Dynamic Development Plan (DDP) Profile

• Learner’s Name: Alex
• 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: 3rd Year, BSc Computer Science
• Key School Contact(s) (Name, Role): Student Wellbeing Advisor (Name, Role), Personal Tutor (Name, Role)
• Parent/Carer Name(s) & Contact Details: N/A
• Other Key Contacts (e.g., Social Worker, Therapist – Name, Role, Agency, Contact – with consent): Learning Support Officer (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 a passionate and curious person. I can get deeply absorbed in things that interest me. I find small talk tricky and often prefer to communicate via email or instant message. I can get overwhelmed by unexpected changes to my routine and need quiet time to recharge after social events or lectures. I have a dry sense of humour.
• How I like to communicate: I need clear, concise, written information. I find spoken instructions in noisy environments confusing and sometimes need a day or two to process feedback. Email is my best form of communication.
• My hopes and dreams for the future: I want to finish my degree with a First and work on AI ethics in a research role. My biggest dream is to make a tangible difference in the tech world by ensuring AI is developed responsibly.
• Things I find exciting or things that make me happy: Coding for long stretches of time (especially when I solve a problem), exploring different AI models, quiet time to read and think, and being around my small, close-knit group of friends.
• Things I might worry about or find challenging: Group projects and presentations make me very anxious. I worry about managing deadlines and getting stuck on a topic I’m not interested in. The social side of university, especially busy cafes and noisy campus events, can be exhausting.

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

• What I am good at: I excel at complex problem-solving and logical thinking. I can code for hours without interruption when I’m focused. My attention to detail is a major strength in my coursework and I can spot minute errors others miss.
• What I enjoy doing: I love to read science fiction, build intricate models, and am a keen chess player. I enjoy playing strategy-based video games with my friends.
• Skills I have: Strong analytical skills, a great memory for factual information, high personal integrity, and an ability to think outside the box. I am a reliable and trustworthy team member on projects, though I prefer to work on my own part of the task.
• Things I am proud of: I achieved the highest grade in my first-year programming module. I’m proud of my ability to navigate the challenges of university life and stay on track with my goals, despite the difficulties I sometimes face.

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

• What helps me learn in the classroom: I learn best through clear, detailed, and written resources. I need to take notes at my own pace and prefer to re-watch lectures online. Having a predictable timetable is essential for me to feel calm and organised.
• What makes learning tricky for me: I find large, lecture-theatre environments difficult due to noise and sensory overload. I can struggle to stay on top of work if it feels overwhelming or if I don’t see the direct purpose.
• My sensory preferences/needs: I am sensitive to loud, sudden noises and bright, fluorescent lights. I need a quiet space to work and often use noise-cancelling headphones.
• My communication style and preferences: I need clear, concise, written information and a day or two to process feedback. Email is my best form of communication.
• What helps me feel calm, focused, and regulated: My routine is very important. Listening to music when I work helps me focus. Taking a walk in a quiet park helps me de-stress after a busy day.

(Understanding passions can be key to motivation and engagement.)

• 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: I love to read science fiction, build intricate models, and am a keen chess player. I enjoy playing strategy-based video games with my friends.
• What motivates me: Working on projects I am genuinely interested in is my biggest motivator. The praise of my tutors, especially when they acknowledge the quality and depth of my work, is also very rewarding.
• Favourite topics, books, games, activities, or people who inspire me: N/A

(This section is for parents/carers to share their unique insights, hopes, and successful strategies.)

• 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: Alex is an outstanding student with a deep understanding of their subject. They consistently submit work of a very high quality, demonstrating analytical rigour and a logical approach. Alex is an active listener in one-to-one tutorials, but less so in larger group settings. They can appear disengaged in lectures, but their high grades and detailed written work show the information is being processed.
• Key findings from assessments: Alex’s marks for individual projects and exams are consistently in the 1st class range. However, their marks for group work and oral presentations are significantly lower, pulling their average down. This highlights a clear pattern: Alex’s strengths lie in independent, written output, while their challenges relate to social and communication-based tasks.
• Patterns of strength: I excel at complex problem-solving and logical thinking. I can code for hours without interruption when I’m focused. My attention to detail is a major strength in my coursework and I can spot minute errors others miss.
• Areas where the learner finds tasks more demanding: Group projects, presentations, and tasks that require rapid, on-the-spot social interaction or a lack of personal interest.

(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 strategies for effective contribution in group projects and to enhance public speaking confidence for presentations.
• Area for Development: To improve executive functioning skills, specifically for task initiation and organisation on less-preferred assignments.
• Area for Development: To manage anxiety related to social situations and performance-based tasks.
• Area for Development: To ensure access to low-sensory learning environments to aid focus and regulation.

(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 2 key points during the final group project presentation.	Communication & Interaction; S.E.M.H.
2	To develop and implement a clear checklist to manage the workload of a multi-part assignment.	Cognition & Learning; S.E.M.H.
3	To use the designated quiet study spaces in the library at least 3 times per week to complete coursework.	Sensory/Physical
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	Agree on a defined role in group projects that focuses on written research and data analysis. Use a pre-agreed script or cue cards for the presentation to reduce anxiety.	Presentation cue cards, pre-agreed group roles
2	Co-construct a visual checklist with the academic tutor for all assignments. Use a digital project management tool (e.g., Trello) to break down large tasks.	Digital checklist, project management software
3	Provide a map of the quiet study zones on campus. Grant priority access to a designated quiet study booth in the library.	Map of quiet spaces, access card for quiet booth
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	Academic Tutor to support role negotiation.	Academic Tutor, Alex	Within first 2 weeks of group project
2	Wellbeing Advisor to help set up the Trello board.	Wellbeing Advisor, Alex	Within the first month of the new term
3	Learning Support Officer to arrange access to study booth.	Learning Support Officer	By the end of the first week of 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	Alex presents 2 or more points without significant anxiety or prompts. Positive feedback from group members.	Brief check-in with the Academic Tutor
2	The assignment is submitted on time. Alex reports feeling less overwhelmed by the workload.	Progress chats with Wellbeing Advisor
3	Alex successfully uses the quiet space as agreed. Alex reports feeling more regulated and focused.	Brief email check-in with the Learning Support Officer
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: