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The Dynamic Primary Learner Screener (DPLS)

Supporting Foundational Literacy in Key Stage 1

Section 1: Introduction & Purpose

Welcome to The Dynamic Primary Learner Screener (DPLS). This tool is designed for Key Stage 1 educators to gain insights into a child's foundational literacy development (ages 5-7, Years 1 & 2).

Who is this Screening Tool For?

This screener is specifically for Key Stage 1 Teachers, Teaching Assistants (TAs), Higher Level Teaching Assistants (HLTAs), SENCos, and Parents.

What Will This Tool Do?

The DPLS will help to:

Identify specific indicators of reading, writing, and spelling difficulties.
Highlight the child's emerging strengths in various developmental areas.
Inform immediate, differentiated classroom strategies and interventions.
Guide discussions for further support or assessment.

Important Information:

It is vital to understand that the DPLS is a screening tool, not a formal diagnostic assessment for dyslexia or any other learning difficulty. It is designed to inform early intervention and support, not to label.

Our Strengths-Based Approach:

We believe every child has unique strengths and a developmental pathway. The DPLS focuses on identifying and building upon the child's strengths (e.g. strong verbal comprehension, mathematical reasoning, practical skills, creativity) to support literacy development and foster a positive self-concept. This aligns with and is a foundational component of The Dynamic Development Plan.

Let us begin to explore the child's unique potential!

Section 2: Child's Background & Educational Profile

This section helps us understand the child's early experiences and current educational context. Please complete all relevant fields or mark 'N/A' (Not Applicable).

Child's Details & School Information

1. Child's Full Name:

2. Child's Date of Birth:

3. Current Year Group (e.g. Year 1, Year 2):

4. Name of Teacher/Practitioner Completing Tool:

5. Date of Screening Tool Completion:

Family History & Early Learning

6. Is there any family history of reading, writing, or learning difficulties (e.g. dyslexia, speech and language delays)?

Yes No Not sure

7. Were there any early learning concerns (e.g. in Reception year) related to literacy?

Yes No Not sure

General Classroom Observations

8. Describe the child's general engagement and attention in literacy activities compared to other subjects.

Section 3: Foundational Literacy Skill Observations

Observe the child during structured literacy tasks. Note their performance and any specific patterns of difficulty or strength. Use the guidance provided for each area.

FOR TEACHER/PRACTITIONER USE ONLY: Administer these tasks and record observations/notes below.

1. Phonological Awareness (Phoneme Level)

Observe if the child can: blend individual sounds to make words (e.g. /c/-/a/-/t/ -> cat), segment words into individual sounds, or manipulate sounds (e.g. say 'cat' without the /c/).

Level of Skill:

Emerging Developing Secure

2. Letter-Sound Correspondence & Decoding

Observe if the child can: consistently provide sounds for common letters/digraphs, blend sounds to read CVC words (e.g. 'cat', 'dog'), or attempt to read simple nonsense words (e.g. 'zog', 'fim').

Level of Skill:

Emerging Developing Secure

3. Reading Fluency & Comprehension (Simple Text)

Ask the child to read a simple, age-appropriate sentence or two. Note accuracy, speed, and then ask a simple question about what they read.

"The cat sat on the mat. It was a big, black cat."

Level of Skill:

Emerging Developing Secure

4. Spelling & Early Writing

Ask the child to write a few simple CVC words (e.g. 'cat', 'dog', 'sun') or their name. Observe their spelling attempts and letter formation.

Level of Skill:

Emerging Developing Secure

5. Rapid Automatised Naming (RAN) - Letters/Numbers

Present a simple row of alternating letters and numbers (e.g. A 1 B 2 C 3). Ask the child to name them as quickly as possible. Time them.

Example: A 1 B 2 C 3 D 4 E 5

Time taken (seconds):

Observations (e.g. slow, hesitant, errors, self-correction):

6. Working Memory (Auditory & Visual)

Auditory: Read a short sequence of unrelated words (e.g. 'cat', 'blue', 'jump'). Ask the child to repeat. Visual: Show 3-4 simple pictures, hide them, ask child to name them.

Auditory Example: "Say 'dog, red, run'."

Visual Example: (Show pictures of: apple, car, flower, then hide)

Memory Performance (e.g. Good auditory, struggled with visual, short span):

Observations (e.g. needed repetition, forgot items, easily distracted):

Overall Observations from Professional (Optional, but highly recommended):

Note any general observations during this section: signs of frustration, fatigue, compensatory strategies used, visual tracking, engagement.

Section 4: Child's Strengths & Learning Preferences

Every child has unique talents! This section helps us celebrate what the child excels at and how they learn best.

