Learning support assistants

Learning Support Assistants (LSAs) are an invaluable resource in our education settings. From dealing with and managing challenging behaviour, to working with specific needs and barriers to learning, the LSA can be the connecting bridge between the child and their learning.

There is a wealth of both information and resources available to support the most effective use of LSAs - most notably in the Education Endowment Foundation's (EEF) 'Making Best Use of Teaching Assistants: Guidance Report' and accompanying free online training programme.

EEF: Making Best Use of Teaching Assistants

The report calls on teachers and school leaders to make more effective use of their teaching assistants (TAs) and offers seven practical tips for maximising the impact they have on the attainment of pupils.

Previous research had shown that in many English schools teaching assistants are not being used in ways that improve pupil outcomes. However, research funded by the EEF demonstrates that when they are well trained and used in structured settings with high-quality support and training, they can boost learning by as much as an extra term.

'Making Best Use of Teaching Assistants', by Jonathan Sharples (Institute for Effective Education and EEF), Rob Webster (UCL Institute of Education) and Peter Blatchford (UCL Institute of Education), urges school leaders and teachers to strongly consider these seven evidence-based recommendations:

1. Teaching assistants should not be used as substitute teachers for low-attaining pupils
2. Use teaching assistants to add value to what teachers do, not replace them
3. Use teaching assistants to help pupils develop independent study skills and manage their own learning
4. Ensure teaching assistants are fully prepared for their role in the classroom through out of class liaison with teachers
5. Use teaching assistants to deliver high-quality one-to-one and small group support using structured interventions
6. Adopt evidence-based interventions to support teaching assistants in their small group and one-to-one instruction
7. It is important that what students learn from teaching assistants complements what they are being taught in the classroom

Rob Webster of the Institute of Education says:

Our extensive research and on-going work with schools shows that making best use of teaching assistants is a school leadership issue. School leaders need to put pupils' needs at the heart of a review of current practice and to think through ways of strategically deploying teaching assistants across the school to ensure pupils receive the best possible educational experience. Teaching assistants should play an integral part in the drive to improve pupil achievement.

More information

• Download the full EEF 'Making Best Use of Teaching Assistants: Guidance Report'
• Gain a clear understanding of the TA guidance, and how to make change happen in your school by completing the EEF's free online 'on-demand' course Making Best Use of Teaching Assistants
• The Making Best Use of Teaching Assistants web page from Education Endowment Foundation provides links to the guidance report and online course, plus a summary of recommendations poster, other reports and additional tools and resources:
  • Ten reasons to improve the use of TAs: A poster on the importance of improving the use of Teaching Assistants
  • Teacher-TA agreement template: Support staff to develop and specify their coordinated, but differentiated, roles during lessons
  • Scaffolding framework: Help TAs scaffold pupils' learning and encourage independent learning
  • Interventions health check: Consider how TA-led interventions are being delivered in your school in line with the research
  • Evidence-based TA-led literacy and numeracy interventions: Adopt evidence-based TA-led interventions that have previously been shown to impact positively on pupil attainment
  • 'Acting on the evidence' process: Refer to this school improvement cycle to manage changes in TA deployment and use. Contains key principles to support successful implementation
  • Visioning exercise: Create a clear vision for your TA workforce. Define what great TA deployment and practice will look like in your school
  • Self assessment guide: Assess current practice and monitor progress against the report's recommendations
  • TA observation schedule: Collect data to aid your understanding of how TAs are deployed in classrooms across the school
  • Action planning template: Structure your thinking around reframing the use of TAs, and develop action plan points to realise your vision
  • TA policy template: Create a policy articulating a shared understanding of TA deployment, use and training in your school

LSAs and interventions

Many schools use LSA-led interventions to help pupils to 'catch-up'.

• It may be useful to look at the table of Evidence-based TA-led literacy and numeracy interventions evaluated by the EEF
• There is also the EEF's interventions health check

Other resources

• Find a central repository of documents and resources at MITA Resources (maximisingtas.co.uk).
• Also see our Teaching Assistants CPD Pathway .

