Remodelling the workforce to bring about improvements in learning support

In 2000, Lampton School in Hounslow, London, radically altered its supportive education structure in order to remove some of the fundamental weaknesses and inefficiencies associated with the conventional model requiring Learning Support Assistants (LSAs) to operate across a range of subject areas.

Brief description of the project

Lampton School in Hounslow, London, radically altered its supportive education structure in order to remove some of the fundamental weaknesses and inefficiencies associated with the conventional model requiring Learning Support Assistants (LSAs) to operate across a range of subject areas.

Outcomes of the project

The new structure is well established and is repaying the effort in giving the school a far more effective mechanism for responding to children's special needs. The status that SEN enjoys in the school has been greatly enhanced, with all teachers firmly in the loop concerning pupils' needs thanks to a new database enabling access to children's records and the prominence of the LSAs in each department — a permanent member rather than a fleeting presence. The school has also bought in a new behaviour management database tool (SLEUTH © School Software) with which benchmarks can be established and pupil progress measured.

The case study appears in full on the Teachernet website.

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