Schools use support-role titles inconsistently. An SEN teaching assistant in one setting may do work similar to an LSA in another; a behaviour mentor may support learning all day rather than operate a separate mentoring programme. Judge the responsibilities, pupil needs and supervision—not the title alone.
SEN teaching assistant
Usually supports access to teaching for pupils with SEND, individually or in groups. The work may include adapting resources, reinforcing learning, supporting communication, following regulation plans and feeding observations back to the teacher or SEN team.
Learning support assistant
Often overlaps heavily with a teaching assistant role. In colleges or specialist settings, LSA can cover broader independence, access and personal-support duties. Ask what the daily timetable contains and whether personal care, mobility or medical support is part of the role.
- Age group and curriculum
- Group, class or 1:1 allocation
- Personal-care expectations
- Training and supervision
- Break-time and transport duties
Behaviour mentor
Usually focuses more heavily on engagement, regulation, routines, relationships and reducing barriers to learning. Some roles sit in PRUs, alternative provision or SEMH settings; others are mainstream pastoral posts. The title does not automatically mean physical intervention or high-risk work.
- Ask which behaviour or regulation approaches the setting uses
- Check whether restraint training is required and provided
- Understand recording and escalation expectations
- Clarify whether the work is classroom-based, pastoral or both
Choose by fit
Compare the actual responsibilities with your experience, boundaries and goals. A slightly less attractive title may provide better supervision and relevant development. A higher rate may reflect more complex needs, difficult travel, short notice or additional responsibility.