What can I do with a Level 2 Diploma in Learning Support?

This diploma qualifies you for roles such as teaching assistant, learning support assistant, or special needs assistant in primary, secondary, or special schools. It also provides a pathway to Level 3 qualifications, such as the Diploma in Specialist Support for Teaching and Learning in Schools, or apprenticeships. Many learners use it to gain paid employment in schools while continuing their professional development.

Do I need to have experience with SEND to take this course?

No prior SEND experience is required, as the course covers the fundamentals. However, having a genuine interest in supporting children with additional needs is beneficial. The diploma includes units on SEND, so you will learn about conditions like dyslexia, autism, and ADHD, and how to support these learners effectively.

How is the Ascentis Level 2 Diploma assessed?

Assessment is through a portfolio of evidence, which includes written assignments, case studies, observations of your practice (if you are in a placement), and reflective accounts. There are no exams. You will be assessed against learning outcomes for each unit, and your tutor will provide feedback to help you meet the standards.

Can I study this diploma online?

Yes, many providers offer this diploma online or through blended learning. However, you will need to complete a work placement (usually at least 100 hours) in a school or educational setting to demonstrate practical skills. Online learning covers theory, while placement allows you to apply knowledge in real classrooms.

What is the difference between a Level 2 and Level 3 Diploma in Learning Support?

The Level 2 Diploma is introductory, focusing on core skills and knowledge under supervision. The Level 3 Diploma is more advanced, requiring greater independence, such as planning and delivering learning activities, and often includes specialist units like supporting learners with complex needs. Level 3 is suitable for those aiming for senior teaching assistant roles.

Is safeguarding a big part of this qualification?

Yes, safeguarding is a mandatory unit and a key theme throughout the diploma. You will learn about legal frameworks (e.g., Keeping Children Safe in Education), how to recognise signs of abuse, and your duty to report concerns. This knowledge is essential for anyone working with children and is regularly updated to reflect current guidance.

Attention Deficit Hyperactivity Disorder Awareness

ASCENTIS

vocational

This unit introduces learners to Attention Deficit Hyperactivity Disorder (ADHD) by exploring its definition, core symptoms, and diagnostic criteria. It examines the multifactorial causes, including genetic and environmental influences, alongside common treatment approaches such as medication and behavioural therapy. The unit also focuses on how ADHD impacts individuals’ daily functioning and learning, and equips learners with practical strategies to support educational engagement and achievement.

Learning Outcomes

Assessment Guidance

Key Skills

Key Terms

Assessment Criteria

Assessment criteria

Ascentis Level 2 Diploma in Learning Support

Topic Overview

The Ascentis Level 2 Diploma in Learning Support is a vocationally-related qualification designed for individuals who wish to work as teaching assistants, learning support assistants, or in similar roles within educational settings. This diploma covers the essential knowledge and skills required to support the learning and development of children and young people, including those with special educational needs and disabilities (SEND). It is structured around core units such as understanding roles and responsibilities, promoting positive behaviour, supporting literacy and numeracy, and safeguarding. The qualification is nationally recognised and provides a solid foundation for progression to Level 3 qualifications or employment in schools.

This diploma matters because it equips learners with practical strategies to assist teachers, create inclusive learning environments, and help students overcome barriers to learning. It emphasises the importance of communication, teamwork, and reflective practice, which are crucial for effective support. By completing this qualification, students gain confidence in their ability to contribute meaningfully to the classroom, whether by working one-to-one with pupils, leading small groups, or preparing resources. The content aligns with current educational policies, such as the SEND Code of Practice, ensuring that learners are up-to-date with best practices.

Within the wider subject of Learning Support, this diploma sits as a foundational step. It bridges the gap between general childcare qualifications and specialised SEND roles. Students who master this content will be well-prepared to handle the diverse needs of learners, from early years to post-16 settings. The qualification also fosters a deep understanding of how to promote equality, diversity, and inclusion, which are central to modern education.

Key Concepts

Core ideas you must understand for this topic

→Roles and responsibilities: Understanding the boundaries of a learning support role, including when to refer concerns to the teacher or designated safeguarding lead.
→Safeguarding: Recognising signs of abuse or neglect and following correct procedures, as outlined in the school's safeguarding policy and the Children Act 2004.
→Supporting SEND: Implementing strategies from Education, Health and Care Plans (EHCPs) and using differentiation to meet individual needs.
→Behaviour management: Applying positive behaviour support techniques, such as de-escalation and restorative practice, to maintain a safe learning environment.
→Assessment for learning: Using formative assessment methods, like observation and questioning, to track progress and adapt support.

