Working as an LSA: What the Job Involves

A learning support assistant (LSA) works alongside teachers to help children learn. This article focuses on schools in England. Wales, Scotland and Northern Ireland use different terms for additional needs, as well as different qualifications and recruitment checks. Job titles also overlap: "LSA" and "teaching assistant" are often used for similar roles, and each employer sets its own duties.

The role lets you support learning without taking on the full job of a class teacher, who keeps responsibility for pupils' learning. It still carries real responsibility, particularly for safeguarding. Some LSAs go on to train as teachers. Others stay in the role for many years.

What the work involves

Most LSAs support individual pupils or small groups, in the classroom or in a quieter space nearby. Many work with pupils who have special educational needs and disabilities (SEND). Some provide individual support, including for pupils with education, health and care (EHC) plans, while others work across classes or groups. An EHC plan does not automatically mean a pupil has a dedicated one-to-one assistant.

Typical tasks can include:

• helping pupils with reading, writing and maths
• encouraging pupils to work independently rather than doing tasks for them
• preparing resources and adapting activities
• supporting children with their behaviour and emotions
• helping at break times, lunchtimes and on trips
• keeping information confidential and reporting safeguarding concerns
• feeding back to the teacher on pupils' progress

Some posts also involve personal care, or help with mobility or medical needs. These duties are not part of every LSA role and need proper arrangements and training. The work mixes classroom support, practical jobs and some administration. It can be physically tiring, and supporting children with complex needs can be emotionally demanding.

LSAs work with teachers, the school's special educational needs coordinator (SENCO) and sometimes outside professionals such as speech and language therapists. Working with the same pupils over time can mean you see their progress closely.

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Hours, pay and contracts

Many posts are term-time only, and part-time roles are common. Contracted hours and training days vary, so check the actual start and finish times rather than assuming they match pupils' hours. Preparation, meetings and training can fall outside lessons. If you have children, remember that your school's holidays may not match theirs.

Advertised salaries can be confusing. A full-time equivalent figure is not the same as what you will be paid. For term-time and part-time posts, your actual salary depends on your hours, the weeks you work and your paid holiday entitlement, and it is often spread across 12 months. Many maintained schools use the national NJC pay framework with local grading, while academies and independent schools may use their own arrangements. UNISON publishes guidance for school support staff.

Before accepting a post, check:

• the grade and the actual annual salary
• contracted hours and paid weeks
• whether the contract is permanent or fixed-term, as some posts depend on particular funding

At interview, ask what induction, safeguarding training, SEND training, supervision and paid training time are provided, and who supports staff after difficult incidents.

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Getting started and progressing

There is no single required qualification. Employers set their own entry requirements, and many ask for English and maths qualifications or a relevant support qualification. Experience with children, including volunteering, can help. Some people take a relevant Level 2 or Level 3 qualification in supporting teaching and learning, sometimes while working, and apprenticeships are another route. The National Careers Service has current information on entry requirements and courses.

Schools follow safer recruitment checks, including identity, references and right to work. You will need an enhanced Disclosure and Barring Service (DBS) check, with a children's barred list check where the role involves regulated activity. The school normally arranges this.

Some LSAs become higher level teaching assistants (HLTAs). HLTAs can take on extra responsibilities, such as leading learning or covering classes within the school's arrangements, but HLTA status is not a teaching qualification. Teacher training is a separate route with its own entry requirements, explained on the Department for Education's Get Into Teaching service.

Vacancies appear on the Teaching Vacancies service, local council websites, and school and academy trust websites. No single site lists every job.

The Next Step

Now that you have read through the advice above, you might want to put it into practice. Our Childcare Career Finder lets you tell us what draws you to working with children and we will match you with the UK careers or volunteering roles that fit you best. Try it now →