Dynamic Development Plan (DDP) Profile

• Learner’s Name: Jamie (Pseudonym)
• Date of Birth (DOB): [Anonymous]
• Date of Profile Creation/Update: 3rd September 2025
• Scheduled Review Date: [3 Months from Date of Creation]
• Year Group/Class: 2nd Year, BA History
• Key School Contact(s) (Name, Role): Personal Tutor (Name, Role), Learning Support Officer (Name, Role)
• Parent/Carer Name(s) & Contact Details: N/A
• Other Key Contacts (e.g., Social Worker, Therapist – Name, Role, Agency, Contact – with consent): University Disability Advisor (Name, Role)
• Photo (Optional, with explicit learner and parent/carer consent)
• Prompt: Attach a recent photo if the learner is comfortable and consent is given. This can help personalise the document.

(This section should be completed with the learner, using their preferred communication methods. Prompts can be adapted based on age/developmental stage. Consider using drawings, voice recordings, photos, or symbols where appropriate. Draw inspiration from One-Page Profile concepts.)

• What I want you to know about me: I’m happiest when I’m reading and researching. I find it difficult to start conversations with new people and don’t like loud, busy places. I have a small, very loyal group of friends who understand me. I can sometimes find it hard to understand social cues or sarcasm.
• How I like to communicate: I need time to think before I speak. I prefer **one-to-one discussions in a quiet space** over speaking in groups. Written instructions and feedback are much easier for me to process than verbal ones.
• My hopes and dreams for the future: I want to complete my degree and pursue a PhD in medieval history. My ultimate goal is to become a historical researcher.
• Things I find exciting or things that make me happy: Discovering a new historical source, getting lost in a good book, and having a deep conversation about a specific topic I’m passionate about.
• Things I might worry about or find challenging: Seminar discussions are very stressful for me. I often have an answer but can’t find the right moment to say it. I also worry about what people think of me.

(Gather input from the learner, family/carers, and educators. Focus on abilities, skills, and positive attributes.)

• What I am good at: I have an excellent memory for detail and a very strong knowledge base in my chosen subject. I am highly motivated and disciplined when I’m interested in a topic. I am a **great listener in one-to-one settings**.
• What I enjoy doing: Reading, research, writing essays, visiting historical sites, and playing tabletop role-playing games with my friends.
• Skills I have: Strong analytical and research skills. I’m very good at independent work and have an exceptional ability to see patterns and connections in historical data.
• Things I am proud of: I achieved a First in my last two essays. I’m proud of the **strong friendships I have built**. I feel proud when I manage to **contribute to a class discussion**.

(Focus on understanding the learner’s unique ways of processing information and engaging with learning.)

• What helps me learn in the classroom: Clear, structured lectures and a quiet environment. Pre-reading is essential for me to feel prepared for discussions.
• What makes learning tricky for me: I find large, noisy lecture halls overwhelming. I also struggle with the **fast-paced, unpredictable nature of group discussions** and often feel anxious about speaking out.
• My sensory preferences/needs: I prefer quiet spaces and am sensitive to loud, sudden noises. I often use noise-cancelling headphones in the library.
• My communication style and preferences: I prefer written communication and **need time to process thoughts before responding verbally**.
• What helps me feel calm, focused, and regulated: Having a clear routine, listening to calm music, and having my dog with me when I’m at home.

The DDP framework focuses on a learner’s strengths, and Jamie’s deep passion for history and research is a major one. This section is included to show what engages him, which can be leveraged to build on his skills.

• What I love learning about: The ethical implications of AI, machine learning, and cryptography. I am also fascinated by the history of technology and how social structures have changed with it.
• My passions and hobbies: Historical fiction, strategy games (chess, tabletop games), and hiking.
• What motivates me: The pursuit of new knowledge and the positive feedback I receive from my personal tutor and friends.
• Favourite topics, books, games, activities, or people who inspire me: N/A

As a 21-year-old university student, Jamie is the primary stakeholder in his own DDP. This section is intentionally left blank to reflect his autonomy and to align with the DDP’s core philosophy of putting the learner’s voice at the centre of the plan, especially in a Higher Education context.

