Job titles can be confusing. This guide compares Teaching Assistant (TA), Learning Support Assistant (LSA) and Learning Mentor roles—so you can see how they differ in focus, where they overlap, and which path fits your skills and schedule.

At a glance: how the roles differ

• Teaching Assistant (TA) — classroom‑wide support: routines, small‑group/1:1 learning, resources, behaviour consistency.
• Learning Support Assistant (LSA) — similar to TA but more targeted: often 1:1 or small‑group SEND support linked to EHCP/IEP targets.
• Learning Mentor — pastoral focus: attendance, behaviour, social/emotional coaching, barriers to learning; often works across classes/year groups.

Settings, focus & typical duties

• TA — supports teacher during input, runs group tasks, hears readers, prepares resources, supervises transitions, logs notes.
• LSA — implements adjustments for named pupils (visuals, chunked tasks, movement breaks), records progress to EHCP targets, liaises with SENCO.
• Learning Mentor — 1:1/ small‑group sessions on attendance, confidence, self‑regulation; restorative conversations; family liaison; supports reintegration after exclusions/absence.

Qualifications & entry routes

• TA/LSA route — Level 3 Supporting Teaching & Learning: Award (knowledge‑only, no placement), Certificate (placement), Diploma (broader competence). HLTA later with experience.
• Learning Mentor — many schools accept STL Level 3 plus strong behaviour/pastoral experience. Helpful CPD: safeguarding refreshers, behaviour/de‑escalation, mental‑health awareness, ELSA or similar where offered.
• DBS — employers/placements arrange checks. Study from Home does not apply for DBS checks.

How your day may look

• TA — whole‑class routines → small‑group intervention → playground duty → reading records → resources for tomorrow.
• LSA — meet pupil on arrival → in‑class scaffolds → short withdrawal intervention → log against EHCP → quick handover to teacher/SENCO.
• Learning Mentor — check attendance list → 1:1 mentoring slot → liaise with parents → mediate low‑level conflict → reintegration plan with class team.

Hours & working pattern

• TA/LSA — typically term‑time, classroom‑hour aligned; some posts include breakfast/after‑school clubs.
• Learning Mentor — often term‑time but may span early/late slots for meetings, attendance follow‑up or home‑school liaison.

Progression

• TA → HLTA, specialist SEND, pastoral or intervention lead, then teacher training (with additional study).
• LSA → specialist SEND roles (ASC, SEMH, speech & language TA), behaviour support, HLTA.
• Learning Mentor → pastoral/attendance lead, safeguarding/DSL team roles, family liaison, behaviour support lead.

Which role fits you?

• Choose TA — you enjoy classroom routines, group facilitation and varied tasks across the day.
• Choose LSA — you like focused 1:1/SEND support, tracking small steps of progress and collaborating with SENCOs.
• Choose Learning Mentor — you’re drawn to pastoral work, coaching, attendance and behaviour, with time both in and out of class.

Frequently Asked Questions

Is an LSA the same as a TA?

Many duties overlap. “LSA” often signals a focus on 1:1 or small‑group SEND support linked to EHCP targets, while “TA” can be broader classroom support.

Can a TA apply for LSA jobs (and vice‑versa)?

Yes. Emphasise relevant experience—SEND adjustments, EHCP notes, small‑group interventions, behaviour routines. Qualifications are typically the same STL Level 3 routes.

What does a Learning Mentor do day‑to‑day?

Pastoral work: 1:1 coaching, attendance follow‑up, confidence and self‑regulation, restorative conversations, family liaison, transition support back into class.

Which qualification should I take?

For classroom TA/LSA roles, Level 3 Supporting Teaching & Learning (Award/Certificate/Diploma). For Learning Mentor posts, schools often accept STL plus behaviour/pastoral CPD.

Do I need a placement and a DBS?

STL Level 3 Award is knowledge‑only (no placement). The Certificate/Diploma require a placement. Employers/placements arrange DBS checks.