A supervised LSA, with a plan to withdraw them.
An agency's job finishes when a person is placed. Ours finishes when your child needs that person less. Every classroom placement we make is written in terms of the support it is working to remove, and the school knows that before the first day.
Where this sits in the five stages
What this actually is.
The LSA works to the goals in the Independence Plan, aligned to the school's own IEP rather than running beside it as a second document nobody reads. They are supervised by the clinician who wrote those goals, not managed at arm's length from an office.
While they are in the room, the class teacher and the school's own assistants are being trained on the strategies. That is the actual point of the stage — the support has to survive our departure.
- An LSA supervised by the clinician who set the goals
- Work aligned to the school's existing IEP targets
- Training for the class teacher and the school's own staff
- A named cover arrangement agreed in advance
- Termly written review in the format your SENCO's file needs
- A handover plan agreed before the first day
- An unsupervised placement with no written targets
- A role defined by contracted hours rather than by fading
- Cover that becomes the school's problem to chase
- Any arrangement where success is measured in filled hours
What it costs, and when it stops.
Part of the monthly programme fee for the Transfer stage, and it comes down as the hours do. There is no placement fee and no fee to a school for referring a family.
AED —
Published here once the rate card is signed off. We would rather show you an empty box than a number we made up.
The school team can sustain the support with less of us in the room.
Agreed in writing before the stage starts, not negotiated on the way out.
Straight answers.
How is this different from a shadow teacher from an agency?
Supervision, targets and an exit. An agency supplies a person; we deliver a stage of a plan with a written condition for ending it. The practical difference shows up at the second review, when one of the two has a number for whether support hours came down.
Won't an assistant make my child more dependent?
It can, and it frequently does. That is why fading is written into the role from day one, why the LSA is supervised by the clinician who set the goals, and why we report adult proximity as a measure in its own right.
What paperwork does our school get?
Compliance documentation before the first day rather than after it, and a termly written review with targets, data, what changed and what we are recommending next.
Our other services.
Functional needs assessment
Sold on its own, at a fixed fee. Plenty of families take the report elsewhere.
Stage 03 · BuildTherapy and clinical intervention
The most intensive stage, deliberately. Data against the goals every session.
Alongside stages 03–05Tutoring and academic support
Curriculum help that works to the same goals as everything else, and stops when it should.
Stages 03–05Parent coaching
Because a strategy that only works when a professional is in the room is not a strategy.
Tell us what you've noticed.
Twenty minutes on the phone with someone who does this every day. No assessment, no cost, and no obligation to become a client at the end of it.
If we're not the right people, we'll tell you who is. That includes naming providers we don't own, and it costs you nothing either way.