This blog is part of our Quality Times series, inviting professionals working with young people with SEND / ALN in further education to speak about their work developing quality provision.
This article features contributions from three SEND professionals: Anthony Pritchard, Assistant Head of Education at Cambian Pengwern; Roseanna Gooder, Assistant Principal High Needs and Foundation Learning at LSEC; Susana Powell, Education Centre Manager at Employ My Ability.
“I think just the fact that it’s there and that it’s like, come on, a fully resourced, fully written training programme. It’s amazing. Where else would you get that?”
Education Centre Manager
The Natspec Professional development for learning support assistants resource is a freely available bank of training materials to support in-house training of learning support assistants (LSAs) who work with young people with learning difficulties and disabilities in FE settings. The rationale for developing the resource was twofold. Firstly, analysis of inspection reports suggested that in some providers of specialist FE, learning support staff were over-supporting learners, while others fostered independence well. Secondly, colleges were informing Natspec of a gap in CPD opportunities that focussed specifically on the development of high-quality learning support and a need for “on the ground training” for support staff.
In this article three very different types of providers of specialist FE describe how they are using the resource. It provides a flexible package of materials that can be used for bespoke training sessions. These materials can fit into different college structures, be delivered at times arranged by the college itself and be easily adapted to be relevant to specific teams as titles and specific job roles for support staff vary across organisations. The resource is presented in three themes each with a set of learning points with linked training activities and materials:
- theme one – the LSA role
- theme two – understanding differences
- theme three – support strategies.
Natspec member college Cambian Pengwern is an independent specialist provider of further education in North Wales that offers day and residential placements for young people with learning disabilities and complex needs. Anthony Pritchard, assistant head of education at the college, explains how the LSA resource has been used for training both education and residential support staff. Combining training days and staff CPD time, by the summer 2025 term 90% of the college’s education LSAs had completed theme one of the training and it has also been included in the induction process for residential staff.
“During our latest annual monitoring visit by Estyn (Education inspectorate, Wales), inspectors noted that sometime learning opportunities are lost when students are over-supported, or too much emphasis was placed on producing work or items in sessions, rather than focussing on learning and fostering independence. In addition, many of our residential care support assistants also support in sessions, fulfilling the same LSA role (during education session time) as our dedicated education learning support assistants.
We introduced a tailored training programme based on the Natspec Professional development for LSAs resource. The training was adapted to suit our setting, reflecting the diverse needs of our learners and the realities of staff experience.
The sessions focused on practical strategies for supporting learning, with an emphasis on understanding learner profiles, fostering communication, and working as part of a wider educational team. Through scenario-based discussions and reflective activities, staff explored how their role fits within the broader learning journey, not simply helping learners to complete tasks, but supporting meaningful progress.
One of the key outcomes of the training has been a shift in mindset. Staff have a stronger understanding that the true purpose of an education session is learning, not just producing a final product. They’ve embraced the idea that when things go wrong, or when learners struggle, those are often the richest opportunities for growth. Mistakes are no longer seen as setbacks, but as essential steps in the learning process.
The training also introduced and reinforced the social model of disability. This perspective helped staff to reflect on how teaching practices, communication styles, or physical and social environments can unintentionally limit access to learning. By becoming more aware of these barriers, staff are now better equipped to actively reduce their impact, whether by offering alternative formats, promoting autonomy, adjusting expectations, or advocating for inclusive practices across the college.
A key strategy covered in the training is the concept of tapering support. This approach builds independence and resilience, which are especially important for learners preparing for adulthood. Rather than completing tasks for students, staff are now more confident in using prompts, encouraging self-correction, and recognising when to offer support and when to hold back.
Another important focus has been on using the language of learning. LSAs were introduced to techniques such as goal-based praise, acknowledging effort and progress toward individual targets rather than simply rewarding outcomes. They also practised giving constructive criticism in a way that motivates learners and using open-ended questions like “What’s next?” or “How did you decide to do it that way?” to encourage reflection and deeper thinking.
For new staff, the training provided a clear and supportive foundation, giving them the confidence to engage with learners and contribute effectively to the classroom. More experienced LSAs appreciated the chance to refresh their understanding, build on their expertise, and reflect on their practice in a collaborative environment. One colleague commented, “It reminded me that our job is about supporting the process, not the outcome. Learning happens in the struggle too.”
The impact has been clear. We’ve seen more consistent, learner-centred support across the college. Staff feel more empowered to adapt their approaches, communicate effectively with tutors, and maintain a focus on individual progress. Perhaps most importantly, they feel part of a shared mission: to champion learning in all its forms by recognising barriers, challenging assumptions, and celebrating each learner’s journey.”
Natspec affiliate London South East Colleges (LSEC) is a large general further education college with seven campuses across four London boroughs. Roseanna Gooder, Assistant Principal high needs and foundation learning, and her team were looking to provide CPD opportunities specifically for support staff who had indicated that they were feeling “a bit left out” of existing CPD programmes. Theme one of the training resource focuses on the LSA role and the overarching values, principles and ways of thinking that can positively affect practice and learner outcomes. This was adapted by the LSEC team and delivered on a spring term INSET day to all 180 learning support staff working in the college’s mainstream and specialist settings. Staff worked in mixed groups with colleagues from different campuses who they may never have met before. Six senior inclusion, SEND and transition managers facilitated the groups.
The delivery of the LSA resource has been split into half term blocks and then broken down into sessions mapped across specific dates. The activities in theme two focus on learning challenges facing young people with learning difficulties and disabilities and how understanding these challenges enables LSAs to give effective support. These activities have been delivered in the regular team meetings. Managers have highlighted topics and activities that can be self-directed one week and the next week will be a facilitated training session. The college has developed case studies for looking at writing more specific lesson targets so support staff can better understand how to break a target down. Templates have been adapted and LSEC materials added a bank of training resources.
The games activities included in the resources were particularly popular. One of the main takeaways from the training has been the issue of over-supporting. Others were the importance of reflection, building relationships with learners, and the focus on learning needs. Staff valued that the training was specific to their role and appreciated the opportunity to work with colleagues from other settings relating to the similar issues they faced and learning from each other. Feedback survey data found that 70% of participants agreed that they had learned something new from working with their colleagues and 76% felt motivated and valued in their roles.
Natspec member Employ My Ability is an education and training college for young people aged 16–25 with SEND in Dorset. LSAs tend to work 1:1 with learners across the curriculum and stay with the same learner throughout the day whether they are on work experience or in the classroom setting.
Susana Powell, education centre manager, used the LSA training materials and activities from theme one of resource on an INSET day with a small group of LSAs and a tutor. Before the training staff were sent information about the resource and asked to suggest which topics they would find most helpful. They chose over-supporting, behaviour as communication, meeting learning needs and barriers to learning. Although there was limited time for the training, the activities were easily adapted to fit the time available:
“At the end of every page, there’s a key learning points for debriefing. So, once we’d had our own kind of organic conversation about it, I displayed that on the big interactive whiteboard and just went through it.”
Staff were particularly interested in a video about the social model of disability and this concept was new to several staff who were new to their roles. Using a selection of materials on behaviour as communication, the group discussed strategies they use with learners and were encouraged to think more about individualising behaviour plans rather than taking on a standardised approach. There are plans for further training to take place in team meetings. Informal feedback has been very positive. The tutor said the training has helped her better understand the LSA role.
Susanna advises that when planning delivery of the training; “I would say just think about how it is relevant to your learners and your setting and try and make everything as real and concrete as you can for the LSAs.”