{"type":"video","version":"1.0","html":"<iframe src=\"https://www.loom.com/embed/ea864fbf1306412eb2b787ff7662c8ba\" frameborder=\"0\" width=\"1366\" height=\"1024\" webkitallowfullscreen mozallowfullscreen allowfullscreen></iframe>","height":1024,"width":1366,"provider_name":"Loom","provider_url":"https://www.loom.com","thumbnail_height":1024,"thumbnail_width":1366,"thumbnail_url":"https://cdn.loom.com/sessions/thumbnails/ea864fbf1306412eb2b787ff7662c8ba-acb0856f4e34f707.gif","duration":712.857,"title":"Using LSA Support to Improve Outcomes","description":"In this CPD capsule I talk about the research around working with LSAs and some practical suggestions you can try in the classroom. I reference the DIS project and the EEF evidence, including the key issue that separation from the teacher means low attaining students miss out on high quality instruction. I share ideas like a two minute check in with the LSA, rotating roles, keeping LSAs visible, and using the least intrusive support to build independence. I ask you to try four things this week, including teacher first check ins for SEND, EAL, and low attaining students, and a one or two minute feedback with your LSA."}