: Supporting Independence: A Learning Support Assistant’s Reflection and Growth Discover how scaffolding and a shift in TA support can empower students to become confident, independent learners.

After ten years as a Learning Support Assistant (LSA) at Hathershaw College I have worked primarily in the Technology and Business Studies department, I’ve seen how the role of a TA has evolved. Today, it’s about much more than providing help in the moment. It’s about giving students the tools to help themselves, develop their independence and creating confident, self-regulated learners who can thrive both inside and beyond the classroom.

As someone who has recently stepped into the role of Assistant SENDCo and completed the Level 7 Certificate in Psychometric Testing, Assessment and Access Arrangements (CPT3A), my understanding of how we support learners, particularly those with additional needs has deepened significantly. The Education Endowment Foundation’s (EEF) second recommendation on TA deployment resonates deeply with me: we must scaffold learning in ways that build independence, not dependence.

The Power of Scaffolding — Done Right

In my early years as an LSA, I thought support meant staying close (Velcro support), breaking tasks down and ensuring pupils finished the work, but over time and with research, training and experience I’ve learned that this approach, while well-intentioned, can hinder long-term progress and independence. True support lies in effective scaffolding, a gradual release of responsibility that allows students to take ownership of their learning.

The Maximising the Impact of Teaching Assistants (MITA) course transformed my approach from simply helping students’ complete tasks to actively promoting their independence. It aligned closely with EEF guidance, especially around scaffolding and helped me develop strategies like using open-ended prompts, fading support gradually and encouraging self-regulation.

In my current department, where students engage with complex design projects or analyse business case studies, it’s tempting to jump in and provide answers when they hit a wall. Instead, I focus on prompting and clueing, two stages in the EEF’s scaffolding framework that help students retrieve what they already know. For example, in a Year 10 Business lesson, rather than explaining a marketing concept, I might ask, ​“What did we say about target markets last week?” or ​“Which company used this strategy successfully in the case study?” These questions activate prior knowledge and encourage the student to solve the problem themselves.

Knowing When to Step Back

A key principle I’ve adopted from the EEF’s recommendation is to give the least amount of help first. That means allowing pupils to try independently before intervening. I’ll often wait and observe, only stepping in if the pupil shows signs they can’t proceed. Even then, I try to avoid over-supporting. Too much assistance especially for pupils with SEND can unintentionally signal that they’re incapable of success without adult help. Over time, this wears away their confidence.

Instead, I aim to develop self-scaffolding. In practical Technology lessons, I might support a pupil in developing a project plan, but then encourage them to stick to it without checking in constantly. I’ll praise their problem-solving and resilience, not just task completion. That subtle shift helps reinforce the message: ​“You can do this without me.”

Applying Psychometric Insight in Practice

My CPT3A qualification has given me an evidence based understanding of learners’ cognitive profiles, working memory, processing speeds and reading comprehension. When I support students who qualify for access arrangements, I do so with a clear understanding of how specific learning difficulties manifest, not just academically, but emotionally.

For example, I work with students who require 25% extra time in assessments. In class, rather than drawing attention to their needs, I coach them in time management strategies that build confidence across all subjects. I encourage the use of task planners, visual aids, and self-checklists tools that promote independence and transfer into the real-world.

Scaffolding isn’t just about completing the current task, it’s about building decision making and self-regulation skills for life.

From Dependence to Confidence

As Learning Support Assistants, our role goes far beyond simply offering help, we are enablers of progress and independence. Ultimately, our goal is to empower pupils to the point where they no longer rely on us. The most rewarding moment is when a student no longer seeks reassurance, because they’ve developed the confidence to succeed on their own.