Learning Support Assistants (LSAs) or Teaching Assistants (TAs) will always be better prepared for their classroom role if they receive relevant, high-quality CPD. The following are some courses, forums and web links which may be of interest.

Foundations of Good Practice: Teaching Assistants

A programme designed by VNET Education CIC (vnetcic.com) to equip TAs with the knowledge, skills and strategies which are required to support quality first teaching. Email hello@vnetcic.com to sign up to future sessions.

SEND

• Visit SEND training for professionals on the Norfolk County Council website for a one-stop-shop of current SEND training opportunities
• Whole School SEND resources: Condition-specific videos for teachers, and guides to support teachers, TAs and SENDCOs in their roles (external website - SendGateway)

English as an Additional Language (EAL)

The EAL/EDC Advisory Service offers a range of training suitable for TAs and LSAs. Visit EAL training on the Norfolk Schools and Learning Providers website.

Mathematics

Specialist Knowledge for Teaching Mathematics Primary Teaching Assistants Programme is available through Angles Maths Hub, SKTM - Primary Teaching Assistants.

Behaviour, RSHE and Wellbeing Support

• 'Step on' Training Catch-up sessions, promoting positive behaviour management strategies, run half-termly; email norfolksteps@norfolk.gov.uk to book
• Relationships Education, Relationships and Sex Education and Health Education (RSHE)

Adult Learning Training Offer

The Adult Learning service offer a range of courses specifically designed for LSAs and TAs. Learning opportunities include:

• Dyslexia Awareness
• Introduction to Autism (Level 2)
• Understanding Specific Learning Difficulties (Level 2)
• Understand Children's Mental Health (age 5-18) (Level 2)
• Teaching Assistant (Level 2)
• Teaching Assistant (Level 3)
• Education and Training (Level 3)
• Advice and Guidance (Level 3)
• Education and Training (Level 4)

The dedicated learner support team can offer you further information, advice and guidance, including help with fees and/or childcare, books, travel costs etc and advice or guidance about courses or career opportunities. Many of the courses which carry a cost (as some are free) have financial support and/or full funding available if particular criteria are met, such as earning less than £20,319.

The team can also offer information and advice about specific learning, access or disability needs that might affect your learning. If you would like further information, advice and guidance please call the team on 0344 800 8020 option 5.

Apprenticeships

In addition to traditional courses, there is also a range of apprenticeships available for both existing and newly recruited apprentices. The Support Staff Apprenticeships Pathways (PDF, 274 KB) document collates and signposts all apprenticeships of potential interest to Teaching Assistants (TAs) and pupil-facing support staff in schools, and arranges them into areas of specialism or interest.

If you are a Local Authority maintained school, then all apprenticeship training is fully funded by the apprenticeship levy held by Norfolk County Council, and your school would only be responsible for the salary costs of the apprentice.

MATs and Trusts can contact Apprenticeships Norfolk at apprenticeships@norfolk.gov.uk, to access a service providing support to get set up and find levy to pay for apprenticeships from external sources.

For more information about apprenticeships, please see the Apprenticeships section in this website.

Apprenticeships for LSAs

Community Activator Coach Level 2

Apprentice to support the delivery of the school sports curriculum as well as supporting wider community sports groups. The duration of the apprenticeship is 18 months. This is a level 2 entry role, with entry requirements to be decided between the employer and the training provider. On successful completion, all apprentices will be automatically given CIMSPA (Chartered Institute for the Management of Sport and Physical Activity) at Associate Membership level.

Community Activator Coach Level 2

Community Sport and Health Officer Level 3

Devising, developing, adapting and leading the delivery of appropriate sports or physical activity programmes.

Community Sport and Health Officer Level 3

Early Years Education Level 3

Apprentices will complete a Level 3 Early Years Educator Qualification from a Department of Education approved provider. The duration of the apprenticeship is 18 months. On completion, apprentices will be able to deliver and supervise the Early Years Foundation Stage Curriculum in a range of settings for children aged from birth to 5 years. Would be an entry level for those wishing to work in nurseries, day care and pre-school settings, as well as reception aged classes within statutory education.

