What Is Learning Support? UK Definition, Roles and Funding

Learning support is the tailored help that enables a learner to access, participate in and succeed with their education. It spans simple classroom adjustments and quality-first teaching, one‑to‑one or small‑group input, assistive technology, exam access arrangements, pastoral support and, where relevant, practical help such as equipment or travel. It’s not limited to pupils with a diagnosed special educational need; it’s for anyone who, for a time or longer term, needs more or different support than their peers — from early years right through to college, university and professional training.

This guide explains who learning support is for in UK education, what it looks like in practice, and the legal rights that underpin it. You’ll meet the key roles (SENCOs, specialists and learning support assistants), see how support is planned (SEN Support, learning support plans and EHCPs), learn how to access help, and understand funding options such as Learner Support, Disabled Students’ Allowances and the NHS Learning Support Fund. We’ll also clarify common terms and answer frequently asked questions.

Who learning support is for in UK education

Learning support is for any learner who needs more or different help than classmates, whether short-term or ongoing. That includes pupils with SEND (e.g., dyslexia, speech and language needs, hearing impairment, autism), and those affected by circumstances such as bereavement, caring responsibilities, long‑term illness, bullying, irregular attendance, or not yet fluent in English. It applies across early years, school, FE and HE, apprenticeships and workplace training; adults retraining or on professional courses can also receive learning support.

What learning support looks like: common support and adjustments

In practice, learning support blends quality‑first teaching with targeted adjustments, delivered in class with minimal disruption and then regularly reviewed. Schools involve parents and try strategies, keeping what works. Depending on need, common UK supports and reasonable adjustments include:

One‑to‑one help: from a teacher aide/LSA.
Assistive technology: laptop/computer use and tools.
Access arrangements: extra time, readers, seating away.
Adapted materials: differentiated worksheets and resources.
Environment tweaks: layout, noise or lighting changes.
Pastoral support: counselling or regular check‑ins.
Language support: pre‑teaching vocabulary and scaffolded talk.

Legal framework and learner rights in the UK

In UK education, learning support is structured and reviewed rather than ad‑hoc. Schools and colleges use a graduated approach—assess, plan, do, review—drawing on information from the learner, parents/carers, staff and external professionals. Support is implemented in class wherever possible, recorded in a plan, and checked regularly to see what’s working and what needs to change.

Early identification and assessment: needs are identified promptly and considered holistically.
A clear plan of support: targeted strategies and classroom adjustments are agreed and shared with staff.
Exam access arrangements where appropriate: for example extra time, a reader, a laptop or seating away.
Learner and parent voice: involvement in decisions and reviews.
Post‑16 support services: FE/HE providers offer one‑to‑one help, technology and special exam arrangements.

Key roles in learning support: SENCOs, specialists and LSAs

Effective learning support depends on clear roles working in sync. Schools follow a graduated approach and bring together classroom staff, parents and external professionals to create and refine support that works, with arrangements such as extra time, readers or laptop use built in where appropriate.

SENCO/SENDCO: Leads SEND provision; coordinates assess–plan–do–review, writes/updates support plans, advises teachers, and liaises with parents and external professionals.
Specialists: Specialist teachers, therapists and psychologists who assess needs and recommend strategies, interventions and exam access arrangements.
Learning Support Assistants (LSAs): Provide day‑to‑day one‑to‑one or small‑group help, implement strategies and use adapted materials and technology in class.

What learning support assistants do: skills, duties and qualifications

Learning Support Assistants (LSAs) provide practical, day‑to‑day help so learners can access teaching and make progress. Working one‑to‑one or in small groups, they implement strategies from support plans, adapt materials, use assistive technology, and help embed exam access arrangements, while feeding back to teachers and the SENCO on what works.

Core duties: clarifying instructions; scaffolding tasks; pre‑teaching vocabulary; reading with/for pupils; encouraging communication; behaviour support; pastoral check‑ins; assisting with therapy sessions; supervising activities; following care plans; keeping records and preparing materials.
Key skills: empathy and calmness; active listening; clear communication; flexibility; knowledge of key stage curricula; ability to differentiate resources; safeguarding awareness; teamwork.
Qualifications: 5 GCSEs (grades 9–4) including English and Maths; Level 2 Certificate in Supporting Teaching and Learning; enhanced DBS check; prior classroom experience. Desirable: SEND experience and relevant higher‑level study.

Learning support plans, SEN support and EHCPs

Effective learning support is written down so everyone knows what to do and whether it’s working. In UK schools this usually sits under SEN Support, using a graduated assess–plan–do–review cycle. The plan itself may be called a Learning Support Plan (LSP) or an Individual Education Plan (IEP).

