Students and Post 16

• Introduction

• Assessment for Learning
• Exam Policy
• Exam Timetable
• Internal Appeals Procedure
• Learning Support
• Mathematics
• Minimum Target Grade Questionnaire
• Peer Counsellors
• Senior Students
• Showcase of Student Work
• Student Council
• Student Support Area

Frequently Asked Questions (FAQ)

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How is support organised?

Most of the support is directed through an LEA Statement at a particular student, however, to use this sensitively and effectively, the LSA will often work with several students within your classroom, who are designated as needing extra support. As far as possible, the same LSA will be timetabled for a group in several of your lessons but not always.
Please do not identify the student when an LSA walks into the room – ‘Oh you’re here for…..!’ It happens frequently and is awful for the student.

What is the role of the LSA?

The LSA is there to help the student access the work and to raise their performance. They should not ‘do’ learning work for the student unless it is a mechanical act such as copying from the board. The teacher is still responsible for differentiation and the LSA will support them in their preparation of differentiated materials but are not responsible for actually creating worksheets for students with SEN from scratch.
Identify with the LSA what is critical for the students to gain from the lesson.

How can I talk with the LSA?

There will be a 'drop in' session every Thursday after school at 3:40pm till 4:40pm where you can discuss individual students and investigate strategies for giving them full access to the curriculum in your lessons. We are available to attend departmental meeting and department development days.

Will the LSA know what is going on?

Only is they manage to get information from the department – we ask for all schemes of work and lesson plans and a copy of the text and reference books BUT lessons are individual to the teacher, class and school diary events SO it is useful if you can ‘corner’ the LSA about once a 2 week cycle. We plan to make a concerted effort to get copies of newsletters, daily bulletins etc. Preparation and evaluation sheets are working documents for you to give information and instructions to the LSAs about what you want them to do in your lessons.
Please include the Learning Support Team in any departmental activity you are planning such as INPUT days.

Managing behaviour: Whose role is it anyway?

The LSA is not paid as a policeperson, their relationship with the student is paramount but this may mean that they need to establish boundaries of individual behaviour and they need to be respected and supported in this. The LSA, as an adult member of the community, may instigate any of the sanctions to behaviour that are appropriate to a situation – if possible in discussion with the teacher. The LSA may have different perceptions of classroom behaviour- check out with them what they are seeing that you are not. Again the Preparation & Evaluation sheets are the vehicle for you stating how much or how little you want the LSA involved in managing behaviour in the classroom. Please use this to establish a working relationship.
Please do not leave the LSA ‘in charge’ of the class in the absence of the teacher.

What is the training for LSAs?

It varies – there is an induction package over the first few days for all team members. Some team members bring with them bags of experience and other qualifications- several have followed certificated courses. There has been on going training in drug awareness, First Aid and Basic Counselling Skills as well as working with the Educational Psychologist to be able to assess literacy and numeracy skills. The department development days were used for training in behavioural strategies and social skill enhancement for students. All LSAs have CPD objectives and are part of the review cycle – they will be involved in peer observations.

What are IEPs all about?

At King Edward VI School , Individual Education Plans are aimed at providing valuable information, setting student targets and suggesting strategies for teachers and LSAs. It may also set out what must be provided for the students by the school. The IEP for a Statemented student will relate to objectives set out in their Statement.