Dyscalculia

Lord Hampton Excerpts

Monday 17th November 2025 Lords Chamber

[Baroness Smith of Malvern (Lab)]

I have just faced two questions that suggest I am avoiding the difficulties that might occur with labelling. I fall somewhere between these two points: I think it is important to be able to identify as early as possible children who have difficulties with maths, but it should not be necessary to name that or to get a formal diagnosis to make sure that the support the Government are putting in place, some of which I have already described, is available for that child as quickly as possible.

[Lord Hampton (CB)]

My Lords, in 10 years of teaching I had not heard of dyscalculia until last year, and I could not pronounce it until about last week. It is okay supporting the children, but if the teachers do not know about it, how can they support the children? Can we please get more of this discussion, whether it is dyscalculia or whether it is just children finding it very difficult, into teacher training?

[Baroness Smith of Malvern (Lab)]

The noble Lord makes a very important point about how we need to support the workforce in schools to meet the needs of children. These children deserve cutting-edge pedagogy that is rooted in evidence. That is why, for example, we introduced a new national professional qualification for SENCOs in 2024 and why, when we recently reviewed the initial teacher training core content and the early career framework, we introduced significantly more content on adaptive teaching and supporting pupils with SEND. That started in September 2025 and is now being delivered for teachers. We supplement that core offer with further SEND-specific training that is easy to access at any point in a teacher’s career, through the universal SEND services contract. Having teachers who understand the support that children need is fundamental, and that is what this Government are putting in place.