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CURRENT PRACTICE

How are LAs currently used during provision time?

Which areas of learning do they support most (e.g. communication, fine motor, play, emotional regulation)?

Are LAs mainly supporting groups, individuals, or whole-class inputs?

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WHAT IS WORKING WELL?

When do you feel LAs have the biggest impact?

Which types of interactions are most effective (e.g. play-based, modelling language, scaffolding)?

Are there specific routines or times of day where LA support is especially valuable?

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DIFFERENTIATION & SUPPORT

How do LAs support children at different stages of development?

Do they work with targeted groups or adapt support in the moment?

How is language development supported through LA interactions?

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CHALLENGES / RESTRICTIONS

Are there times when LA support is unclear or underused?

What barriers exist (e.g. space, planning, communication, clarity of role)?

Are expectations consistent across the team?

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IMPROVEMENT IDEAS

How could we make LA deployment more intentional?

Could we improve planning or briefing for LAs?

How can we ensure consistent high-quality interactions across provision?

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CURRENT PRACTICE

How are LAs currently used in lessons (input, groups, interventions, behaviour support)?

Do LAs work with specific groups or rotate across pupils?

How is LA support planned in advance?

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IMPACT

Where do LAs make the most difference in learning?

Are they supporting independence or increasing dependency?

How do they support reading, writing, and maths development?

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DIFFERENTIATION

Are LAs used to support different attainment levels effectively?

How is challenge and support balanced across groups?

Do LAs know which children need which type of support?

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CHALLENGES / RESTRICTIONS

Is there clarity about LA roles during lessons?

Are there times when LAs are underused or over-directed?

Are interventions consistent and well communicated?

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IMPROVEMENT IDEAS

How could planning better include LA input?

Could we improve training or guidance for targeted support?

How can we ensure LAs are used for high-impact learning rather than task completion?

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CURRENT PRACTICE

How are LAs currently deployed (whole class, groups, interventions, individual support)?

Are they mainly supporting learning, behaviour, or both?

How are LA roles communicated during lessons?

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IMPACT ON LEARNING

In which subjects or lessons do LAs have the greatest impact?

How do they support independence in upper primary learners?

Are they used to extend learning or mainly to support access?

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DIFFERENTIATION

How effectively are LAs supporting different ability groups?

Do they support SEND, EAL, and lower attainers appropriately?

Are they able to stretch higher attaining pupils where appropriate?

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CHALLENGES / RESTRICTIONS

Are LA roles clearly defined during lessons?

Do they have access to planning in advance?

Are there inconsistencies between classes or year groups?

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IMPROVEMENT IDEAS

How could we better utilise LAs for intervention and feedback?

Could we improve communication between teachers and LAs?

How can we ensure LAs are proactively supporting learning rather than reacting?

# data[].attributes.body
CURRENT PRACTICE

How are LAs currently deployed (whole class, groups, interventions, individual support)?

Are they mainly supporting learning, behaviour, or both?

How are LA roles communicated during lessons?

# data[].attributes.body
IMPACT ON LEARNING

In which subjects or lessons do LAs have the greatest impact?

How do they support independence in upper primary learners?

Are they used to extend learning or mainly to support access?

# data[].attributes.body
DIFFERENTIATION

How effectively are LAs supporting different ability groups?

Do they support SEND, EAL, and lower attainers appropriately?

Are they able to stretch higher attaining pupils where appropriate?

# data[].attributes.body
CHALLENGES / RESTRICTIONS

Are LA roles clearly defined during lessons?

Do they have access to planning in advance?

Are there inconsistencies between classes or year groups?

# data[].attributes.body
IMPROVEMENT IDEAS

How could we better utilise LAs for intervention and feedback?

Could we improve communication between teachers and LAs?

How can we ensure LAs are proactively supporting learning rather than reacting?