Baroness Bull

We are in the early stages of the new Government and Ministers are considering the full range of policy options to support the creative industries, arts and heritage sectors to thrive and meet our manifesto commitments. These sectors play a central part in providing good jobs and wages in every part of our country and will be a key part of delivering on the government’s missions. They are a key driver of economic growth, they help shape our national identity and they bring enjoyment and fulfilment to many millions every week. They are a key sector and we are conscious that we cannot help them thrive without engaging directly with them at every stage of developing our economic and industrial strategy.

The most important in-school factor in determining children’s educational outcomes is high-quality teaching. This is particularly important for pupils with special educational needs and disabilities (SEND). The department knows from feedback that training is most beneficial when it feels relevant to an early career teacher (ECT) context and that too often ECTs feel unprepared and unsupported to teach pupils with SEND.

During 2023, the department reviewed the initial teacher training core content framework and the early career framework to ensure they remained based on the most up-to-date evidence. This review paid particular attention to the needs of trainees and ECTs when supporting pupils with SEND. As part of the review process, we analysed evaluation data and feedback, which included discussions with lead providers, senior school leaders, induction tutors, and mentors and ECTs. We also worked closely and regularly met with groups of influential educational stakeholders. These were representative groups who acted in an advisory capacity, and included SEND educational specialists.

As a result of this review, the updated Initial Teacher Training and Early Career Framework (ITTECF), which will underpin training for trainee and ECTs from September 2025, contains significantly more content related to adaptive teaching and supporting pupils with SEND. The department has also enhanced the requirement on lead providers of ECT training to develop SEND training materials.

The department has procured 5 lead providers to deliver a funded provider-led training programme for ECTs based on the new and updated ITTECF from September 2025. Providers are responsible for developing a training programme which must cover the content of the ITTECF in full. The materials on which each programme is based have been accredited by the department and quality assured by the Education Endowment Foundation. Where appropriate, training sessions and self-study materials will include exemplification of a range of subjects, phases and contexts to help ECTs feel more confident in responding to the needs of all pupils, including pupils with SEND. It is incumbent on providers to determine the full curriculum, including how to ensure coverage of all framework statements within the limited training time. As such, there is no requirement that the training programmes detail approaches specific to particular additional needs.

The procurement required providers to evidence how their organisation would ensure they have access to SEND expertise and they were also required to submit materials for assessment which included supporting pupils with SEND.

The funded training programmes will be available from September 2025. In addition to the funded provider-led training programmes, 2 lead providers will also supply materials and resources which cover the ITTECF in full to enable schools to deliver their own training for ECTs. These materials will be freely available to schools from summer 2025.

The department regularly reviews information from Music and Dance Scheme (MDS) providers about the post-MDS activities of their students in relation to education and employment.

Providers do not share information with the department relating to MDS alumni involved in international dance competitions or their prominence on the international stage.

This government’s ambition is that all children and young people with special educational needs and disabilities (SEND), including dyscalculia, receive the right support to succeed in their education and as they move into adult life. The department does not have an official definition of dyscalculia.

​​Schools (and further education colleges, sixth-form colleges and 16-19 academies) are required to identify and address the special educational needs (SEN) of the pupils they support and, in the case of mainstream settings, to use their best endeavours to make sure that a child or young person who has SEN gets the support they need. All schools should apply the ‘graduated approach’ that is outlined in the SEND code of practice, which means identifying a child’s needs, planning appropriate support, implementing that support and reviewing it regularly to ensure it continues to meet the identified needs. Through this, schools should develop personalised approaches to supporting the unique needs of individual pupils.

High-quality teaching is central to ensuring that pupils with SEND are given the best possible opportunity to achieve in their education. To support all teachers, we are implementing high-quality teacher training reforms, which begins with Initial Teacher Training and continues into early career teaching and through to middle and senior leadership. These reforms are designed to ensure teachers have the skills to support all pupils to succeed, including those with dyscalculia.

All mainstream schools must have a special educational needs co-ordinator (SENCO) who must be a qualified teacher, or the headteacher, working at the school. On 1 September 2024, the department introduced a new mandatory leadership level national professional qualification (NPQ) for SENCOs. The NPQ will play a key role in improving outcomes for children and young people with SEND by ensuring SENCOs consistently receive high-quality, evidence-based training.

The department also funds the Maths Hubs programme, a school-led network aimed at improving the teaching of mathematics for all pupils in publicly funded schools, including those with SEND. The programme covers primary, secondary and special schools and uses a mastery-based teaching approach which is consistent with accepted practice on how children with dyscalculia can be effectively taught. This includes training for teachers on techniques such as avoiding cognitive overload by breaking the learning down into small, manageable steps, using representations to expose mathematical structure and ensuring that learning is sequenced in a coherent manner so it makes sense to pupils.

To further support the needs of pupils and students with SEND, the department has funded the Universal SEND Services programme, backed by almost £12 million. The programme brings together SEND-specific continuing professional development and support for schools and the further education workforce so that the needs of children and young people with SEND are met earlier and more effectively.

This government’s ambition is that all children and young people with special educational needs and disabilities (SEND), including dyscalculia, receive the right support to succeed in their education and as they move into adult life. The department does not have an official definition of dyscalculia.

​​Schools (and further education colleges, sixth-form colleges and 16-19 academies) are required to identify and address the special educational needs (SEN) of the pupils they support and, in the case of mainstream settings, to use their best endeavours to make sure that a child or young person who has SEN gets the support they need. All schools should apply the ‘graduated approach’ that is outlined in the SEND code of practice, which means identifying a child’s needs, planning appropriate support, implementing that support and reviewing it regularly to ensure it continues to meet the identified needs. Through this, schools should develop personalised approaches to supporting the unique needs of individual pupils.

High-quality teaching is central to ensuring that pupils with SEND are given the best possible opportunity to achieve in their education. To support all teachers, we are implementing high-quality teacher training reforms, which begins with Initial Teacher Training and continues into early career teaching and through to middle and senior leadership. These reforms are designed to ensure teachers have the skills to support all pupils to succeed, including those with dyscalculia.

All mainstream schools must have a special educational needs co-ordinator (SENCO) who must be a qualified teacher, or the headteacher, working at the school. On 1 September 2024, the department introduced a new mandatory leadership level national professional qualification (NPQ) for SENCOs. The NPQ will play a key role in improving outcomes for children and young people with SEND by ensuring SENCOs consistently receive high-quality, evidence-based training.

The department also funds the Maths Hubs programme, a school-led network aimed at improving the teaching of mathematics for all pupils in publicly funded schools, including those with SEND. The programme covers primary, secondary and special schools and uses a mastery-based teaching approach which is consistent with accepted practice on how children with dyscalculia can be effectively taught. This includes training for teachers on techniques such as avoiding cognitive overload by breaking the learning down into small, manageable steps, using representations to expose mathematical structure and ensuring that learning is sequenced in a coherent manner so it makes sense to pupils.

To further support the needs of pupils and students with SEND, the department has funded the Universal SEND Services programme, backed by almost £12 million. The programme brings together SEND-specific continuing professional development and support for schools and the further education workforce so that the needs of children and young people with SEND are met earlier and more effectively.

This government’s ambition is that all children and young people with special educational needs and disabilities (SEND), including dyscalculia, receive the right support to succeed in their education and as they move into adult life. The department does not have an official definition of dyscalculia.

​​Schools (and further education colleges, sixth-form colleges and 16-19 academies) are required to identify and address the special educational needs (SEN) of the pupils they support and, in the case of mainstream settings, to use their best endeavours to make sure that a child or young person who has SEN gets the support they need. All schools should apply the ‘graduated approach’ that is outlined in the SEND code of practice, which means identifying a child’s needs, planning appropriate support, implementing that support and reviewing it regularly to ensure it continues to meet the identified needs. Through this, schools should develop personalised approaches to supporting the unique needs of individual pupils.

High-quality teaching is central to ensuring that pupils with SEND are given the best possible opportunity to achieve in their education. To support all teachers, we are implementing high-quality teacher training reforms, which begins with Initial Teacher Training and continues into early career teaching and through to middle and senior leadership. These reforms are designed to ensure teachers have the skills to support all pupils to succeed, including those with dyscalculia.

All mainstream schools must have a special educational needs co-ordinator (SENCO) who must be a qualified teacher, or the headteacher, working at the school. On 1 September 2024, the department introduced a new mandatory leadership level national professional qualification (NPQ) for SENCOs. The NPQ will play a key role in improving outcomes for children and young people with SEND by ensuring SENCOs consistently receive high-quality, evidence-based training.

The department also funds the Maths Hubs programme, a school-led network aimed at improving the teaching of mathematics for all pupils in publicly funded schools, including those with SEND. The programme covers primary, secondary and special schools and uses a mastery-based teaching approach which is consistent with accepted practice on how children with dyscalculia can be effectively taught. This includes training for teachers on techniques such as avoiding cognitive overload by breaking the learning down into small, manageable steps, using representations to expose mathematical structure and ensuring that learning is sequenced in a coherent manner so it makes sense to pupils.

To further support the needs of pupils and students with SEND, the department has funded the Universal SEND Services programme, backed by almost £12 million. The programme brings together SEND-specific continuing professional development and support for schools and the further education workforce so that the needs of children and young people with SEND are met earlier and more effectively.