Personalised Learning Pathway

Student Information

• Name: Jamie Taylor
• Age: 9 (Year 5)
• Class: 1:1 Support
• Date: [Insert Date]
• Teacher: [Insert Teacher Name]
• Special Educational Needs: Moderate dyslexia, mild speech delay
• Strengths: Excellent verbal communication, strong empathy and social understanding
• Interests: Reading adventure stories, drawing, nature walks

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Present Levels of Performance

• Literacy:
  Jamie can decode simple texts fluently but struggles with multisyllabic words and spelling irregularities. Writing tasks show good ideas but spelling and punctuation require ongoing support.

• Numeracy:
  Confident with multiplication tables and basic division but requires visual aids and repetitive practice for fractions and decimals.

• Social Skills:
  Demonstrates positive relationships with peers and adults. Occasionally needs support managing time and following a multi-step task independently.

• Communication:
  Speech is clear but tends to omit some plural and past tense endings in spontaneous conversation. Needs prompts to self-correct.

• Physical Development:
  Fine motor skills adequate for handwriting. Can benefit from short movement breaks to improve concentration.

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Annual Goals (to be achieved by end of academic year)

1. Literacy:
   Improve spelling accuracy of Year 5 common exception words to 80% accuracy in written work, consistent use of punctuation including commas and apostrophes.

2. Numeracy:
   Demonstrate confident use of fractions and decimals in practical problem-solving tasks with 75% independence.

3. Social & Emotional:
   Independently manage a daily timetable, including transitions between activities, with prompts reduced from visual to verbal.

4. Communication:
   Use accurate verb endings in spontaneous speech and self-correct 70% of errors with adult support.

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Short-Term Objectives (6-8 weeks)

Goal	Objective	Success Criteria
Literacy	Recognise and spell 10 new Year 5 common exception words	Spell at least 8/10 correctly in weekly tests
Literacy	Use commas to separate items in a list	Incorporate commas correctly in two consecutive written tasks
Numeracy	Understand equivalent fractions with visual aids	Complete fraction matching exercises with 80% accuracy
Social Skills	Follow a three-step daily schedule independently	Successfully complete daily schedule with maximum one adult prompt
Communication	Use past tense verb endings correctly in sentences	Use correct past tense endings in 4/5 spoken sentences during activities

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Accommodations and Modifications

• Environment:
  Quiet, distraction-reduced workspace with access to coloured overlays for reading.

• Instruction:
  Multi-sensory teaching methods – use of audio, visual, and kinaesthetic materials. Small chunked instructions and frequent checks for understanding.

• Resources:

  • Phonics and spelling games tailored to common exception words.
  • Visual timetable with symbols.
  • Number lines and fraction pizzas for numeracy concepts.
  • Speech modelling and repetition activities.

• Assessment:
  Use of oral and practical tasks alongside written assessments. Allow verbal responses where appropriate.

• Physical:
  Access to fine motor skill warm-ups and movement breaks every 20 minutes.

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Assessment Methods

• Formative Assessment:

  • Weekly spelling quizzes with feedback and targeted revision.
  • Observation notes on task independence and communication accuracy during lessons.
  • Short practical numeracy tasks scored during lessons.

• Summative Assessment:

  • Termly writing portfolio to check progress in punctuation and spelling.
  • End-of-term maths assessment using both written and practical questions on fractions and decimals.

• Self-Assessment Opportunities:
  Jamie will use a simple 'traffic light' system to indicate how confident he feels about tasks at the start and end of lessons.

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Progress Monitoring

• Frequency:
  Every 3 weeks, review short-term objectives and update strategies as needed with input from Jamie, parents, and other professionals.

• Method:
  Collate assessment data and observational notes. Use IEP review meetings to set next incremental steps.

• Communication:
  Weekly communication log for parents including successes and areas to practise at home.

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60-Minute Session Outline

Time	Activity	Details	Resources
0-5 mins	Welcome & Review	Discuss ‘traffic light’ confidence for today’s tasks. Set clear objectives.	Visual ‘traffic light’ chart
5-20 mins	Literacy Focus	Practice spelling 5 new common exception words using multi-sensory methods (e.g., write in sand tray, say aloud). Include commas in simple sentences.	Sand tray, flashcards, word lists
20-35 mins	Numeracy Focus	Interactive fraction activities with pizzas and fraction walls. Match equivalent fractions.	Fraction pizza models, fraction wall printouts
35-40 mins	Movement Break	Short sensory break with stretching and simple gross motor movements.	Movement cards
40-55 mins	Communication & Social Skills	Role-play a daily timetable scenario focusing on correct verb tenses and sequence. Provide verbal and visual prompts.	Visual timetable cards, prompt scripts
55-60 mins	Review & Feedback	Jamie reflects using traffic light system; teacher notes progress; set simple home practice.	Traffic light chart, feedback log

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This Individual Education Plan is designed to support Jamie’s personalised learning journey in accordance with the National Curriculum for England’s Year 5 expectations across Literacy, Numeracy, and Personal Development. The plan prioritises tailored approaches, ongoing assessments, and collaborative communication to maximise success within a 1:1 setting.