Compile information from the class teacher and SENCO first.

Start with the evidence the school already has: classroom observations, work samples, reading and spelling data, screening results, teacher feedback and the views of the child and parent. The SEND Code says these early discussions should cover strengths, difficulties, parent concerns, desired outcomes and next steps, and a note should be kept on record. 

Define the child’s main barriers to learning.

Do not make the plan too broad. Pick the issues that are getting in the way most often, such as decoding, spelling, written output, following multi-step instructions, remembering routines, or finishing work on time. A tight plan is more useful than a long one nobody follows. This matches the graduated approach, where support is shaped around the pupil’s actual needs and refined over time. 

Set a small number of clear outcomes.

Outcomes should be practical and measurable. For example: “Will record homework accurately on 4 out of 5 days”, “Will read an age-appropriate passage with improved fluency”, or “Will produce a paragraph using a scaffold and word bank”. The Code of Practice says support should start with the outcomes you want, then work backwards to the provision needed. 

Write down the support in three parts.

A strong dyslexia support plan usually includes:

1. Universal classroom support - what every teacher should do regularly.

2. Targeted support - small-group or individual intervention where needed.

3. Access arrangements or adjustments - what reduces barriers in day-to-day school life and, where appropriate, in exams.

   This keeps the plan grounded in normal school practice rather than making everything depend on one specialist session a week. 

   
   

Use evidence-based classroom strategies.

Best practice from the EEF is built around high-quality teaching: scaffolding, explicit instruction, cognitive and metacognitive strategies, flexible grouping and appropriate use of technology. In a dyslexia support plan, that often means things like pre-teaching vocabulary, modelling tasks clearly, chunking instructions, using writing frames, reducing copying demands and using assistive technology where helpful. 

Include reasonable adjustments.

The BDA notes that many effective adjustments are simple changes in practice: offering alternatives to heavy writing, giving handouts instead of expecting copying, repeating and chunking instructions, using visual timetables, allowing more processing time, and using multi-sensory teaching. Dyslexia can amount to a disability under the Equality Act 2010, so reasonable adjustments matter. 

Make responsibilities painfully clear.

Name who is doing what: class teacher, TA, SENCO, parent, pupil. If the plan says “use overlays, prompts and technology where appropriate”, that is useless. If it says “English teacher provides printed notes; SENCO checks laptop access; TA pre-teaches spellings twice weekly”, that is a real plan.

Review it properly.

Set a review date when the plan is written. Schools should talk to parents regularly, and the Code says schools should meet parents at least three times a year where a pupil is receiving SEN Support. Reviews should look at impact, not effort: what changed, what did not, and what now needs adjusting. 

What to include in the plan

A useful dyslexia support plan in a UK school will usually include:

• the child’s strengths and interests

• the key difficulties affecting learning

• baseline information or recent assessment data

• a few specific outcomes for the next review period

• classroom strategies all staff should use

• any targeted interventions and their frequency

• reasonable adjustments and access support

• what will happen at home, if relevant

• review date and success measures