Question to the Department for Education:

To ask His Majesty's Government what steps they are taking to address the attainment gap at GCSE for dyslexic pupils.

Answered by Baroness Smith of Malvern - Minister of State (Department for Work and Pensions)

The department’s reforms are designed to enable all children and young people with special educational needs and disabilities (SEND) including those with dyslexia to succeed.

We are providing £1.6 billion of additional funding to mainstream settings through an Inclusive Mainstream Fund to help settings identify commonly occurring needs and take meaningful steps to improve everyday support. Schools and colleges will also be able to direct funding to develop targeted support for those who need them, such as group interventions, without formal assessment or diagnosis.

Clear statutory duties for schools will also be introduced to identify and meet needs as early as possible and ensure the progress of children and young people is monitored to ensure timely and effective interventions.

To ensure teachers, teaching assistants, support staff and leaders across early years, schools and post-16 settings can be trained to support pupils with special educational needs, we are investing £200 million of new funding to upskill staff and promote an inclusive culture.

We have also introduced a range of measures to support high-quality teaching of reading and writing, including for pupils with SEND and dyslexia and those at risk of falling behind. This includes the English Hubs programme and the publication of both the reading and writing frameworks.

The Curriculum and Assessment Review considered how the curriculum and assessment system can better support the progress and attainment of all pupils, including those with SEND. In its response, the government committed to developing evidence-led resources to support curriculum adaptation, embedding high-quality adaptive teaching and formative assessment throughout teacher training, and working with Ofqual and exam boards to ensure accessibility is fully considered in the development of qualifications, including GCSEs.

We are carefully reviewing and considering all responses submitted to the SEND Reform consultation and continue to engage widely on our proposals. We will publish a response to the consultation in due course and bring forward legislation at the earliest opportunity.

Question to the Department for Education:

To ask His Majesty's Government what steps they are taking to ensure that the needs of dyslexic children in classrooms are addressed following the SEND reform: putting children and young people first consultation.

Answered by Baroness Smith of Malvern - Minister of State (Department for Work and Pensions)

The department’s reforms are designed to enable all children and young people with special educational needs and disabilities (SEND) including those with dyslexia to succeed.

We are providing £1.6 billion of additional funding to mainstream settings through an Inclusive Mainstream Fund to help settings identify commonly occurring needs and take meaningful steps to improve everyday support. Schools and colleges will also be able to direct funding to develop targeted support for those who need them, such as group interventions, without formal assessment or diagnosis.

Clear statutory duties for schools will also be introduced to identify and meet needs as early as possible and ensure the progress of children and young people is monitored to ensure timely and effective interventions.

To ensure teachers, teaching assistants, support staff and leaders across early years, schools and post-16 settings can be trained to support pupils with special educational needs, we are investing £200 million of new funding to upskill staff and promote an inclusive culture.

We have also introduced a range of measures to support high-quality teaching of reading and writing, including for pupils with SEND and dyslexia and those at risk of falling behind. This includes the English Hubs programme and the publication of both the reading and writing frameworks.

The Curriculum and Assessment Review considered how the curriculum and assessment system can better support the progress and attainment of all pupils, including those with SEND. In its response, the government committed to developing evidence-led resources to support curriculum adaptation, embedding high-quality adaptive teaching and formative assessment throughout teacher training, and working with Ofqual and exam boards to ensure accessibility is fully considered in the development of qualifications, including GCSEs.

We are carefully reviewing and considering all responses submitted to the SEND Reform consultation and continue to engage widely on our proposals. We will publish a response to the consultation in due course and bring forward legislation at the earliest opportunity.

Question to the Department for Education:

To ask His Majesty's Government how the proposals in the SEND reform: putting children and young people first consultation will ensure that dyslexic children can achieve and thrive in mainstream schools.

Answered by Baroness Smith of Malvern - Minister of State (Department for Work and Pensions)

The department’s reforms are designed to enable all children and young people with special educational needs and disabilities (SEND) including those with dyslexia to succeed.

We are providing £1.6 billion of additional funding to mainstream settings through an Inclusive Mainstream Fund to help settings identify commonly occurring needs and take meaningful steps to improve everyday support. Schools and colleges will also be able to direct funding to develop targeted support for those who need them, such as group interventions, without formal assessment or diagnosis.

Clear statutory duties for schools will also be introduced to identify and meet needs as early as possible and ensure the progress of children and young people is monitored to ensure timely and effective interventions.

To ensure teachers, teaching assistants, support staff and leaders across early years, schools and post-16 settings can be trained to support pupils with special educational needs, we are investing £200 million of new funding to upskill staff and promote an inclusive culture.

We have also introduced a range of measures to support high-quality teaching of reading and writing, including for pupils with SEND and dyslexia and those at risk of falling behind. This includes the English Hubs programme and the publication of both the reading and writing frameworks.

The Curriculum and Assessment Review considered how the curriculum and assessment system can better support the progress and attainment of all pupils, including those with SEND. In its response, the government committed to developing evidence-led resources to support curriculum adaptation, embedding high-quality adaptive teaching and formative assessment throughout teacher training, and working with Ofqual and exam boards to ensure accessibility is fully considered in the development of qualifications, including GCSEs.

We are carefully reviewing and considering all responses submitted to the SEND Reform consultation and continue to engage widely on our proposals. We will publish a response to the consultation in due course and bring forward legislation at the earliest opportunity.