DOCUMENTED LEARNING PLAN

Date: Student’s legal name: Preferred name: First language:

Plan Number: 2 Homeroom Teacher: Ms Amy Year/Grade: 4H

Review Date for this plan: Level of Support: General Performance Level:
5 December 2023 Tier 2 ☒ Working significantly below/slightly below/at/slightly
Tier 3 ☐ above/significantly above grade level
Annual Review month: Student’s Strengths and Interests: Student’s areas of difficulty:
June 2024 Swimming, horse riding Spelling and reading polysyllabic words
Farah has a passion for science investigations and comes Telling the time, determining right and left, sequencing
up with great ideas to test out her hypotheses Completing written tasks in the allocated time
Category of Need: Main Barriers to Learning: Additional Barriers to Learning:
Specific Learning Difficulty – dyslexia Poor phonological awareness Difficulty with organizing tasks and equipment, planning and
(diagnosed December 2022) Weak working memory prioritizing
Access Arrangements: How to help: Things to avoid:
Provide a reader for tests, where permitted Support written and spoken language with images and Overloading Farah with multi-step instructions
gesture
Provide alternative means of recording e.g. speech to text
Audiobook versions of key texts, where available

Area of learning and development: Long term target: Short term target:
Spelling Farah will have improved her spelling so that she is able Farah will be able to spell words with tch and ch, and j and dge,
to convey her thoughts, ideas and responses more and will know the spelling rules that determine when they
effectively should be used
Target
Number Strategies and Provision to achieve target Support at home Success Criteria

• Spelling intervention with Ms Jenny 3x a week for 20 minutes per session Nessy – ensure Farah will know and apply the spelling rules
1 • Access to Nessy reading and spelling online at home and at school Farah and parents for these phonemes in her writing as
evidenced in 4-5 pieces of work this term.

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 DOCUMENTED LEARNING PLAN

• Visual aids with spelling rules on her desk and in her English copybook know how to
• Homeroom teacher to remind Farah of the spelling rules as opportunities arise, e.g. access it at home
when they appear in key vocabulary for a lesson Evidence of Progress
• Farah will refer to the visual aids
unprompted
• Farah will spell these sounds correctly
in target words during intervention
sessions
• Farah will spell these words correctly in
her written work and recognize when
she has made errors

Area of learning and development: Long term target: Short term target:
Reading (decoding) Farah will develop her decoding ability so that she is Farah will be able to read the topic words associated with this
accessing grade-level texts and content with increasing term’s science, moral education and geography lessons by
independence breaking them into syllables and applying her phonic
knowledge
Target
Strategies and Provision to achieve target Support at home Success criteria
Number
• Topic word lists provided and kept in her folder and on the wall display board Display the word Farah will recognize the words in context
nearest to her desk list, read the and read them accurately on 8/10
• Syllables covered in her 1:1 reading sessions with Ms Amy twice a week words and discuss occasions
• Relevant topic words shared at least the day before the lesson their meaning
• Topic words discussed with whole class as part of teacher input regularly Evidence of Progress:
2 • Farah will break the longer words into
syllables
• Farah will self-correct when she
recognizes that she has read a word
incorrectly

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Area of learning and development: Long term target: Short term target:
Executive function - organization Farah will improve her ability to organize her belongings Farah will use a checklist with relevant images to support her in
and resources so that she has everything she needs for taking the required items to her PE, swimming and Arabic
each lesson and is able to do this with increasing lessons
independence
Target
Strategies and Provision to achieve target Support at home Success criteria
Number
• Provide a laminated checklist with words and images for the resources needed for Use similar Farah will manage her belongings and
each lesson – PE, swimming and Arabic (the Arabic one list should be in both English checklists to help resources for these lessons independently
and Arabic) Farah to pack her and will take and return with the required
• Support Farah in keeping the checklists where she can easily access them and school bag before items on 8/10 occasions.
remind her to use them until she is able to do so unprompted she goes to bed Evidence of Progress:
• PE, swimming and Arabic teachers to be aware of the target and praise Farah when • Farah refers to the checklist with
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she arrives at the lesson with the appropriate resources minimal prompting
• Farah brings her kit and resources
back to class after the sport/Arabic
lessons
• Over time, Farah reduces her reliance
on the checklists

Parents’ comments:

Student’s comments:

Agreed with:
Head of Inclusion
Homeroom Teacher
Inclusion Teacher
Parent
Student

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Review of progress towards targets

Target 1: Next steps:

Review of support given – what went well, what needs to change, implications for the next DLP