Early Years Educator Level 3

Teaching Assistant Level 3

Covering teaching assistants across primary, special and secondary education settings. Entry requirements are typically those who hold 5 GCSE's at C/grade 4 and above including English and Maths. This apprenticeship is 18 months in duration and on completion, apprentices will be a fully competent Teaching Assistant. This is an entry level apprenticeship but can lead to further progression including Higher Level Teaching Assistant, Assistant Teacher and Teacher.

Teaching Assistant Level 3

Youth Support Worker Level 3

Aimed at staff working in after school clubs, youth clubs or more formal setting such as early help hubs. Provides knowledge and skills to support children and young people with their social and emotional development, working holistically to support a young person's individual journey. Can gain Level 3 Diploma in Youth Work Practice. Duration is 18 months.

Youth Support Worker Level 3

Sports Coach Level 4

Outcome of the apprenticeship will be a school sports coach to help delivery of the national curriculum for physical education. The duration of the apprenticeship is 18 months. On completion will be able to register as a member of the Chartered Institute for the Management of Sport and Physical Activity.

Sports Coach Level 4

Outdoor Learning Specialist Level 5

Design, planning and delivery of programmes that provide learning and change using outdoor activities and experiences.

Outdoor Learning Specialist Level 5

Teacher Level 6

Accredited apprenticeship to allow the apprentice to gain Qualified Teacher Status (QTS). The duration of the apprenticeship is 12 months. Aimed at those who already have relevant subject knowledge and meet strict Department of Education entry requirements. Can be for Primary or Secondary level.

Teacher Level 6

In-house development

If budgets are tight, here are three cost-effective solutions you can try out:

1. Identify teachers in school who are skilled in certain areas. For example, questioning, AFL and managing group work. Ask these colleagues to lead specialist training for your TAs. Create a schedule of sessions making use of a range of different teachers with different specialisms.
2. Identify which TAs are already skilled in particular areas of teaching and learning. For example, you might have one TA who is particularly good at promoting independent learning. Invite other TAs to peer-observe their colleague while they work. Follow this up with discussion time (in pairs or as a group of TAs, facilitated by yourself) looking at what good practice entails.
3. Include TAs in training put on for teaching staff. Make allowances for TAs different starting points by assigning them a teaching leader who can help facilitate discussion and make it easier for them to access and apply the ideas from the training. Or, use mixed groupings in which TAs and teachers work together through the course of the training - perhaps in year group or subject teams.

Resources and summary of useful documents

• Professional Standards for Teaching Assistants

Education Endowment Foundation (EEF)

• Making Best Use of Teaching Assistants
  • Making best use of teaching assistants - full guidance report
  • Making best use of teaching assistants recommendations summary
• Making Best Use of Teaching Assistants - 11 supporting documents
  1. Ten reasons to improve the use of TAs
  2. Teacher-TA agreement template
  3. Scaffolding framework
  4. Interventions health check
  5. Evidence-based TA-led literacy and numeracy interventions
  6. 'Acting on the evidence' process
  7. Visioning exercise
  8. Self Assessment Guide
  9. TA observation schedule
  10. Action planning template
  11. TA policy template

Other organisations

• Guidance for Leaders and Managers: Learning Support Assistants in Further Education and Training (Education & Training Foundation (ETF))
• Teaching Assistant Deployment Review Guide (maximisingtas.co.uk)
• Teaching Assistant Network Hub (Twitter / X: @UKTAHub)

Other publications

• Maximising the Impact of Teaching Assistants in Primary Schools: A Practical Guide for School Leaders. Published 17 May 2021 by Rob Webster (Author), Paula Bosanquet (Author), Sally Franklin (Author), Matthew Parker, available in paperback, hardback and eBook.

To find out more or if you have any other requests, get in touch via our support team on 01603 306407.