Learning Support Plans/IEPs: Personalised summaries of needs, a small set of proven classroom strategies and adjustments, and any exam access arrangements (e.g., extra time, reader, laptop, seating away). Created with the learner and parents, used by staff, and updated regularly.
SEN Support: For learners who need more or different help than peers without a statutory plan. Schools try strategies in class, adapt materials/technology, and review what works with parents and professionals.
EHCPs (Education, Health and Care Plans): A formal plan following an assessment process where needs are more complex or long‑term. Services collaborate on the provision set out in the plan, and it is reviewed routinely.

Learning support in further and higher education

Post‑16, learning support continues in colleges and universities and is built around assessed need. Providers offer one‑to‑one help, assistive technology and special exam access arrangements (for example, extra time, a reader, seating away or a laptop), with support reviewed regularly using an assess–plan–do–review cycle. Colleges also support learners with disabilities, medical conditions and specific learning difficulties through targeted adjustments. In higher education, eligible healthcare students can apply for the NHS Learning Support Fund alongside academic adjustments. Most providers explain how to request help at or after enrolment so it’s in place for teaching and assessments.

How to access learning support: steps for parents, learners and employers

Accessing learning support is straightforward when you follow the assess–plan–do–review cycle: build a picture of need, agree practical adjustments, try them in learning, and review together. Keep notes, share evidence, and focus on what enables access and progress.

Parents (schools): Speak to the class teacher and SENCO; share concerns and any reports; request an assess–plan–do–review cycle; agree a brief Learning Support Plan/IEP with concrete strategies and any exam access arrangements (e.g., extra time, reader, laptop); set review dates; if needs are complex, discuss an EHCP needs assessment.
Learners (FE/HE): Contact the learning support/disability team at application or enrolment; provide diagnostic evidence where relevant; agree adjustments (one‑to‑one help, assistive tech, exam access arrangements); ensure they are embedded in teaching and assessments; review regularly.
Employers/training providers: Map role/training demands; meet with the learner; build agreed adjustments into the training plan (clear instructions, extra time, quiet space, technology); review impact and record what works; involve specialist advice where needed.

Funding options for learning support in the UK

Funding for learning support depends on your age, level and course. Support itself (one‑to‑one help, assistive technology, exam access arrangements) is usually provided by your school/college/university, while separate financial schemes can help with course‑related costs. Always check eligibility, evidence requirements and deadlines before you apply.

Learner Support (FE): Government help to pay for things you need to attend your course that aren’t covered by your fees. You normally apply through your college.
NHS Learning Support Fund (HE health): Additional funding for eligible healthcare students, administered by the NHSBSA; apply while enrolled on an eligible course.
Provider support services: Colleges and universities can organise practical support and advise you on any available financial help at enrolment or via their support team.

Learning support in professional and workplace training

In professional and workplace training, learning support ensures adults can access learning, meet compliance standards and transfer skills to the job. Providers and employers make reasonable adjustments—within awarding‑body rules—such as clearer step‑by‑step briefs, pre‑course materials, assistive technology, smaller groups, quiet spaces, practical demonstrations and, where permitted, extra processing time in assessments. Flexible delivery is often the biggest enabler: e‑learning, public classroom, in‑house on site and virtual classroom (CAA‑approved) options let teams train around shifts and roles. In safety‑critical areas like dangerous goods (IATA/IMDG/ADR/RID), post‑training coaching helps embed learning through assess–plan–do–review.

Learning support vs additional learning support vs SEND: terms explained

These terms overlap and are sometimes used interchangeably, but they describe different things. Learning support is the catch‑all for tailored help that enables access and progress. Additional learning support (ALS) typically means more or different help than usual—often one‑to‑one—and can be short‑ or long‑term, not always linked to a disability.

Learning support: Any targeted help, adjustments, technology or arrangements that remove barriers to learning.
Additional learning support (ALS): Extra help beyond usual classroom practice (e.g., teacher‑aide one‑to‑one), sometimes due to circumstances like bereavement or illness, not only SEND.
SEND: Special educational needs and disabilities—describes a learner’s needs; many with SEND require learning support, but some learners need support without SEND.

Think: SEND = needs; learning/ALS = provision.

Common questions about learning support

Quick answers to FAQs so you can act with confidence. Learning support in the UK is practical, flexible and reviewed regularly; it spans classroom adjustments, one‑to‑one help, technology and assessment arrangements, and is available in schools, colleges, universities and professional training.

Do I need a diagnosis? No; support is need‑led. Diagnosis helps.
Who do I speak to? Class teacher/SENCO; in FE/HE, support/disability team.
Are exam adjustments included? Yes: extra time, reader, laptop, or seating away.
What funding exists? Learner Support (FE) and NHS Learning Support Fund.

Conclusion

Learning support is simply the right help at the right time so learners can access, participate and succeed. In the UK that means a clear assess–plan–do–review cycle, practical classroom adjustments and exam access arrangements, led by SENCOs, specialists and LSAs, recorded in LSPs or EHCPs where needed. Your next steps are straightforward: speak to the school or provider, share evidence, agree strategies, and review. For course‑related costs, check Learner Support (FE) and the NHS Learning Support Fund (eligible HE health courses).

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