The Learning Support Assistant
Learning Support Assistants make a valuable contribution to the achievements of students. They may attend a student’s care needs but a high proportion of their role is educational. The key responsibilities of the LSA include:
Support for Students:
- To provide in class support, small group or individual intervention
- To offer help, as appropriate, to any student experiencing difficulties
- To praise, encourage and develop positive relationships
- To foster the participation of students in the social and academic processes of the school
- To enable students to become more independent learners
- To help raise the standards and achievement for all students
Support for Teachers:
- To help develop effective collaborative working across the curriculum to support SEND students
- To assist in the preparation of teaching and learning materials for students with SEND
- To assist in the development and implementation of appropriate systems for recording the progress of students with SEND
- To assist in the management of the whole class
- To assist with display work
- To provide regular feedback to the SENCO
Support for the School:
- To promote home school liaison for students with SEND
- To contribute to review procedures for students with SEND
- To liaise with staff and other relevant professionals and provide information about students as appropriate
- To contribute to the evaluation of the school’s SEND policy and practice through discussions with relevant staff
- To attend appropriate in-service training provided by school or LEA
- To be aware of and follow school policies and procedures
- To participate in educational visits
- To attend meetings required for information, planning and development
- To respect confidentiality at all times
We value all students equally. Our guiding principle is one of inclusion. We want to identify and break down possible barriers to learning.
|SEND monitoring||Interventions – School||Interventions – Outside Agencies|
All new students tested for Reading Age
SIMs – raise on line (for grade predictions)
SIMs behaviour analysis
Achievement Team Leader feedback
SEN Link Teacher
Year Team Meetings
Weekly SEND meetings
Dyslexia and Dyscalculia Screening
Life Skills led by a SEN specialist
Lexia Reading Recovery
Numeracy Support in lessons
Social Skills Groups
Alpha to Omega
Communicate in Print
Key Worker for students with a EHCP
Special Education Resource Centre
Mentoring: one to one
School Nurse Weekly Drop-ins
|Year Group||SEND monitoring||Interventions – School||Interventions – Outside Agencies|
Year 7 to 9
|Early Warning Meetings||
EAL and SEND literacy intervention
Numeracy and literacy intervention
Lexia Reading recovery
Years 10 and 11
|Years 10 and 11||
EAL and SEND literacy intervention
Numeracy and literacy intervention
During the Summer Term, liaison meetings are held with the main feeder of the primary schools. The SENCO visits the Primary schools to meet the students and parents, students and their Primary school SENCOs are invited to Tabor Academy for a coffee morning and to tour the SEND department. Information about students with SEN is collated and transferred so that it can be used in to inform the Year 7 grouping process.
Year 7 Target setting for students with EHCP
Initial targets for students in Year 7 with EHCPs are set at their last Annual Review in Year 6. These are then revised after the interim review which takes place during the Autumn Term, following discussion with the students and parents.
All new students are to take a reading test which enables us to identify students who, for instance, are competent readers with weak comprehension skills. The results are used to help us identify students who would benefit from inclusion on the Reading Recovery scheme.
During afternoon registration students use an age appropriate Lexia computer programme to improve reading, spelling, and comprehension
In-Class Learning and Support
The majority of support takes place within the classroom through the class teacher. Additional support is prioritised for students with EHCPs.
SLCN Literacy Skills Group
SLCN Literacy skills groups run for years 7, 8 and 9 and 11.
Skills covered in these sessions include:
- Reading (stories/plays)
- Writing (handwriting, written expression)
- Speaking (retelling stories, being able to justify an opinion, telling a story in chronological order)
- Listening ( listening, understanding and remembering what someone else says)
- Spelling ( 100/200 most common words)
- Reference skills ( being able to use a dictionary, an atlas, an index)
- Self-esteem (We KNOW you CAN do well, we need to convince you!)
We will be working in different ways.
- Individually: you will be asked to work on an activity on your own.
- In pairs: you will need to discuss a topic with a friend.
- In a group: all of you will be asked to contribute to the class discussion. One of you will speak for the group during feedback time.
We will be using different resources:
- The library
- The ICT suites
- The interactive white board
Groups run every term, one lesson a week. Progress is reviewed at the end of each term.
Social Skills group
In Years 7, 8 and 9 an intervention will be initiated for students to increase their personal awareness around the school and environment.
Is an assessment of a range of reasoning skills. The tests looks at reasoning in three types of symbols: words, numbers and shapes or figures, i.e. verbal, quantitative, and non- verbal reasoning.
Homework, Film and Games Club
Games club takes place in the Autumn term and is for students with SEND only. It takes place every day between 1:25pm and 2:00 pm. Film Club takes place at lunchtime in school and is open to all students. It’s a quiet place to relax, watch a movie and eat lunch. Special needs teachers and LSAs are available to support students with their homework after school between 3:30pm and 4:30pm and to discuss any other concerns. Homework Club is open until 5:30pm Monday, Tuesday, Thursday and Friday.
Supporting learning at home
Support from home is vital for all students, including those with special education needs.
By listening to parents / carers we can understand students’ needs better.
By working in unison with them a strong framework of support can be provided to help students feel safe secure and ready to learn.
Parents / carers can help in the following ways, which may seem just everyday common things but are crucial to help young people succeed.
- Help your child to organise herself / himself – Make checking the homework, that must be done, and packing the bag part of the evening routine.
- Help your child to be organised – find them one place to keep all their books together at home.
- Support your child in keeping on top of homework – try to encourage your child to complete homework on the day that it is set, they will respond better and include more detail from the lesson.
- Pack your child’s bag for school with her/him until this can be done independently, do this in the evening if possible- show them how to do it and encourage them to take part at a regular slot in your evening routine
- Ask your child how the day at school went. Use an open question such as – ‘What did you learn today?’ or ‘What are you most proud of from today’s lessons?’
- Ask them to show you some work and give them praise for what has been achieved.
- If possible work with your child at home.
- Encourage your child to give regular time to homework and look at her/his homework diary at least once a week.
- Contact the school if you have any concerns about how your child is getting on.
- Listen to your child read and help them to understand key words in different subjects and to learn their times tables.
- Give plenty of praise and encouragement – each day take the time to look at something or talk about something they have done and praise them.
- Provide a reading slot in the daily routine – they are not too old to read with you.
Website to help students: