Paul Fisher

Job Role: Learning Support Assistant (Paul Fisher) at the British Creative Institute (BCi)

Introduction

Paul Fisher serves as a Learning Support Assistant (LSA) at the British Creative Institute (BCi). In this role, he provides targeted assistance to post-16 learners with Special Educational Needs and Disabilities (SEND), ensuring they receive high-quality support that addresses both their academic requirements and personal development needs. Through one-to-one sessions, group work, and collaborative planning, Paul helps cultivate an inclusive environment where every student can thrive.

Key Responsibilities

1. Academic Support
   • Lesson Assistance: Paul collaborates with class teachers to modify and adapt lesson materials, ensuring tasks are accessible to SEND students. He provides clarification, breaks down complex information, and offers hands-on guidance when necessary.
   • Study Skills Development: He helps learners develop effective study habits, from note-taking and time management to revision techniques. By doing so, he promotes self-sufficiency in students’ academic pursuits.
   • Resource Preparation: Paul assists in creating and distributing learning resources, such as handouts, worksheets, and visual aids. This includes adjusting font sizes, providing alternative text for images, or converting materials into accessible formats.
2. Individualised Learning Plans (ILPs)
   • Implementation: Working under the guidance of the Principal and SEN Coordinators, Paul ensures that each student’s Individualised Learning Plan (ILP) is delivered accurately. He offers direct support in alignment with set goals and targets.
   • Progress Monitoring: Paul keeps detailed records of students’ progress, noting achievements and areas for further development. He shares these updates with teaching staff and contributes to regular ILP reviews.
   • Adapted Approaches: When necessary, he adapts strategies to suit changing circumstances. This can include incorporating new technology or modifying existing learning methods to maintain student engagement.
3. Personal Care and Wellbeing
   • Emotional Support: Recognising the varying emotional and mental health challenges faced by post-16 SEND learners, Paul provides a compassionate presence, listening actively and offering reassurance.
   • Safeguarding: As an LSA, Paul is vigilant about safeguarding policies. He promptly reports concerns or issues related to student welfare, ensuring a secure learning environment.
   • Life Skills Integration: In coordination with specialist staff, Paul includes practical activities within daily tasks to promote life skills such as budgeting, travel safety, and social interaction, reinforcing independence.
4. Collaboration with Staff and Specialists
   • Teamwork: Paul works closely with teachers, SEN Coordinators, and other support staff to create a consistent approach to teaching and support. This teamwork ensures a seamless experience for learners.
   • Professional Development: He engages in regular training sessions, workshops, and briefings to stay informed about best practices, new technologies, and innovative methods relevant to supporting SEND learners.
   • Liaison with External Specialists: Where needed, Paul collaborates with external professionals, such as educational psychologists or therapists, ensuring continuity of support for each student.
5. Behaviour Management
   • Positive Reinforcement: Paul utilises praise, rewards, and constructive feedback to encourage positive behaviours. This approach bolsters confidence and fosters a productive learning atmosphere.
   • Consistent Strategies: He implements the school’s behaviour management policies, using consistent language and routines so that students clearly understand expectations and boundaries.
   • Conflict Resolution: Should disputes arise, Paul calmly intervenes, helping students communicate effectively and seek positive solutions, thus maintaining a respectful learning environment.
6. Record-Keeping and Reporting
   • Documentation: Paul maintains accurate records of attendance, completed work, and attainment. This documentation helps identify trends, inform teaching strategies, and support goal-setting for students.
   • Regular Feedback: He provides timely feedback to teachers and senior staff, highlighting a student’s progress, barriers to learning, and recommended next steps.
   • Evaluations and Reviews: Paul contributes to formal reviews, offering detailed insights into the learner’s academic performance, social development, and overall wellbeing.
7. Parental and Guardian Communication
   • Progress Updates: When appropriate and in line with BCi protocols, Paul assists in updating parents or guardians on their child’s progress, helping them stay engaged in the educational process.
   • Workshops and Meetings: He may support events where parents, carers, or guardians learn strategies to continue or supplement the learner’s support outside the classroom.
   • Addressing Concerns: Paul is approachable and responsive, welcoming feedback from parents or guardians and conveying any concerns to the relevant staff members to ensure appropriate action is taken.

How Paul Fisher Fulfils His Role for Post-16 SEND Learners

1. Creating an Inclusive Environment
   Paul actively promotes inclusivity and ensures that all post-16 learners feel valued and respected. He encourages students to engage fully in all classroom activities, adapting tasks where needed. By maintaining a positive, inclusive environment, Paul enables students to participate with confidence.
2. Differentiation and Adaptation
   Recognising that learners with SEND have diverse needs, Paul tailors activities and lesson content for maximum accessibility. He may break tasks into smaller steps, provide additional visual cues, or use specialist software. This differentiation ensures students remain motivated and can reach their full potential.
3. Developing Independent Learning
   While providing essential support, Paul also encourages students to gradually build independence. He teaches them strategies for managing time, researching effectively, and solving problems independently. This sense of self-efficacy is crucial as students move towards adulthood, employment, or further education.
4. Focus on Personal Development
   Paul does not limit his support to academic development alone. He recognises the importance of social and emotional learning, particularly for post-16 SEND students. By modelling effective communication, empathy, and resilience, he helps students cultivate essential life skills.
5. Collaboration with Teaching and Support Staff
   • Shared Planning: Paul regularly meets with teaching staff to discuss lesson objectives and review individual student progress. This allows him to plan his support effectively, aligning resources with each learner’s specific goals.
   • Professional Learning Communities: He engages in BCi’s professional development initiatives, sharing insights with colleagues and learning from experts in SEND education. This collective approach ensures a cohesive, knowledgeable support network for all learners.
6. Use of Assistive Technologies
   • Technological Tools: From screen readers to communication aids, Paul is proficient in the software and hardware that assist SEND learners. He integrates these technologies into everyday classroom activities, ensuring students can fully participate.
   • Troubleshooting: Should technical issues arise, Paul acts swiftly to resolve them or coordinate with the IT department, minimising disruption to the learning process.
7. Positive Behaviour Strategies
   • Clear Expectations: Paul helps students understand what is expected of them, providing consistent reminders and gentle guidance as necessary. This consistency allows students to feel secure and fosters mutual respect.
   • De-escalation Techniques: In stressful situations, Paul uses calm communication and conflict resolution strategies. His ability to de-escalate challenges contributes significantly to maintaining a supportive learning environment.
8. Transition Support
   Post-16 learners are often preparing for transitions into adulthood, further education, or employment. Paul collaborates with the Principal and SEN Coordinators to design transition programmes tailored to individual students’ aspirations and needs. Whether it’s helping them research course options, prepare for interviews, or build CVs, Paul provides the encouragement and resources they need to take their next steps with confidence.
9. Monitoring and Assessment
   • Regular Check-Ins: Paul conducts check-ins with students throughout the day, gauging their understanding and readiness to proceed. This allows him to intervene early if additional support is required.
   • Progress Evaluations: He gathers evidence of student work and achievements, often by photographing completed tasks or logging outcomes in a secure tracking system. This data guides future interventions and adjustments to the support plan.
10. Developing Holistic Skills

• Social Skills: Whether through group tasks, peer mentorship programmes, or supervised social interactions, Paul encourages students to practise effective communication, teamwork, and conflict resolution.
• Emotional Wellbeing: He integrates activities that help students recognise, understand, and manage their emotions. This can include mindfulness techniques, journaling, or one-to-one discussions about stress management.
• Confidence-Building: Paul acknowledges and celebrates every achievement, no matter how small, thus instilling a sense of pride and self-worth in the students.

Conclusion

Paul Fisher’s role as a Learning Support Assistant at the British Creative Institute (BCi) is multifaceted and vital to the success of post-16 SEND learners. Through consistent collaboration with teaching staff, specialist professionals, and the learners themselves, he delivers personalised support that addresses both academic and personal development needs. By focusing on differentiation, assistive technologies, and positive behaviour management, Paul ensures that every student can access the curriculum and excel in a secure, encouraging environment.

Beyond purely academic support, Paul also plays a key part in nurturing each learner’s independence and self-confidence. He integrates life skills into daily tasks, advocates for best practices in SEND education, and maintains open communication channels with parents, guardians, and external agencies. This holistic approach equips students with the tools they need to move seamlessly into adulthood—be it continued education, training, or employment—while fostering a strong sense of self-belief and resilience.

In essence, Paul Fisher’s unwavering commitment, adaptability, and empathy create a learning atmosphere where post-16 SEND students feel empowered to flourish and pursue their aspirations. Through dedicated support, thorough monitoring, and a sincere belief in every learner’s potential, he embodies the ideals of inclusive education and exemplifies BCi’s mission to transform lives through skill development, creativity, and opportunity.