Enhancement of Learning Support West Midlands Region - 30th November 2010 "More than Courses" - Using alternative CPD to Develop Skills and Practice

Enhancement of Learning Support Background to project Enhancement of Learning Support Project Phase 1 : January – April 2010 Commissioned by LSIS to explore the training and development needs of LSAs and those who manage them Talked to learners, LSAs, LSA managers and Tutors Undertook a literature review Desk based research Survey Aimed to Scope existing opportunities and expertise Consider how networks might be used Find out what learners. LSAs and their managers want and think Make recommendations based on findings Sample - interviews with176 individuals from 86 organisations across the sector and an associated literature review, together with the views of 374 LSAs and 138 managers who responded to the online survey

Enhancement of Learning Support Background to project Terminology and Role Project focussed on “Learning Support” as opposed to “Learner Support” Changed project terminology from Learning Support Practitioner (NOS) to Learning Support Assistant (LSA) but in practice many titles used Hugely important role but...... Shockingly under researched Views of LSAs and learners particularly lacking in the literature This project focuses on “learning support “, that is: enabling the learner to engage with the learning programme and providing personalised, identified support that will allow learners to maximise their independence, to achieve and to progress “learning support assistant” (LSA) to refer to those staff who have direct and regular contact with the learner (or group of learners) and whose role is to facilitate their access to identified support, within the learning process. These staff are not on a teaching or training contract; rather they work under the direction of the person(s) leading the learning. Learning Support Practitioner is used within the National Occupational Standards (NOS) for learning support staff,. In practice, there are a myriad of terms used, and we found that LSP was not the mostly commonly used term with the most common title being “assistant” at 46% LSP” accounted for only 4% of those surveyed. In a work based learning context, the role of staff performing this function is quite different, as is the terminology used, which is typically “training adviser”. This project is aimed at anyone who works to support leaners, in whatever context, irrespective of title. This lack of research becomes even more shocking given that in practice it is the LSA workforce who delivers the most significant part of the learner facing contact time, particularly for learners with the most complex needs.

Enhancement of Learning Support Background to project Key Findings A hugely diverse workforce Formal role most developed in FE sector Key role in supporting and promoting independence, but.. Often a lack of clarity, at individual, organisational and system level about how to combine activity which is enabling with that which is necessary support Learning support teams are often a mixture of full-time staff, hourly paid staff and in some colleges, bank/agency staff. the research undertaken for this project suggests that a significant number (just over half) of LSAs are hourly paid, and many are paid on term time only contracts, with implications for, and indeed impact, on access to training. The research also indicated a huge variation in the level of qualifications, skills and experiences of LSAs both on entering the profession, and as a result of ongoing Continuous Professional Development (CPD) once employed for many, the role of LSA is a lifestyle choice, with a number of respondents indicating they do not want to become teachers, but chose their role, in part because it fitted in around their life and family commitments. Respondents, were however equally clear that they view themselves as professional and effective practitioners and would like to be valued as such. Role to promote independence – about getting the level of support right and avoiding over support

Enhancement of Learning Support Background to project Key Findings Learners have very clear views about what constitutes effective support, and how they want to be supported They want a focus on enabling and more independence The personal qualities of support staff are key – being listened to, included and treated with respect Above all they want the right to be involved in defining their own support The list of personal qualities, skills, knowledge and understanding required, as identified above is testimony to both the complexity, and the responsibility, associated with this role. Whilst this has clear implications for training, there is a sense that it is more than that. As one learner put it, “Most of all it’s about learning and earning trust –disclosing barriers that prevent learning and acting on these with learners to instil this trust while promoting independence.”

Enhancement of Learning Support Background to project Key Findings: A lot of induction and training is compliance related Often there is insufficient focus in training on the core competencies of the role in supporting learning A wide variation in what is offered Significant barriers to participation Unlike schools the sector has no recognised career structure within which LSAs work and progress overwhelming majority of the survey respondents (80%) reported a series of training activities that could be broadly categorised as “compliance” related, covering areas such as health and safety, safeguarding, equality and diversity. This finding was confirmed by LSA managers. Huge variation – effective practice with some staff trained to very high standard- Foundation degree and high level of specialism, others little if any entitlement to training. Contract, travel, status in organisation and capacity to release, II the school sector – role of TA and HTA clearly defined, is a career structure and progression route and have been associated professional qualifications for some time.