• Key insights into my child: N/A
• Our hopes and aspirations for our child’s learning, development, and future: N/A
• Strategies that work well at home: N/A
• Any particular concerns or challenges we are facing: N/A
• What a good day looks like for our child: N/A

(To be completed by teachers and support staff. Summarise relevant observations and assessment data, framed positively, focusing on patterns of strength and areas for development.)

• Summary of relevant observations: Jamie is a highly engaged and motivated learner. He is a valuable presence in tutorials due to his thorough written work and insightful research. However, he is **visibly anxious in group discussions and is highly reluctant to contribute verbally**, despite having excellent points to make.
• Key findings from assessments: Excellent grades on all individual written work. Attendance at seminars is high, but **verbal participation is consistently low**.
• Patterns of strength: Exceptional independent learning and research skills. Very strong at written communication.
• Areas where the learner finds tasks more demanding: Spontaneous verbal communication in group settings and managing social anxiety in new or unpredictable situations.

(Frame positively, focusing on skills to develop or support needed. Link to the 4 broad areas of need if helpful.)

• Area for Development: To develop skills for **initiating and contributing to group discussions** in seminars.
• Area for Development: To build **confidence in verbal communication** and manage anxiety in social academic contexts.
• Area for Development: To develop strategies for **processing spoken instructions and questions in real-time**.
• Area for Development: N/A

(Co-construct SMART-adapted, strengths-focused goals. Ensure they are clearly linked to the learner’s aspirations and needs.)

Goal #	Agreed Outcome/Goal Statement	Linked to Aspirations/Needs
1	To **confidently contribute at least one planned point** during seminar discussions.	Area 1, Area 2
2	To **attend a university-run social skills workshop** on effective group communication.	Area 1, Area 2
3	To have a planned **5-minute verbal check-in with a Learning Support Officer** each week.	Area 2, Area 3
4

(Detail the specific actions, UDL strategies, environmental tweaks, and resources that will support each goal.)

Goal #	Planned Provision, Strategies & Adjustments	Specific Resources Needed
1	Personal Tutor to provide seminar topics and a list of key questions 24 hours in advance via email. Tutor to check in briefly with Jamie before each session to confirm a planned contribution.	Email list, a quiet corner for check-in
2	University Disability Advisor to identify and enrol Jamie in a suitable workshop.	Workshop enrolment form and schedule
3	Learning Support Officer to book weekly 5-minute slots in a quiet, private room. The agenda will be shared beforehand.	Quiet room booking, shared digital document
4

(Assign clear accountability for each planned action/provision and specify timelines or frequency.)

Goal #	Action/Provision	Responsible Person(s) (Name/Role)	Timeline / Frequency
1	Tutor to send pre-seminar email.	Personal Tutor	Weekly, 24 hours before seminar
2	Advisor to book and enrol Jamie.	University Disability Advisor	Within 2 weeks of profile creation
3	Officer to book and attend check-ins.	Learning Support Officer	Weekly for the academic term
4

(Define observable changes, learner feedback, specific data points, or qualitative indicators.)

Goal #	Success Criteria / How Progress Will Be Monitored	Learner Feedback Method
1	Jamie makes one planned verbal contribution per seminar on average. He reports feeling less anxious before and after sessions.	Brief check-in with Personal Tutor; Learner’s self-reflection journal.
2	Jamie attends at least 3 social skills workshop sessions.	Advisor attendance log and brief chat.
3	Jamie attends all weekly check-ins and reports feeling more confident and supported in his communication.	Officer’s progress notes; Learner’s self-report.
4

• Scheduled Review Date: [Date]
• Actual Review Date:
• Attendees at Review Meeting:
• Summary of Progress Towards Goals:
•  Goal 1:
•  Goal 2:
•  Goal 3:
•  Goal 4:
• What has worked well?
• What has been challenging or less effective?
• Key Discussion Points & Decisions Made:
• Agreed Changes to Profile/Plan:
• Next Steps & Actions Before Next Review:
• Date for Next Review Meeting: