Matt Hancock

In 2022–23, Ofcom funded 4 FTE positions in the DRCF. Ofcom does not technically second employees to the DRCF, rather resources are allocated to support the core team.

Ofcom's DRCF expenditure for 2022-23 is £82,000.

The Information Commissioner's Office does not operate a location-based pay policy. The pay ranges by grade (for all locations) are as follows:

The government set out 5 critical technologies in the Science and Technology Framework, committing to develop a cross-government plan to optimise the science and technology system for each. We have publicly set out our approach to each critical technology, including spending commitments, which for most technologies cover figures for all departments. The government has spent over £2.5bn on AI since 2014. Over the next 10 years we have announced £2.5 billion for quantum technologies, up to £1bn on semiconductors and £2bn for engineering biology. The government has initially committed £70m on Future Telecoms by end of FY 2024/2025.

The commitment the Government made to spend £20bn on public R&D investment in 2024/25 remains in place and is a cornerstone of our plans to cement the UK’s place as a science and technology superpower.

At the Spending Review, HM Treasury allocated R&D funding across all Government Departments, of which the Department for Business, Energy and Industrial Strategy (BEIS) accounted for 71% in 2024/25.

The majority of BEIS R&D funding has been allocated to Department of Science Innovation and Technology, except for policy areas where responsibility sits with another Secretary of State. For example, the Net Zero Innovation Portfolio and R&D investment by the Nuclear Decommissioning Authority transfers to the Department for Energy and Net Zero.

Budget allocations for the new Departments will be confirmed in the upcoming Main Estimates 2023/24.

On March 6^th 2023, the Government launched its Science and Technology Framework, setting the government’s Science and Technology agenda up to 2030. This framework, led by the Department for Science, Innovation and Technology, will challenge all of government to put the UK at the forefront of global science and technology and create a coordinated cross-government approach.

Optimising public and private sector investment in research and development (R&D) is one of the framework’s 10 strands. This includes the Government’s pledge to increase public investment in R&D to £20 billion by 2024/25 - the largest increase in public R&D budget over a Spending Review period.

The Department of Science, Innovation and Technology is completing the transfer of around 935 staff from the former Department for Business, Energy and Industrial Strategy, and around 800 staff from the former Department of Digital, Culture, Media and Sport. The staff data is live and so this number may move slightly ahead of the legal transfer date which will be in mid-June. This does not include staff from BDUK, who will be transferring sponsorship to DSIT, but not employer.

The AI Regulation White Paper proposes a proportionate, collaborative approach to AI regulation, and aims to promote innovation while protecting the UK’s values. Our approach is designed to ensure the Government is able to adapt and respond to the risks and opportunities that emerge as the technology develops at pace.

The Government is also working with international partners to understand emerging technologies and AI trends, while promoting the UK’s values, including through key multilateral fora, such as the OECD, the G7, the Global Partnership on AI (GPAI), the Council of Europe, and UNESCO, and through bilateral relationships.

The AI regulation white paper proposes a range of new central functions, including a horizon scanning function intended to support the anticipation assessment of emerging risks. This will complement the existing work undertaken by regulators and other government departments to identify and address risks arising from AI.

As set out in the white paper, the Government will continue to convene a wide range of stakeholders - including frontier researchers from industry - to ensure that we hear the full spectrum of viewpoints.

The inherent cross-border nature of the digital ecosystem means it is imperative we work closely with partners. This is in order to prevent a fragmented global market, ensure interoperability and promote the responsible development of AI internationally.

Many businesses developing and using AI are operating across different jurisdictions, and we recognise the importance of working with global partners to develop a responsive and compatible system of global AI governance, allowing the UK and others to engage meaningfully on cross-border AI risks and opportunities. This will support our vision for a global ecosystem that promotes innovation and responsible development and use of technology, underpinned by our shared values of freedom, fairness, and democracy.

