Managing LSAs: An evaluation of the use of learning support assistants in an urban primary school

Malini Mistry, Neil Burton, Mark Brundrett

    Research output: Contribution to journalArticlepeer-review

    Abstract

    The multi-tasking of classroom or learning support assistants (LSAs) is a well-established phenomenon in English primary schools. As their roles have become better defined and specifically funded an element of role specialism has become essential. However, the management and direction of LSAs does not always appear to be clearly or effectively structured. Evidence collected from a small urban English lower school (4-9 years old) shows that job descriptions can be inaccurate and management structures ambiguous. Whilst senior management is able to visualize the ideal, lack of effective communication results in inefficient and arbitrary management of LSAs by teaching staff. The lack of a clear line-management structure and ownership issues concerning the tasks performed are identified as the key barriers to improving the situation.
    Original languageEnglish
    Pages (from-to)125-137
    Number of pages12
    JournalSchool Leadership and Management
    Volume24
    Issue number2
    Publication statusPublished - 2004

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