Learning Objectives

What you need to know and understand

Know what is meant by 'attention deficit hyperactivity disorder' (ADHD), Know about the causes of and treatments for ADHD, Know how ADHD is assessed, Know how ADHD can affect individuals, Know about ways to support the learning of individuals with ADHD

Assessment Criteria

Key criteria assessors look for in your portfolio

Award credit for accurately defining ADHD as a neurodevelopmental disorder characterised by persistent inattention, hyperactivity, and impulsivity that interferes with functioning or development.
Look for evidence that the learner identifies at least two recognised causes or risk factors, such as genetic predisposition, prematurity, or prenatal exposure to toxins, with clear explanation.
Expect the learner to describe the multi-modal approach to treatment, including pharmacological interventions (e.g., stimulants) and non-pharmacological strategies (e.g., cognitive behavioural therapy, parent training).
Assess whether the learner outlines the diagnostic process, referencing the use of DSM-5 or ICD-11 criteria, multi-informant assessments, and rating scales like the Conners’ scales.
Credit demonstration of understanding ADHD’s impact on learning, such as difficulties with executive functioning, working memory, time management, and social interactions.
Reward practical, individualised support strategies in educational settings, including environmental modifications, clear routines, chunking of tasks, and positive reinforcement.

Assessment Guidance

Guidance for achieving higher grades

💡Use precise, professional terminology such as ‘executive dysfunction’ and ‘hyperactive-impulsive presentation’ to demonstrate depth of understanding.
💡When answering questions on causes, always present a balanced view covering both genetic and environmental factors to show critical awareness.
💡For treatment-related questions, structure your response to include both pharmacological and psychosocial interventions, providing examples of each.
💡In assessment scenarios, refer to the DSM-5 diagnostic criteria by name and explain that diagnosis requires symptoms present in multiple settings before age 12.
💡If asked about supporting learning, link your strategies directly to common difficulties, such as recommending visual timetables for time management issues.
💡Support your points with real-world applications, such as describing how a teaching assistant might use prompting and redirection without disrupting the class.
💡When answering questions about roles and responsibilities, always refer to the school's policies and the importance of working within your remit. Mentioning the 'chain of command' (e.g., reporting to the class teacher) shows understanding of professional boundaries.
💡For behaviour management questions, use specific examples of strategies (e.g., 'use of a visual timetable for a child with autism') rather than generic statements. This demonstrates application of theory to practice.
💡In safeguarding scenarios, always state the immediate action (e.g., 'record the disclosure verbatim and report to the designated safeguarding lead') and explain why confidentiality is limited. Avoid saying 'keep it a secret'.

Common Mistakes

Common errors to avoid in your coursework

Many learners confuse ADHD with general bad behaviour or lack of discipline, failing to recognise it as a neurodevelopmental condition with biological underpinnings.
Commonly, learners oversimplify causes by attributing ADHD solely to poor parenting or diet, ignoring the strong genetic and neurological factors.
A frequent error is assuming medication is the only treatment, neglecting the importance of behavioural interventions and educational support.
Learners often incorrectly state that ADHD can be diagnosed through a single test or brain scan, rather than a comprehensive clinical assessment.
Some mistakenly believe ADHD only affects children, overlooking its continuation into adulthood and the potential for lifelong impact on learning and employment.
When suggesting support strategies, a common oversight is adopting a one-size-fits-all approach instead of tailoring interventions to the individual’s specific needs and strengths.
Misconception: Learning support assistants (LSAs) are just 'helpers' who follow instructions without using their own judgement. Correction: LSAs are expected to use initiative within their role, adapting support based on pupil responses and contributing to planning and feedback.
Misconception: Safeguarding only involves physical abuse. Correction: Safeguarding covers emotional abuse, neglect, online safety, and radicalisation, as per the Prevent duty.
Misconception: Supporting SEND means lowering expectations. Correction: High expectations should be maintained for all learners; support should focus on removing barriers, not reducing challenge.

Frequently Asked Questions

Common questions students ask about this topic

Before You Start

Prior knowledge that will help with this topic

•Basic understanding of child development (e.g., typical milestones for ages 0-19) is helpful but not essential, as the diploma covers this.
•GCSE English and Maths at grade C/4 or equivalent are recommended to handle written assignments and numeracy support tasks.
•Experience working or volunteering with children (e.g., in a school or youth group) provides valuable context but is not mandatory.

Key Terminology

Essential terms to know

Know what is meant by 'attention deficit hyperactivity disorder' (ADHD), Know about the causes of and treatments for ADHD, Know how ADHD is assessed, Know how ADHD can affect individuals, Know about ways to support the learning of individuals with ADHD

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Attention Deficit Hyperactivity Disorder Awareness

Assessment criteria

Topic Overview

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Learning Objectives

Assessment Criteria

Assessment Guidance

Common Mistakes

Frequently Asked Questions

Before You Start

Key Terminology

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