Celebrating our Learning Support Assistants on National Teaching Assistants’ Day

We shine a spotlight on Capital City College’s invaluable Learning Support Assistants and hear more about how their work impacts our students.

On Friday 26 September, schools across the UK celebrate National Teaching Assistants’ Day. At Capital City College (CCC), our teachers are helped by an incredible team of Learning Support Assistants (LSAs) who work tirelessly to support our students throughout their courses.

We heard from four of our wonderful LSAs, Ama Robinson, Zandra Robson, Claudia Popescu and Ashley Quinnell, who took some time in between classes to tell us more about what they do and why providing academic support is just the tip of the iceberg.

What inspired you to become a Learning Support Assistant, and what do you enjoy most about the role?

Ama: In secondary school, I was diagnosed with Dyslexia, and had the opportunity to work with some wonderful Learning Support Assistants who completely transformed my experience of education. Through them, I was able to understand my learning style, and develop strategies that helped me to overcome the difficulties I was facing. When I reflected on my time in education, it was working one-to-one with an LSA that most helped me to be successful in education and in later life. When I had the opportunity to train and work with the Additional Learning Support team at Capital City College, I felt like I had discovered a way to pursue my passion. I’ve been working with the college for six years, and have been rewarded every day. 

Ashley: I wanted to become a teaching assistant in Supported Learning as I have a passion for helping people. I love watching students reach their potential and build confidence in themselves. 

Zandra: I wanted to become a Learning Support Assistant as I felt it would be rewarding to support students in the classroom, especially those who have particular barriers to learning, and help them achieve their goals. What I enjoy most about the role is building rapport with the students and seeing them develop over the year.

What I enjoy most is being there for them, not just as “students,” but as human beings who deserve to feel seen, valued, and cared for.

Claudia: I never imagined myself working in education. My background is artistic, and later, after moving to London, I studied Psychology. That’s when I realised how much I wanted to support young people who face difficulties in life. As a child, I went through hard times myself and had no support, and I promised myself I wouldn’t stand by and watch others feel the same way. What I enjoy most is being there for them, not just as “students,” but as human beings who deserve to feel seen, valued, and cared for.

Can you share a moment when you felt you made a real difference in a student’s life? 

Zandra: I worked with a student who was really struggling with various Maths topics. It was having a huge impact on her self-confidence and causing her a lot of stress. After working with her on a one-to-one basis and trying different techniques and methods, she eventually grasped a particular subject. She was so pleased with herself, and once she realised she could learn something that had previously seemed impossible, her confidence grew. Her engagement in Maths lessons significantly improved and she achieved her grade 4 that year.

Ama: Learners that work with LSAs have sometimes had difficult experiences in education prior to joining college. Some have only recently received a SEND diagnosis and fear the stigma a diagnosis can be associated with. I find it very rewarding when working with learners, having the opportunity to listen to and validate their experiences can encourage that learner to find a stronger sense of self-acceptance and pride within themselves.  

Claudia: It’s often the small moments that show me I’ve made a difference, when a student who felt invisible begins to believe in themselves, or someone who was closed off starts to open up. One message I received from a former student touched me more than anything else. A year after graduating, she wrote to tell me that she had gone through a really hard time and felt lost but eventually found the strength to keep going and enrol at university. She said she had learned from me that it’s okay to fall, as long as you get back up every time, and that it felt wrong not to try, because I had taught her better than that. Reading her words reminded me why this work matters so much, and how the care and belief we give can stay with someone long after they leave our classroom.

Ashley: I had one student who had difficulty spelling simple words. I would sit with him and encourage him to try and sound words out slowly. We would practice every lesson and to see him complete spelling work and get more and more right each week was great. It was very rewarding to see the progress he made and the confidence it gave him, which led to him speaking up in class more – to know I had a part in that brings a smile to my face.

What’s one thing you wish more people knew about the role of a Learning Support Assistant?

Zandra: I wish more people knew that the role is about far more than simply providing academic support. We help students build confidence and develop independence. LSAs are often the people students trust and turn to for more than just help with college work.

Ashley: It’s not just sitting with students and helping them complete their work, it’s having lots of patience, giving guidance, celebrating the little wins and just being someone they can rely on to listen. Every day is different, and it has its challenges, but it is worth it. 

Ama: For an LSA, it’s not just about supporting learners academically. We have to develop unique strategies to support an individual’s diverse range of needs, including social and behavioural needs. 

Claudia: That it’s not just about academics or following a provision file. Those things are important, but they don’t tell the whole story of a person. I don’t have a fixed method – my way of working is to first build a bond, to get to know the young person, and then figure out what really helps them. Maybe that means finding the right way to encourage them with maths, or maybe it’s simply making sure they feel safe and understood. Many of the young people I work with carry heavy challenges in their personal lives and, for some, college is the only place they feel accepted. They need to know that someone genuinely cares for them, not just as learners, but as people.

How do you support students in building confidence and independence in their learning?

Zandra: The first step is to build rapport and trust with a student. Once they feel comfortable working with you, they’re more open to learning and more likely to listen to your guidance. Each student is different so, by maintaining open communication and working together, we can find methods that suit them best and tailor support accordingly. This is often achieved by breaking tasks into manageable steps, encouraging them to try things independently and then praising their efforts. It’s also important to help them understand that making mistakes isn’t failure but a key part of learning. 

Ashley: I help students build confidence and independence by breaking their tasks into smaller more manageable steps, so they are more achievable, praising the effort put in and reminding them that we all make mistakes and without making them we would never learn. Once they have built some confidence I step back so they work more independently and develop both skills and self-belief.

Claudia: For me, it starts with connection. I see them first as people, and when they feel understood and cared for, confidence grows naturally. From there, I encourage them step by step, celebrate the small victories, and remind them that it’s okay to make mistakes along the way. Over time, they begin to trust themselves more and discover their own strength, and that’s when independence really takes root.

What’s the most rewarding part of working in education, especially in an LSA role?

Ama: In my role, I can dedicate my time to making a tangible difference in a learner’s journey. I have the opportunity to foster an inclusive and ambitious learning environment for our SEND learners. It feels great to see learners exceed their expectations of themselves.   

Zandra: The most rewarding part is helping a student overcome a particular challenge and seeing them feel proud of what they’ve achieved. Working within a team of like-minded people is also very fulfilling. When a student thanks you for your help, that feels really special.

Ashley: Personally, it is the moments a student achieves something they said they could not do and progress onto the next level, and you see the pride and smiles on their faces – knowing I had a helping hand in that is incredibly rewarding and fulfilling.

We’re incredibly proud of our marvellous team of Learning Support Assistants, and we see the positive impact of their hard work and dedication to supporting students in achieving their personal and academic goals on a daily basis.

At Capital City College, we believe that every student should have the opportunity to pursue their studies and career path to the fullest. Find out more about our commitment to Student Support and Wellbeing.

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