Question to the Department for Education:

To ask His Majesty's Government what assessment they have made of the relationship between government support for dance students on the Music and Dance Scheme and (1) the success of UK-trained dance students in international dance competitions, and (2) the continuing prominence of UK-trained dancers on the international stage.

Answered by Baroness Smith of Malvern - Minister of State (Minister for Women and Equalities)

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.

Question to the Department for Education:

To ask His Majesty's Government, further to the Initial teacher training and early career framework published on 30 January 2024, when the enhanced requirements on Early Career Teacher training lead providers in creating special educational needs and disabilities exemplification materials will be published; which experts they consulted in the development of those requirements; and whether dyscalculia will be represented in those materials.

Answered by Baroness Smith of Malvern - Minister of State (Minister for Women and Equalities)

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.

Question to the Department for Education:

To ask His Majesty's Government, further to the Written Answer by Baroness Smith of Malvern on 26 February (HL4587), which sector experts and stakeholders (1) the Neurodivergence Task and Finish Group, and (2) the Expert Advisory Group for Inclusion, have invited for collaboration; and whether those invited included experts on dyscalculia and stakeholders engaged with dyscalculia.

Answered by Baroness Smith of Malvern - Minister of State (Minister for Women and Equalities)

In the terms of reference for both the Neurodivergence Task and Finish Group (NDTFG) and the Expert Advisory Group for Inclusion (EAG), the department has been clear that in developing their advice, both groups are expected to draw on a wide range of inputs.

The groups have engaged stakeholders such as children and young people, parents and carers, teachers, unions and employer organisations, local authorities and wider special educational needs and disabilities (SEND) sector experts, as well as working alongside the department’s SEND strategic advisor, Dame Christine Lenehan. The EAG has also recently launched a sector-led call for evidence, working with ImpactED Group, to identify examples of good, inclusive practice in mainstream schools across the country. The NDTFG has engaged with stakeholders working on dyscalculia and will continue to work with them as they develop their recommendations and advice to Ministers.