This document provides guidance on effectively using learning support assistants (LSAs) in the classroom. It discusses current LSA staffing, prioritizing student needs when timetabling LSA support, and the roles and responsibilities of teachers and LSAs to ensure students receive targeted assistance. Teachers are advised to communicate expectations to LSAs, differentiate instruction, and allow students to work independently when possible while utilizing LSAs expertise.

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Using LSAs in class
Effective use of LSAs

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