Effective Learning Support -The Key to Quality and Success

1. Effective Learning Support -The Key to Quality and Success West of England College Angie Ward and Sue Prescott

2. West of England College Report 3 - Headings • Factors that contribute to effective management and deployment of LSAs and learning support across the organisation • Factors that contribute to effective management of LSAs and learning support in the classroom

3. Structuring the Findings in the Report A:A culture and ethos that values Learning Support B: An established LSA workforce Planning the LSA workforce Appropriate recruitment Effective induction Effective deployment C: Inclusive quality assurance and performance management system Quality assurance Observation of Practice Performance Management (supervision and appraisal) Effective MIS

4. Structuring the Findings in the Report D:Effective CPD and professional support E: Effective working relationships - Between Learners, LSAs and Teachers - Effective assessment, ILPs and support plans - Joint planning, review and evaluation - Effective use of ICT and assistive technology - Support that empowers the learner with other professionals and stakeholders

5. Factors contributing to effective management of LSAs in the classroom Focus of this session E: Effective working relationships Between Learners, LSAs and Teachers - Effective assessment, ILPs and support plans - Joint planning, review and evaluation - Effective use of ICT and assistive technology - Support that empowers the learner

6. Effective Working Relationships Between Learners LSA’s and Teachers Factor 24 Conduct full and detailed assessment Factor 25 Work together to develop and deliver specialist learning support Factor 26 Work together in assessing and reviewing learning to inform delivery Factor 27 Work together to evaluate learning support and implement new strategies

7. Effective Working Relationships Between Learners LSA’s and Teachers Factor 28 Provide support that promotes independence and empowers learners Factor 29 Use social networking technology to access learning support Factor 30 Use assistive technologies regularly and appropriately

8. Factor 24 Conduct Full and Detailed Assessment Effective assessment by LSAs leads to an Individual Learning Plan (ILP) that clearly identifies the support needs required to be delivered together with the strategies and resources that will enable the learner to reach their aspirations. All our learners are assessed in English and Maths and it is often these assessments that identify learners with undiagnosed additional needs who are then enabled to access support throughout the duration of their course. Assessments include Tutors, LSAs, Occupation Therapists, Behaviour Assessors and Speech and Language Therapists

9. Factor 24 Conduct Full and Detailed Assessment cont. Pre placement assessment consists of 2 full day’s assessment incorporating an overnight stay. The specialist assessments are carried out by Occupational Therapist (OT), Behaviour Assessors (BA) and Speech and Language Therapists (SLT). The assessment includesresidential, life skills, Teaching and Learning and vocational aptitude. All learners take the English Speaking Board communication exam. From this we establish that learners range from milestone 8 to Level 2. All the information is collated and funding applied for through YPLA. For example: Some learners arrive with diagnosed SPLC and some are identified as having communication needs through our assessments. Those learners receive therapy from SLT who also advise effective strategies.

10. Factor 24 Conduct Full and Detailed Assessment cont. • Our tutors are trained as Quality Assured Tutors in Speech and Language Support Level 4 by Elklan. LSAs achieved Level 3 in Supporting Speech and Language for Post-16s as part of a Natspec pilot. • Achieving Elklan at Level 3 and 4 enables both Tutors and LSPs to: • Recognise communication needs and contribute to the initial assessment process and ongoing review for learners • Be able to understand and communicate more effectively with learners • Apply theory to understand and respond effectively to behaviour • Liaise effectively with SLT and OT as have a greater understanding of SPLC and confidence in delivering and implementing support strategies. i.e.: more time, total communication, differentiated resources, visual aids, ICT, Blank level assessment; comic strip conversations, social stories • Use tools to monitor and review and evaluate

11. Factor 25 Work Together to Deliver Specialist Learning Support I am an LSA in an ISC and have been using my professional development in therapeutic input to develop sensory stories to deliver a multi-sensory experience to some of our learners. Initially I have a discussion with the class teacher to agree on an appropriate story or theme, individual targets and outcomes. The story is delivered as a whole group session weekly throughout a term. It works well because it is delivered at the right pace, is repetitive so the learners can anticipate future events as well as being extended as the term progresses.

