Support for
independence
Lessons from the Enhancement of
Learning Support project
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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
My Study Bar – Edu Apps (JISC TechDis)
MyStudyBar is a tool which helps overcome problems that students commonly experience with studying, reading and
writing. The tool consists of a set of portable open source and freeware applications, assembled into one convenient
package. Easy to install, simple to use, handy and effective, MyStudyBar provides comprehensive learning support at
the desktop, where it is needed. A really inclusive feature of MyStudyBar is that it is completely FREE to download and
free to use. JISC have provided step-by-step tutorials to get you started with the applications on MyStudyBar.
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
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
Reports and resources
• http://www.excellencegateway.org.uk/page.a
spx?o=316191