The UK AI Regulation White Paper, published in March 2023, recognises the critical role of international collaboration and coordination in AI governance, and prioritises laying the foundations for interoperability: ensuring AI systems can work together as required and that processes are complementary and robust. This will include the role of tools for trustworthy AI such as technical standards and assurance techniques to reduce technical barriers to trade and increase market access.

The UK is already playing a leading role in international discussions on AI ethics and potential regulations, such as work at the Council of Europe, the OECD, UNESCO, the Global Partnership on AI and the G7. The Government will continue to work with our partners around the world to shape international norms and standards relating to AI, including those developed by multilateral and multistakeholder bodies at global and regional level, and to promote the safe and responsible development of AI.

The AI Regulation White Paper proposes a proportionate, collaborative approach to AI regulation.

The approach set out in the white paper ensures that the full range of tools to support effective governance including technical standards and assurance techniques to support the implementation of the UK’s approach. The Government is actively supporting the development of these tools. The Centre for Data Ethics and Innovation is building on the AI Assurance Roadmap to establish an AI Assurance ecosystem in the UK, and the UK AI Standards Hub champions the use of global technical standards. These initiatives include collaboration with industry to showcase how these tools can be applied to real-world use cases to align with the AI regulatory principles.

This collaborative approach is also reflected in the UK’s plans to accelerate the UK’s capability in artificial intelligence. The Foundation Model Taskforce will develop the safe and reliable use of this pivotal artificial intelligence (AI) across the economy, and ensure the UK is globally competitive in this strategic technology.

The UK will continue to take a leading role in international discussions on the responsible and ethical development of AI through multilateral forums such as the OECD, Global Partnership on AI (GPAI), and the G7 where we were particularly pleased to reach an agreement last week that recognised the need for close working on AI – with a focus on Generative AI.

The Government is taking a number of steps to support responsible research and promote ethical practices in the AI industry. The AI Regulation White Paper sets out 5 cross-sector principles which will guide and inform the responsible development of AI. In addition, this Government has allocated £2 million for the development of regulatory sandboxes for businesses to make it easier for them to navigate the regulatory landscape so they can bring innovative products to market whilst doing so in line with our principles

We will also continue to take a leading role in global standards development organisations, such as the ISO and IEC, to develop global AI technical standards that uphold our democratic values. In this context, the AI Standards Hub led by The Alan Turing Institute, in collaboration with the British Standards Institution and the National Physical Laboratory, and supported by the UK Government, will aim to grow the UK’s multi-stakeholder contribution to the development of global AI technical standards.

£8.5 million funding has been made available via the Arts and Humanities Research Council in June 2022 June for ‘Enabling a Responsible AI Ecosystem’, the first major academic research programme on AI ethics and regulation of this scale. This is complemented by the £117 million investment secured this year for new UKRI Centres for Doctoral Training – on top of £100 million for existing Centres funded in 2019 – which include ethics and social responsibility courses for the PhD candidates they train.

Announced in April this year, the Government is also establishing a Foundation Model Taskforce with £100 million start-up funding to ensure sovereign capabilities and broad adoption of safe and reliable foundation models. The Taskforce will focus on opportunities to establish the UK as a world leader in foundation models and their applications across the economy, and acting as a global standard bearer for AI safety.

Finally, Crown Commercial Service’s AI Marketplace dynamic purchase system for public sector procurement of AI, which operationalised the recommendations of the Office for AI’s procurement guidelines, has a baseline ethics standard for suppliers into government.

Our recently published white paper sets out a framework for regulating AI, which is underpinned by five cross-sectoral principles which will inform the responsible development and use of AI. These principles include ‘Appropriate transparency and explainability’ and ‘Fairness’.

As set out in the white paper, our iterative framework aims to ensure that AI systems are appropriately transparent and explainable, allowing for individuals, regulators and organisations to have access to appropriate information about an AI system, as well as to be able to interpret and understand the decision-making processes behind them. Together, appropriate transparency and explainability will help to drive trust and understanding of AI systems.

The white paper is subject to public consultation open until 21 June 2023.

In terms of AI systems used in delivering public services, the Government was one of the first in the world to implement an algorithmic transparency standard for use in public service delivery, allowing public sector organisations to provide clear information about algorithmic tools they use to support decisions, including why they are using them. The Government’s AI procurement guidelines also recommend that systems being procured should undergo an equality impact assessment in order to ensure that AI meets the needs of the diverse society it serves.

As part of the Special Educational Needs and Disabilities (SEND) and Alternative Provision (AP) Change Programme, the Early Language Support for Every Child (ELSEC) pilots are testing innovative workforce models. The pilots aim to improve identification and support for children with speech, language and communication needs in early years and primary schools. ELSEC is not designed to identify neurodivergent children, although some of the speech, language and communication needs being addressed are likely to be associated with neurodivergence.

Partnerships for Inclusion of Neurodiversity in Schools (PINS) is a jointly funded programme between NHS England, the Department of Health and Social Care and the Department for Education. It will deploy specialists from both health and education workforces to upskill mainstream primary schools and build their capacity to identify and meet the needs of children with neurodivergent needs. Adopting a whole-school approach, PINS is needs rather than diagnosis-led, and will include children without a formal diagnosis. Individual assessment or intervention or specific diagnostic tools are therefore not part of the programme.

Both programmes aim to intervene at an early stage in the child's education journey. Both will be formally evaluated to provide quantitative and qualitative information on impact. Learning from the programmes will be used to inform future policy development on how services and schools can support children with speech, language and communication needs or who are neurodiverse.

As part of the Special Educational Needs and Disabilities (SEND) and Alternative Provision (AP) Change Programme, the Early Language Support for Every Child (ELSEC) pilots are testing innovative workforce models. The pilots aim to improve identification and support for children with speech, language and communication needs in early years and primary schools. ELSEC is not designed to identify neurodivergent children, although some of the speech, language and communication needs being addressed are likely to be associated with neurodivergence.

Partnerships for Inclusion of Neurodiversity in Schools (PINS) is a jointly funded programme between NHS England, the Department of Health and Social Care and the Department for Education. It will deploy specialists from both health and education workforces to upskill mainstream primary schools and build their capacity to identify and meet the needs of children with neurodivergent needs. Adopting a whole-school approach, PINS is needs rather than diagnosis-led, and will include children without a formal diagnosis. Individual assessment or intervention or specific diagnostic tools are therefore not part of the programme.

Both programmes aim to intervene at an early stage in the child's education journey. Both will be formally evaluated to provide quantitative and qualitative information on impact. Learning from the programmes will be used to inform future policy development on how services and schools can support children with speech, language and communication needs or who are neurodiverse.

The Nuffield Early Language Intervention (NELI) programme, which is part of the department’s education recovery response, has played an important role in improving children’s language and communication skills following the COVID-19 pandemic.

In September 2023, the Education Endowment Foundation published an independent evaluation of the programme’s impacts in 2021/22. This demonstrated that children who received the programme made the equivalent of four months’ progress in language skills, on average, compared to children who did not receive NELI. Pupils eligible for free school meals made additional progress on average of seven months. It is rare to see this sort of impact from an educational programme on a national level, and fantastic testament to all those involved in delivering it to children over the last three years.

Since the programme was launched in 2020, just over 11,100 schools, over two thirds of all primaries, have signed up to deliver NELI. To increase the reach of the programme, the department has confirmed it will be funding all registered schools to continue delivering the programme in the 2023/24 academic year. The funding for the 2023/24 academic year will be paid according to the grant payment schedule agreed with the Nuffield Foundation. The next payment is due March 2024.

The department took steps to ensure all delivery partners were content to continue delivering the offer whilst the grant arrangements were being made, in order to ensure continuity of the NELI programme in schools. Therefore, there should have been no impact on provision of the offer to schools this academic year.

The Nuffield Early Language Intervention (NELI) programme, which is part of the department’s education recovery response, has played an important role in improving children’s language and communication skills following the COVID-19 pandemic.

In September 2023, the Education Endowment Foundation published an independent evaluation of the programme’s impacts in 2021/22. This demonstrated that children who received the programme made the equivalent of four months’ progress in language skills, on average, compared to children who did not receive NELI. Pupils eligible for free school meals made additional progress on average of seven months. It is rare to see this sort of impact from an educational programme on a national level, and fantastic testament to all those involved in delivering it to children over the last three years.

Since the programme was launched in 2020, just over 11,100 schools, over two thirds of all primaries, have signed up to deliver NELI. To increase the reach of the programme, the department has confirmed it will be funding all registered schools to continue delivering the programme in the 2023/24 academic year. The funding for the 2023/24 academic year will be paid according to the grant payment schedule agreed with the Nuffield Foundation. The next payment is due March 2024.

The department took steps to ensure all delivery partners were content to continue delivering the offer whilst the grant arrangements were being made, in order to ensure continuity of the NELI programme in schools. Therefore, there should have been no impact on provision of the offer to schools this academic year.

The Nuffield Early Language Intervention (NELI) programme, which is part of the department’s education recovery response, has played an important role in improving children’s language and communication skills following the COVID-19 pandemic.

In September 2023, the Education Endowment Foundation published an independent evaluation of the programme’s impacts in 2021/22. This demonstrated that children who received the programme made on average the equivalent of four months’ progress in language skills, compared to children who did not receive NELI. Pupils eligible for free school meals made additional progress on average of seven months. It is rare to see this sort of impact from an educational programme on a national level, which is a fantastic testament to all those involved in delivering it to children over the last three years.

Since the programme was launched in 2020, just over 11,100 schools, over two thirds of all primaries, have signed up to deliver NELI. To increase the reach of the programme, the department has confirmed it will be funding all registered schools to continue delivering the programme in the 2023/24 academic year. To promote awareness and encourage uptake, the delivery partner will be engaging all registered schools through a mixture of regular communications, support, and targeted outreach. Furthermore, the department is working with the supplier on steps to engage and promote NELI to all schools this academic year and currently scoping activity for the 2024/25 academic year and beyond.

The Nuffield Early Language Intervention (NELI) programme, which is part of the department’s education recovery response, has played an important role in improving children’s language and communication skills following the COVID-19 pandemic.

In September 2023, the Education Endowment Foundation published an independent evaluation of the programme’s impacts in 2021/22. This demonstrated that children who received the programme made on average the equivalent of four months’ progress in language skills, compared to children who did not receive NELI. Pupils eligible for free school meals made additional progress on average of seven months. It is rare to see this sort of impact from an educational programme on a national level, which is a fantastic testament to all those involved in delivering it to children over the last three years.

Since the programme was launched in 2020, just over 11,100 schools, over two thirds of all primaries, have signed up to deliver NELI. To increase the reach of the programme, the department has confirmed it will be funding all registered schools to continue delivering the programme in the 2023/24 academic year. To promote awareness and encourage uptake, the delivery partner will be engaging all registered schools through a mixture of regular communications, support, and targeted outreach. Furthermore, the department is working with the supplier on steps to engage and promote NELI to all schools this academic year and currently scoping activity for the 2024/25 academic year and beyond.

The Nuffield Early Language Intervention (NELI) programme, which is part of the department’s education recovery response, has played an important role in improving children’s language and communication skills following the COVID-19 pandemic.

In September 2023, the Education Endowment Foundation published an independent evaluation of the programme’s impacts in 2021/22. This demonstrated that children who received the programme made on average the equivalent of four months’ progress in language skills, compared to children who did not receive NELI. Pupils eligible for free school meals made additional progress on average of seven months. It is rare to see this sort of impact from an educational programme on a national level, which is a fantastic testament to all those involved in delivering it to children over the last three years.

Since the programme was launched in 2020, just over 11,100 schools, over two thirds of all primaries, have signed up to deliver NELI. To increase the reach of the programme, the department has confirmed it will be funding all registered schools to continue delivering the programme in the 2023/24 academic year. To promote awareness and encourage uptake, the delivery partner will be engaging all registered schools through a mixture of regular communications, support, and targeted outreach. Furthermore, the department is working with the supplier on steps to engage and promote NELI to all schools this academic year and currently scoping activity for the 2024/25 academic year and beyond.

