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The Dynamic Progress Navigator (DPN)

Supporting Academic Progress in Key Stage 2

Section 1: Introduction & Purpose

Welcome to The Dynamic Progress Navigator (DPN). This tool is designed for Key Stage 2 educators to gain insights into a child's literacy development (ages 7-11, Years 3-6) and its impact on their broader academic progress.

Who is this Screening Tool For?

This screener is specifically for Key Stage 2 Teachers, SENCos, Inclusion Managers, Learning Support Workers, and Parents.

What Will This Tool Do?

The DPN will help to:

Identify persistent indicators of dyslexia and assess their impact on curriculum access.
Highlight the child's established strengths and how they can be leveraged for learning.
Guide targeted interventions and support strategies for academic progress.
Inform discussions for formal assessment or individualised learning plans.

Important Information:

It is vital to understand that the DPN is a screening tool, not a formal diagnostic assessment for dyslexia or any other learning difficulty. It is designed to inform support and identify the need for further investigation, not to label.

Our Strengths-Based Approach:

We believe every child has unique strengths and a developmental pathway. The DPN focuses on identifying and utilising the child's growing cognitive strengths (e.g. logical reasoning, verbal fluency, creative thinking, spatial awareness) as compensatory strategies and areas of excellence. 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 background 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 3, Year 4, Year 5, Year 6):

4. Name of Teacher/Practitioner Completing Tool:

5. Date of Screening Tool Completion:

Family History & Prior Learning

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

Yes No Not sure

7. Has the child received any previous literacy support or interventions (e.g. in KS1)?

Yes No Not sure

General Classroom Observations

8. Describe the child's engagement and effort in reading, writing, and spelling tasks compared to other subjects.

9. How do reading and writing difficulties impact the child's learning across the broader curriculum (e.g. History, Science, Maths word problems)?

Section 3: Core Literacy & Cognitive 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. Reading Fluency & Comprehension (Age-Appropriate Text)

Ask the child to read a short, age-appropriate passage aloud. Note accuracy, speed, and then ask comprehension questions. Compare reading speed to understanding.

"The ancient Egyptians built magnificent pyramids as tombs for their pharaohs. These enormous structures were made from millions of heavy stone blocks, carefully cut and moved into place. It took many years and thousands of workers to complete just one pyramid, a testament to their incredible engineering skills."

Overall Reading Fluency & Comprehension:

2. Spelling & Written Expression (Short Task)

Ask the child to write a short paragraph (3-5 sentences) about a favourite hobby or a recent school trip. Observe spelling accuracy, grammar, sentence structure, and organisation of ideas. Dictate a few common irregular words.

Dictate (if needed): BECAUSE, FRIEND, SAID, PEOPLE, BEAUTIFUL

Overall Spelling & Written Expression:

3. Phonological Processing (Deeper Assessment)

Ask the child to: repeat multi-syllabic non-words (e.g. 'blutterflim'), say words backwards (e.g. 'top' -> 'pot'), or identify sounds in complex words (e.g. 'splash').

Level of Skill:

Emerging Developing Secure

4. Working Memory & Processing Speed

Working Memory: Ask child to remember a sequence of items (e.g. 5-7 numbers/words). Processing Speed: Timed task matching symbols to numbers (e.g. simple coding task).

Overall Performance:

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

Note any general observations during this section: signs of frustration, fatigue, effectiveness of compensatory strategies, 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. logical reasoning, verbal fluency, creative thinking, visual-spatial skills, strong problem-solving)

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

(e.g. empathy, leadership, resilience, persistence, curiosity, collaboration)

3. How does the child prefer to learn new information or skills?

(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, computing, drama)

Section 5: Academic Impact & Self-Perception

This section explores how literacy challenges impact the child's academic confidence and overall well-being.

10. How confident does the child seem about their reading and writing skills in school?

Very low confidence Low confidence Average confidence High confidence

11. How do any difficulties with reading/writing impact the child's emotional well-being or engagement in school?

(e.g. frustration, anxiety, withdrawal, avoidance, low self-esteem)

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 (KS2 Context):

Based on the screening observations, are there consistent 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 literacy skills across the curriculum.

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 specialist literacy intervention
Explore assistive technology (e.g. text-to-speech, mind-mapping)
Discuss with SENCo for in-depth assessment
Enhance home-school collaboration
Other (please specify below)

Thank you for completing The Dynamic Progress Navigator (DPN).

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

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The Dynamic Progress Navigator (DPN)

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 & Prior Learning

General Classroom Observations

Section 3: Core Literacy & Cognitive Skill Observations

1. Reading Fluency & Comprehension (Age-Appropriate Text)

2. Spelling & Written Expression (Short Task)

3. Phonological Processing (Deeper Assessment)

4. Working Memory & Processing Speed

Section 4: Child's Strengths & Learning Preferences

Section 5: Academic Impact & Self-Perception

Section 6: Findings & Recommendations

Overall Learner Profile & Strengths:

Potential Indicators of Dyslexia (KS2 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 Progress Navigator (DPN)

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 & Prior Learning

General Classroom Observations

Section 3: Core Literacy & Cognitive Skill Observations

1. Reading Fluency & Comprehension (Age-Appropriate Text)

2. Spelling & Written Expression (Short Task)

3. Phonological Processing (Deeper Assessment)

4. Working Memory & Processing Speed

Section 4: Child's Strengths & Learning Preferences

Section 5: Academic Impact & Self-Perception

Section 6: Findings & Recommendations

Overall Learner Profile & Strengths:

Potential Indicators of Dyslexia (KS2 Context):

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

Recommendations for Next Steps & Collaboration:

DDP Generated Report

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