Enhancement of Learning Support Background to project There are lots of training resources available, but….. No central point which stores and disseminates information effectively across the sector. There is a need for more joint training and specific training for teachers in relation to working effectively with LSAs. Training for Managers of LSAs is underdeveloped. An organisational culture whose values and ethos promotes inclusion at all levels is vital for effective development Teaching assistants have dedicated sites for information cf NAPTA and also a lot on the TDA. That is one of the things we want to address – there will be a website on the Excellence gateway specifically for learning support staff.

Enhancement of Learning Support Background to project Phase 2 –September 2010- March 2011 Programme of development activities based on the recommendations from the initial research. Natspec and AoC joint delivery partners. Nine regional partnerships, involving eighteen colleges. Additional partnerships with JISC Techdis, NAPTA and Lifelong Learning UK to support the project. Key aim –to draw on practitioner expertise and experience to develop resources and materials that will have practical relevance and add value

Enhancement of Learning Support Background to project Regional Activity South West and North West – resources and approaches to enable learners to be involved in managing and directing their own support London – A self assessment Tool. Yorkshire and Humberside – Using technology to support greater independence for learners South East – Developing an online tool to profile the CPD needs of Learning Support staff

Enhancement of Learning Support Background to project Regional Activity West Midlands – Resources to support alternative approaches to CPD North East – The role of systems and structures in promoting or hindering learner independence East Midlands – Organisational Improvement Tool Dates for your diary! – National Conferences – March 8th 2011 – South - Westminster Kingsway March 15th 2011 – North - Warrington Payment through your LSIS accounts

Enhancement of Learning Support Background to project Other project related activity include A web portal to host all information of relevance and interest to LSAs A professional development network across the Doncaster and South Yorkshire region A report on the effective management of learning support – West of England College To find out more or contribute go to http://www.natspec.org.uk/enhancement-of-learning- support.html Each region has its own page, with lots of information and all the documents for today, plus a blog!! This is where you need to sell the importance of them contributing g where they can and have expertise and interest, to other regional and project related activity. Really want you to push this – they are doing this by virtue of their location, but could be lots of value they can add to other work, and the final results, developed by practitioners, for practitioner will add value to us all.

Enhancement of Learning Support Background to project West Midlands Regional event How does what we are doing fit? The initial research indicated that a lot of training for LSAs focuses on compliance Very little is targeted specifically at the “real job” When asked what training they had found useful, LSAs indicated alternative forms of CPD but........... Typically these were available at induction, but did not continue beyond Feedback from managers provided a very similar picture

Enhancement of Learning Support Background to project West Midlands Regional event In the West Midlands, we are charged with: Collating, developing and publishing guidance and protocols on alternative approaches to CPD such as shadowing, mentoring and buddying.

Why are we here today? Enhancement of Learning Support Remembering the Key aim of the project: West Midlands Regional event ‘To draw on practitioner expertise and experience to develop resources and materials that will have practical relevance and add value’. Remembering ... That the West Midlands are representing learning support staff nationally. That the outcomes will be fed back into the ‘wider picture’. The ‘wider picture’ will be influenced by your thoughts and experiences.

Why are we here today? Enhancement of Learning Support West Midlands Regional event We would like to share our ideas with you, through workshops. Learning from colleagues - formal approaches Exploiting Technology Making use of naturally occurring events Go back to the ‘ranch’ and test out or pilot at least one of the ideas – the choice of which, is yours.

Why are we here today? Enhancement of Learning Support West Midlands Regional event We hope that, today and into the future, you will… Contribute your expertise and experience to help us develop resources which have practical relevance and add value. We hope that… You enjoy working with us, making a difference.