2. 24 full and part time
Enhanced posts – Sensory, exams, literacy,
IT
Keyworkers
Range of specialisms eg. Dig Art, ICT, ASD,
Tech, literacy
Current staffing
3. Statemented students /students with an EHC Plan
– hours in statement/plan
Prioritising areas of greatest need
Bottom sets
SEN Support Students
Range of LSAs supporting each student.
Some continuity within subjects
Deployed using LSA expertise where possible
Rationale for timetabling
4. Statemented/EHC Plan student(s)
SEN Support students
Students on Monitor
Other students needing support
Assisting smooth running of lesson.
LSA priorities in class
5. Follow IP recommendations
Focus on SEN students
Support but not ‘do’ (aim for student independence)
Re-explain, simplify
Break down tasks
Be aware of social issues
Liaise with teacher re. above students
NB:- You (the teacher) are managing the teaching and you
are responsible for the progress and learning of all
students in your class, the LSA should be liaising with you
regularly.
What LSAs need to do
6. Helping student with reading
Catching student up
Ensuring student can spend time on task rather than any
copying
Re-explaining / simplifying
Breaking down tasks
Providing practical assistance (PD students)
Averting social/behavioural issues (ASD students)
Organising suitable sized reading materials (VI students)
Recording homework (possibly in greater detail than
given to class)
Type of support from LSA
7. Know their name! You and the LSA should be seen as a
team.
Be prepared for support – considering their focus
Briefly discuss lesson plan/expectations with LSA at start
of lesson
Have the lesson objective(s) written up
Seating plan – copy to LSA
Seat supported students so they are easily accessible
Plan assessments when LSA expected (scribe/reader)
Ensure they know the student target levels/where they
are recorded
What helps the LSA
8. When moving to new topic it would help if
You could send a copy of any powerpoint/presentation
in advance or give a copy at the start of the
lesson/topic
You give a copy of a book that the class may be going
to use so they can pre-read it
Consider what specific skills you are expecting the
LSA to be able to support (are there any training
needs?)
Lessons Planning
9. Please consider:
Student reading ages-we have students in year 9
(aged 13-14) with reading ages of 6 years.
Student difficulties copying accurately and at
speed (a prepared sheet could be useful)
If the tasks match the levels the SEN students are
working at / towards.
Advising LSA what output is expected from student
Colour contrasts for IWB presentations (VI
students)
Seating plans, LSA access and for HI students.
Differentiation
10. Check the LSA is happy/confident to do the task
Provide answers for worksheets etc
Be clear what you want to be completed and how
long they should be out
Discuss composition of group with LSA first (not
behaviour problems)
LSA working with group
11. Announce who the LSA is supporting
Send the LSA away if the main student is absent – they
can take this opportunity to spend more time with other
SEN students in the class
Ask LSA to take out group of students due to their poor
behaviour
Issue homework late in lesson (many may need details
written – especially in lower sets)
Plan a seat for the LSA next to the main student – they
need to move around and give time for student to work
independently
Please don’t…
12. Do contact LS (Rachel or Sharon) if you wish for
advice regarding the deployment of your LSAs
CCC has an excellent reputation in how we
effectively use LSAs which has been recognised by
Ofsted
Teachers have reported how much they value the
LSA input
LSAs at the Chalfonts
