4.3. Planning and monitoring

Curriculum level planning and monitoring considerations

Intervention at all levels is managed in close collaboration with parents, allied health professionals (if there are signs that this is warranted) and others who may be able to give support either directly or indirectly. Where a collaborative plan of intervention requires to be developed, all parties involved may require meeting with parents to ensure a common strategy for supporting the child. A record of these meetings should be recorded and retained with the paperwork for the Staged process of assessment and intervention.

As highlighted in Section 4.1 the identification of dyslexia is not the end of the process.  The assessment of dyslexia in children and young people is a process rather than an end-product. The information provided in the assessment should support the planning for the learner’s next steps. This will require monitoring due to the changes and challenges which will occur as the child grows and the curriculum develops.  For example, the difficulties experienced in P6 may not be exactly the same in S3 – they may be harder or easier and other challenges may replace them.

Staged levels of intervention

Described image
Figure 16 Staged levels of interventions

In Scotland, the staged intervention is used as a means of identification, assessment, planning, recording and reviewing to meet the learning needs of children and young people. Staged intervention:

  • Provides a solution-focused approach to meeting needs at the earliest opportunity and with the least intrusive level of intervention.
  • Involves the child, parents/carers, school staff and, at some levels, other professionals, all working in partnership to get it right for every child.

Staged intervention is designed to be flexible and allows for movement between stages depending on progress. There are variations between local authorities regarding the number of stages within their process.

Activity 12

Consider what Universal and Targeted support mean to your practice. Select the headings below for further information and some examples.

Universal support


Universal support starts with the ethos, climate and relationships within every learning environment. All practitioners have a responsibility to take a child-centred approach that promotes and supports wellbeing, inclusion equality and fairness. The entitlement to universal support for all children and young people is provided from within the existing pre-school and school settings.

An environment that is caring, inclusive, fair and focused on delivering learning to meet individual needs will encourage all children and young people to strive to meet their learning potential. Every child and young person is entitled to support to enable them to gain as much as possible from the opportunities that Curriculum for Excellence can provide. When a child or young person may require some additional support, this is initially the responsibility of the classroom teacher. The majority of children and young people’s needs are met through universal support.

Some examples of universal support are below. This list is not exhaustive.

  • Personalised learning plans
  • Literacy, numeracy or health and wellbeing support
  • Enhanced transition - Macro and Micro
  • Use of ICT e.g. digital learning and teaching resources such as digital course material and SQA exams
  • Quiet spaces
  • Visual time-tables and supports

Targeted support


Children and young people can benefit from additional or targeted support, tailored to their individual circumstances. This could be at any point on their learning journey or throughout the journey.

Targeted support is any focused support that children or young people may require for short or longer periods of time to help them overcome barriers to learning or to ensure progress in learning.

Targeted support is usually, but not exclusively, co-ordinated and provided by staff with additional training and expertise through a staged intervention process. This may be by staff other than the class teacher and outwith the pre-school or school setting but within education services.

Some examples of targeted support are below. This list is not exhaustive:

  • Higher attaining children (ensuring progression)
  • Bereavement peer support group
  • Input from Allied Health Professionals e.g. Speech and Language Therapist
  • Trauma informed interventions designed for a care experienced child/young person
  • Complex needs e.g. sessions in a sensory room

4.2. Who is involved in identifying dyslexia?

5. Professional learning