12. Factor 25 Work Together to Deliver Specialist Learning Support cont. I identify targets for individuals at the beginning of each term and then they are broken down into smaller weekly targets which are assessed at the end of each session. The activity is successful when the targets are set appropriately, reviewed regularly and achieved. A major contributor to the success of the use of these stories is to have support from other LSAs working in the group. I need them to engage and support the learner during the session to promote a holistic learning experience for them. I also need them to be enthusiastic and encouraging to all learners. Another major contributor to achieving a successful outcome is to have each session well prepared.

13. Factor 26 Work Together in Assessing and Reviewing Learning to Inform Delivery Review and evaluation of learning support identified a need for a strategy to support a learner with hearing impairment to learn the meaning of words in the context of the subject they are learning. For example, the word stress has different meanings in psychology and sociology. The learner was getting frustrated and demoralised. The LSA with specialist knowledge developed a glossary with the learner that showed the different meaning of words in different contexts together with the BSL sign. This really boosted the learner’s confidence and having something individually tailored to her needs made her feel valued and supported, she soon got back on track with her course work. This is now being developed further and glossaries are being developed for learners struggling with terminology in other subject areas and the use of these for other learners is being explored.

14. Factor 27 Work Together to Evaluate Learning Support and Implement New Strategies One learner was performing really well in her work placement and was being assessed using the task of laying a table. During the assessment she continuously failed the task, becoming confused and withdrawing. Her tutor assessed her language level and identified that the questions used in assessment were pitched to high. The LSA and tutor worked together to modify the questions to the learners language level. They also used visual prompts and objects of reference to prepare the learner for the assessment i.e.: Instead of asking her to list what should be on the table, they held up a knife and said “you need a (show knife and learner said the word) and a?” (learner said “fork.” ) Supported by the LSA, the learner created strategies for remembering words and understanding what was being asked during assessment. The learner soon passed and her confidence has grown.

15. Factor 28 Provide Support that Promotes Independence and Empowers Learners The learners identified that they were having problems tying the aprons used in the work place as many of them have poor fine motor skills. They stated that they didn’t want to have to have help with the aprons and would prefer to change the design to something they could use independently. They were involved in choosing and purchasing a tabard and have gone on to use them.

16. Factor 29 Use Social Networking Technology to Access Learning Support We have a student portal that enables our learners to access a live chat facility with LSAs through accessing a Meebo account. This is relatively new and we have found that it is being regularly used to access support and information from the learning support team. We have learners who are experiencing agoraphobia; medical conditions or mental health issues that mean they are accessing learning virtually and therefore need to access learning support in the same way. Meebo is instantaneous and allows the learner to remain anonymous and communicate any concerns openly. Meebo is used within the guidelines of the organisation’s e-safety policy.

17. Factor 30 Use Assistive Technologies Regularly and Appropriately It was identified by our principal that the learners would benefit from using assistive technology for individualised and personalised learning and learning support. For example, a learner who requires support with memory and organisation would benefit from their timetable being programmed in to a handheld device. The learners were consulted through learner meetings, surveys, tutorials and taught sessions. The learner voice representatives were given the option to trial a small sample of hand held devices for an afternoon. They gave feedback that the Archos devise was useful because the screen was larger than its competitors and maximised accessibility for them. The learners who took part in the pilot had varying degrees of disability which included dyspraxia, hearing and visual impairment as well as Down’s Syndrome. There was a mixture of current first and second year learners, and mixed gender.

18. Factor 30 Use Assistive Technologies Regularly and Appropriately cont. • The key benefits we have gained from achieving success in the use of assistive technology in this way are: • Learners have an involvement in the process and develop their IT skills • It allows for session content to be pushed out to all learners - collectively as well as individually. • Staff are trained to maintain and update information • It has led to innovative teaching & learning which further help develop independent living & working skills. • We won an innovation in mobile learning award 2010 • We have been heralded as an exemplar practice by JISC for our outstanding commitment to safeguarding and linking this notion with our learners’ transition into work and independent living.

19. Sharing and Celebrating Best Practice Factors contributing to effective management of LSAs in the classroom • Using our list of factors in your small groups share a piece of practice that you feel has contributed to effective management of LSAs and learning support in the classroom • Please be prepared to feedback key points to the whole group

20. Thank You for Your Participation Factors contributing to effective management of LSAs in the classroom Enhancement of Learning SupportReport 3 Sue Prescott and Angie WardWest of England CollegeMarch 2011