Baroness Bull

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.

The information requested is not held centrally.

The department collects information on the special educational needs (SEN) of pupils in schools and the SEN of children and young people with an education, health and care (EHC) plan. Both of these data collections use the following categories:

• Specific learning difficulty.
• Moderate learning difficulty.
• Severe learning difficulty.
• Profound and multiple learning difficulty.
• Social, emotional and mental health.
• Speech, language and communication needs.
• Hearing impairment.
• Vision impairment.
• Multi-sensory impairment.
• Physical disability.
• Autistic spectrum disorder.
• Down syndrome.
• Other difficulty/disability.

Dyscalculia cannot be identified separately in the collected data.

Information on the SEN of pupils is published in the department’s ‘Special educational needs in England’ publication, which can be found here: https://explore-education-statistics.service.gov.uk/find-statistics/special-educational-needs-in-england.

Information on EHC plans maintained by local authorities is published in the department’s ‘Education, health and care plans’ publication, which can be found here: https://explore-education-statistics.service.gov.uk/find-statistics/education-health-and-care-plans.

The terms of reference for both the Neurodivergence Task and Finish Group and Expert Advisory Group have now been published on GOV.UK along with the associated membership lists. These terms of reference are available here: https://www.gov.uk/government/groups/neurodivergence-task-and-finish-group and https://www.gov.uk/government/groups/send-inclusion-in-education-expert-group.

The Neurodivergence Task and Finish group consists of academics, scientists, clinicians, sector charities and education experts. The members of the Expert Advisory Group for Inclusion have a range of special educational needs and disabilities (SEND) specialist knowledge and expertise. They are all well-established and trusted voices within the SEND and wider education sector.

In both cases, we have kept the group’s membership small to allow them to be focused, but we expect both groups and the department’s new Strategic Advisor for SEND, Dame Christine Lenehan, to collaborate with other sector experts and stakeholders in order to enrich the input into the groups and ensure appropriate coverage of all neurodivergent conditions, including dyscalculia. Together, the groups aim to inform and challenge the governments thinking on how to best improve mainstream education for all children and young people with special educational needs.

The Curriculum and Assessment Review, covering key stages 1 to 5, is ongoing and ministers will consider its recommendations, including any on primary assessment.

In addition to the duty on schools to carry out statutory national curriculum assessments, schools also administer their own classroom assessments. The department provides optional end of key stage 1 tests and teacher assessment frameworks for English and mathematics to support schools in this work.