My DS is dyslexic. Not profoundly and it largely affects his writing and spelling, plus v.poor working memory. He's just coming to the end of yr4 and we're happy with the school/ help he's getting, so this isn't a teacher bashing thread, I promise.
My questions are just me trying to gain an insight into a teacher's perception of dyslexia. In DS's case the school identified him as dyslexic and have provided 1:1 help this year, yet his report makes no mention of dyslexia at all. That seems weird to me as it's clearly affecting his work. So for example with maths he can't write out his workings neatly enough, so makes errors due to the chaos on the page. With English, he writes slowly and illegibly and ducks using longer words as he knows he can't spell them. They're working with him to help him and he's making progress, but again that's not mentioned in the report. It's almost like they actively don't want to use the word 'dyslexia', but I don't understand why. Is there some basic teacher philosophy surrounding that? It's almost like they're embarrassed by the word, yet it helps DS to understand why he's not quite the same as his mates in the way he learns/ writes, etc. 
Other question surrounds progress, as he's made just one sub-level of progress in Writing, science and Maths across the year - the school tell us 2 levels per year is the target, so he clearly isn't progressing as quickly as they'd like. I largely take SATs with a pinch of salt, but would you expect dyslexia to noticeably slow a child's SATs level progress at this age? Would you worry about one level of progress in a dyslexic child, or see it as normal?
We've got parents evening in a couple of days and obviously I'll talk to his teacher, but just wondered if anyone can help me understand a bit more. It's more out of interest than worry iyswim.