Support for independence

Lessons from the Enhancement of Learning Support project LSIS funded project Phase 1 initial research led by Natspec Phase 2 led by Natspec and AoC Regionally based, 18 colleges, 18 events, 763 participants LSA reference group 2 learner reference groups National conference Phases 3 & 4 led by Natspec for further trialling of resources

Why does it matter? The green paper vision is to enable more young people:  to lead successful and independent adult lives  to have more control and independence in their lives The adult setting of post-16 is the ideal place to develop this

Learners said support works best when support staff: help us to work by ourselves know when to help and when to stand back communicate in ways we can understand give us space to learn independence explain the task and stand back treat us as individuals!

What makes a good support worker?

Learners said support staff should:  Understand the impact on learning of different disabilities - but remember that ‘Everyone is an individual even if they do have the same disability’  Realise the importance of knowing a learner’s support history  Know how to involve learners in assessing the type and level of support they need  Ask learners their views and act on them  Change support according to the teacher’s style – particularly when working with deaf learners

Learner focussed work Involving Learners in directing their own support: North West region Involving learners in shaping their own support: South West region Unpicking the Velcro - creative approaches to maximising independence: North East region Using the ordinary to create the extraordinary - the potential of technology for further promoting independence and supporting learning: Yorkshire and Humber region

Enabling learner involvement 1. How can I comment on the support I receive? 2. How can I review my support? 3. How can I tell my support worker what’s working and what isn’t? 4. How do I access and contribute to the information the college hold about me and my support? 5. How do I ensure my support arrangements meet my future needs?

Impact of the project  Learners felt they had more control over their support and this would lead to greater independence in the future.  Some organisations recognised the need to change their culture from one of imposing support, to one of engaging learners in shaping their own support needs from the outset.  Sharing practice has enhanced the learning support for all involved and has encouraged a partnership approach.

Using technology

Unpicking the velcro: LSAs o Don’t feel you have to be “seen to be doing” to offer effective support. Observe learners and identify the support they need based upon your observations. o Small changes can be significant in enabling more independent learning. o Significant impact achieved within short time scales. o Think “outside of the box” and try new strategies. o Build on what the learner can do - never make assumptions about what they can’t do. o Make sure teaching staff fully understand your role and that you understand theirs.

Managers of LSAs o LSAs need relevant skills in order to give effective support. They will need regular, relevant CPD in order to achieve this. o LSAs need to work closely with teaching staff. To achieve this, joint planning time is needed. o LSAs need to be flexible and use a range of support strategies, including “stepping back” and observing learners. Take this into consideration when observing staff.

Teaching staff Make sure that LSAs fully understand your role and that you understand their role. Work alongside the LSAs in order to plan effective sessions. Plan opportunities to observe learners in order to inform the support they need.

Comments from LSAs I’m allowing students to do more for themselves now I have made positive changes in my role to encourage students to be less dependent upon me I’m reflecting more upon the LSA role when working with students

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