03 Aug Empowering Young Lives
Service In Action
A practice example of our ‘Learning Support Assistants for Schools and Colleges’ services.
Care Context
Freedom Care was approached to provide Learning Support Assistant (LSA) provision for a young person (YP) enrolled in school but receiving education at home due to specific learning and physical needs. At the time, the YP had very limited support in place, but their enrolled school advocated for additional input from other professionals, resulting in involvement from the occupational health team, mental health services, and social care. Prior to Freedom Care’s involvement, the Y was finding it difficult to engage effectively with their existing LSA due to a mismatch in working style and personality. As a result, valuable support time was not being utilised productively, and the outcomes set out in their education and care plan were not being achieved.
Our Approach
Asked by the local authority, Freedom Care attended a Team Around the Family (TAF) meeting alongside the occupational health team, mental health professionals, a senior school representative, the young person (YP), and their parent. A key insight emerged: the YP felt excluded from decision- making regarding their support and expressed a strong preference to be involved in selecting an LSA who was not only a good educational fit, but also a good relational match.
Operating with a person-centred approach, Freedom Care proposed a tailored recruitment process.
Following initial interviews and screening, we created a shortlist of suitable candidates, which was shared with the YP and their parent. They were then invited to participate in a second, online interview with each shortlisted LSA. Together, we developed a set of pre-agreed interview questions designed to focus on personal attributes, interests, and hobbies, rather than solely professional qualifications. This ensured the YP felt involved, listened to, and empowered in the selection process.
Outcomes
This approach restored a sense of control for the YP within their care and education plan. The positive impact extended beyond the LSA relationship, leading to improved engagement in other areas of support. The YP now feels more confident and secure in their home learning environment, which continues to provide a safe space for them to focus on the educational and personal goals agreed with their LSA.
Conclusion
Freedom Care’s Learning Support Assistant service is founded on the principle that every young person should have a meaningful voice in decisions that affect their learning and wellbeing. By listening, adapting, and implementing a recruitment process tailored to the individual, we ensured the YP’s needs were met while fostering greater trust, engagement, and positive outcomes. Local authorities seeking effective, relationship-based LSA provision can have confidence in Freedom Care’s ability to deliver flexible, person-centred solutions that place the young person at
the centre of their educational journey.
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