Support for Dyslexic Pupils

Debate between Georgia Gould and Wera Hobhouse

Tuesday 11th November 2025 Westminster Hall

[Georgia Gould]

I do agree. Teaching assistants play a vital role in supporting children with special educational needs, which can include reading, and there is good evidence that that support is working. Today, we have heard about some of the huge challenges, but I want to mention a school I visited in Amber Valley, which had brilliant support for young people struggling with reading.

I spoke to a child who said that, in the transition into year 7, he had had the reading age of a four or a five-year-old. He talked about trying to access the curriculum, but getting increasingly frustrated and not listening. The school had put in place a small nurture group, focused on supporting young people with reading, with a range of children—some had dyslexia and some did not. He is now 14, and that extra support and intervention means that he is fully accessing the curriculum and thriving. That was a teacher-led intervention.

[Wera Hobhouse]

We must also not forget that there is so much pleasure from reading, when we can read. Not to take away from attainment, but people receive a whole world of pleasure from reading and we should not forget that.

[Georgia Gould]

I could not agree more. As the daughter of a publisher, that was very much the mantra that I was brought up on. Reading gives us access to so many different worlds and brings so much joy; the Government are taking forward the National Year of Reading to inspire young people to enjoy reading, as well as accessing the full curriculum. That is why we are strengthening existing programmes and introducing new ones to ensure that all children can secure the essential skills of reading and writing.

I have talked about phonics; in the academic year 2024 to 2025 the Government launched a new Reading Ambition for All training programme for primary school teachers. The programme aims to improve reading outcomes for children who need additional support, including those with dyslexia, drawing on the latest research about how children learn to read and the effective approaches to teaching those who need specific adaptions. Following its pilot year, we are now working with the British Dyslexia Association to refine the programme to further support children with dyslexia. We expect the new programme to reach more than 600 schools.

The Government’s reading framework, which was updated in 2023, includes guidance on teaching reading to pupils with additional learning needs and offers guidance for schools on providing pupils with timely, focused support related to their needs. We are also working on a writing framework. Those who saw the curriculum assessment review will have seen the focus on oracy within it and the links between reading, writing and speaking.

The Government’s Reading Ambition for All programme is delivered by our 34 English hubs. It was launched in 2018 and builds on the work of the last Government. Those English hubs are dedicated to improving the teaching of reading, with a focus on supporting children who are making the slowest progress in reading, many of who come from disadvantaged backgrounds—as we have heard today. Those hubs are outstanding at teaching early reading. Since its launch, the English hubs programme has provided targeted support to over 3,000 schools across England. This year, the English hubs are delivering intensive support to over 1,200 partner schools, reaching over 140,000 pupils in reception and year 1. Some £26.6 million has been committed for the English hubs programme this academic year. We know how important the transition from primary to secondary is and that is a key area of focus for support.

Today’s debate has focused on early identification, intervention and the importance of early support. We know how critical that is for outcomes. The SEND code of practice makes it clear that meeting the needs of children with SEN should not require a diagnostic label. We want teachers to be able to offer support at the earliest possible point and where it is needed regardless. In an inclusive education system, settings should be confident in accurately assessing children’s and young people’s learning and development and meeting their educational needs with evidence-informed responses. We have had a good discussion about some of the areas where the evidence is strong, but also areas where we need to see more evidence, including around assistive technology. I welcome the focus on evidence and research, which is something that the Government are committed to.

Recently published evidence reviews from University College London will help to drive inclusive practice. It highlights what the best available evidence suggests along with the most effective tools, strategies and approaches for teachers and other relevant staff in mainstream settings to identify and support children and young people with different types of needs. The What Works in SEND research programme, led by a research team from the University of Warwick and supported by SEND academics from the University of Birmingham, is researching tools that settings can use to identify the needs of neurodivergent children and young people.

In closing, the depth and thoughtfulness of this debate has been incredibly important. As we look to reform the special educational needs system, I hope to discuss all these issues further. I am meeting the hon. Member for Yeovil tomorrow, and I hope we can have further conversations about some of the ideas that were set out today. As we move towards publication of the White Paper, which sets out a broader strategy for young people with special educational needs, I hope that it will build on the important issues raised today about teacher training and early intervention. We are determined to deliver reforms that stand the test of time, rebuild the confidence of families and, crucially, ensure that all young people are thriving at and enjoying school, and getting the support that they need.

Oral Answers to Questions

Debate between Georgia Gould and Wera Hobhouse

Thursday 25th July 2024 Commons Chamber

[Wera Hobhouse (Bath) (LD)]

17. What steps he is taking to protect whistleblowers in the civil service.

[The Parliamentary Secretary, Cabinet Office (Georgia Gould)]

The Cabinet Office provides a framework to support Departments and employees, which includes signposts on how to raise a concern, channels enabling that to be done safely, and practical support for whistleblowers. The Cabinet Office is working to capture whistleblowers’ experience and ways in which to improve it, and, as was mentioned in the King’s Speech, we will be introducing a duty of candour Bill which will improve transparency and accountability.

[Wera Hobhouse]

Good whistleblowing is good for government. Last year the National Audit Office published a report saying that the Government must do more to address governmental failures, and, even more worrying, that 50% of civil servants feel that it is not safe to challenge the way in which things are being done, and feel that their concerns are not being listened to or, indeed, that they will face negative consequences if they speak out. Will the Government establish a new office of whistleblowers to create new legal rights, and also to promote greater public awareness of whistleblowers’ rights?

[Georgia Gould]

As you say, whistleblowing is critical. We have had a discussion today about fraud and about the problems that emerge when we do not have protections in place. We are absolutely committed to supporting whistleblowers, and we are looking into the statistics that you mentioned and what is causing those problems. We will continue to do that, because it is very high on our agenda.