-exist, so the learning-support team can prioritise the conversations the data alone would not surface.
• IB and ISEB access-arrangement tracking. One workflow covering eligibility, evidence, IB inclusive-assessment requests and downstream timetabling.

The honest position

OMNIA does not replace IB programme standards or the learning-support coordinator's professional judgment. It is a working platform for the everyday work — plans, evidence, communication, access arrangements — built so the learning-support team can spend less time on paperwork and more time with learners.