1. Describe the child's cognitive strengths:

(e.g. strong verbal comprehension, mathematical reasoning, visual-spatial skills, problem-solving, creativity)

2. Describe the child's social-emotional strengths:

(e.g. empathy, kindness, leadership, resilience, persistence, curiosity, enthusiasm)

3. How does the child prefer to learn new things?

(Tick all that apply)

By doing hands-on activities By seeing pictures, diagrams, or videos By listening to someone explain By reading instructions or books By discussing with others By trying to solve problems

4. Does the child show particular interest or talent in any specific areas?

(e.g. maths, music, art, sports, science, nature)

Section 5: Phonics Screening Check & DPLS's Role

This section considers the child's performance in the Year 1 Phonics Screening Check (PSC) and how the DPLS observations provide a richer context.

Phonics Screening Check (PSC) Result

The PSC is a statutory assessment in Year 1 (ages 5-6) in England. It confirms whether children have met expected phonic decoding standards. Please provide the child's result if available.

Year 1 Phonics Screening Check Score (out of 40):

Notes on PSC performance (if applicable):

DPLS's Role in Context

While the PSC provides a score, the DPLS offers a deeper, qualitative understanding of the child's learning profile, including their strengths, which is essential for truly personalised support (in line with The Dynamic Development Plan). It helps contextualise PSC results.

Section 6: Findings & Recommendations

FOR TEACHER/PRACTITIONER USE ONLY: Use this section to interpret findings and outline actionable recommendations based on the child's responses and observations.

Overall Learner Profile & Strengths:

Based on all sections, what are the child's unique strengths and preferred ways of learning?

Potential Indicators of Dyslexia (KS1 Context):

Based on the screening observations, are there consistent early indicators of dyslexia? (Refer to specific observations from Sections 2, 3, and 4). Avoid definitive diagnosis.

Immediate Classroom Strategies & Interventions (The Dynamic Development Plan in Action):

Suggest immediate, practical, and differentiated classroom strategies. Focus on leveraging strengths and providing targeted support for foundational literacy skills.

Recommendations for Next Steps & Collaboration:

What should happen next? How can school and parents work together? When might further discussion with a SENCo for more in-depth assessment be beneficial?

Recommended Next Steps: Implement differentiated classroom strategies
Provide small-group literacy intervention
Explore assistive technology (e.g. text-to-speech)
Discuss with SENCo for in-depth assessment
Enhance home-school collaboration
Other (please specify below)

Thank you for completing The Dynamic Primary Learner Screener (DPLS).

This tool is designed to empower you with understanding and practical pathways for the child's future.

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The Dynamic Primary Learner Screener (DPLS)

Section 1: Introduction & Purpose

Who is this Screening Tool For?

What Will This Tool Do?

Important Information:

Our Strengths-Based Approach:

Section 2: Child's Background & Educational Profile

Child's Details & School Information

Family History & Early Learning

General Classroom Observations

Section 3: Foundational Literacy Skill Observations

1. Phonological Awareness (Phoneme Level)

2. Letter-Sound Correspondence & Decoding

3. Reading Fluency & Comprehension (Simple Text)

4. Spelling & Early Writing

5. Rapid Automatised Naming (RAN) - Letters/Numbers

6. Working Memory (Auditory & Visual)

Section 4: Child's Strengths & Learning Preferences

Section 5: Phonics Screening Check & DPLS's Role

Phonics Screening Check (PSC) Result

DPLS's Role in Context

Section 6: Findings & Recommendations

Overall Learner Profile & Strengths:

Potential Indicators of Dyslexia (KS1 Context):

Immediate Classroom Strategies & Interventions (The Dynamic Development Plan in Action):

Recommendations for Next Steps & Collaboration:

DDP Generated Report

Sign up for Newsletter

The Dynamic Primary Learner Screener (DPLS)

Section 1: Introduction & Purpose

Who is this Screening Tool For?

What Will This Tool Do?

Important Information:

Our Strengths-Based Approach:

Section 2: Child's Background & Educational Profile

Child's Details & School Information

Family History & Early Learning

General Classroom Observations

Section 3: Foundational Literacy Skill Observations

1. Phonological Awareness (Phoneme Level)

2. Letter-Sound Correspondence & Decoding

3. Reading Fluency & Comprehension (Simple Text)

4. Spelling & Early Writing

5. Rapid Automatised Naming (RAN) - Letters/Numbers

6. Working Memory (Auditory & Visual)

Section 4: Child's Strengths & Learning Preferences

Section 5: Phonics Screening Check & DPLS's Role

Phonics Screening Check (PSC) Result

DPLS's Role in Context

Section 6: Findings & Recommendations

Overall Learner Profile & Strengths:

Potential Indicators of Dyslexia (KS1 Context):

Immediate Classroom Strategies & Interventions (The Dynamic Development Plan in Action):

Recommendations for Next Steps & Collaboration:

DDP Generated Report

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