The Nuffield Early Language Intervention (NELI) programme, which is part of the department’s education recovery response, has played an important role in improving children’s language and communication skills following the COVID-19 pandemic.

In September 2023, the Education Endowment Foundation published an independent evaluation of the programme’s impacts in 2021/22. This demonstrated that children who received the programme made on average the equivalent of four months’ progress in language skills, compared to children who did not receive NELI. Pupils eligible for free school meals made additional progress on average of seven months. It is rare to see this sort of impact from an educational programme on a national level, which is a fantastic testament to all those involved in delivering it to children over the last three years.

Since the programme was launched in 2020, just over 11,100 schools, over two thirds of all primaries, have signed up to deliver NELI. To increase the reach of the programme, the department has confirmed it will be funding all registered schools to continue delivering the programme in the 2023/24 academic year. To promote awareness and encourage uptake, the delivery partner will be engaging all registered schools through a mixture of regular communications, support, and targeted outreach. Furthermore, the department is working with the supplier on steps to engage and promote NELI to all schools this academic year and currently scoping activity for the 2024/25 academic year and beyond.

The department wants all children and young people, no matter what their Special Educational Needs and Disabilities (SEND) to receive the right support to reach their full potential.

Under the Children and Families Act 2014, mainstream schools and colleges must use their best endeavours to ensure that a child or young person who has Special Educational Needs (SEN) gets the special educational provision they need. The SEND Code of Practice is clear that meeting the needs of a child with SEN does not require a diagnostic label or test. Instead, the department expects teachers to monitor the progress of all children and young people and provide support where it is needed, including arranging diagnostic tests where appropriate.

To support all teachers in meeting these expectations, the department is implementing teacher training reforms. These reforms are designed to ensure that teachers have the skills to support all pupils to succeed, including those with SEND. Since 2020, the Initial Teacher Training Core Content Framework (CCF) has included content on adapting teaching to the strengths and needs of all pupils. The department is conducting a review of the CCF and Early Career Framework, which will consider further opportunities to improve how the frameworks support new teachers to meet the needs of pupils with SEND.

The department’s Universal Services (US) contract brings together SEND-specific continuous professional development and support for the teaching workforce to improve outcomes for children and young people. This includes autism awareness training and resources. Over 100,000 professionals have undertaken autism awareness training since the US programme launched.

The 2023 SEND and Alternative Provision Improvement Plan outlines the department’s vision to improve mainstream education by setting standards for the early and accurate identification of need, and timely access to support to meet those needs. The standards will clarify the types of support that should be ordinarily available in mainstream settings and practitioner standards will be developed to support frontline professionals. The first three practitioner standards will be published by the end of 2025 and will include one on autism. To inform this, analysts and policy officials keep under review all evidence-based good practice, including international evidence.

The 2021 Autism Strategy sets out the government’s ambition to make significant progress on improving early identification, reducing diagnosis waiting times and improving diagnostic pathways for all people, including children and young people. The Department of Health and Social Care (DHSC) is taking steps to improve access to assessments for autism. In 2023/24, DHSC allocated £4.2 million to improve services for autistic children and young people including assessments, pre- and post-diagnostic support, and the continuation of the Autism in Schools programme. Additionally, in April 2023, NHS England published a national framework to support the local NHS to commission and deliver autism assessment services for children, young people, and adults.

The department has not undertaken an assessment of the effectiveness of universal screening for neurodivergent conditions. However, from 2019, the department’s Opportunity Area programme invested £600,000 in a pilot to deliver earlier identification and faster assessment of autism, by connecting teachers and health professionals in schools. The pilot began in Bradford and was subsequently adopted by four other Opportunity Areas. The University of Manchester has been commissioned to evaluate the Early Identification of Autism Projects, and their report is due by the end of November 2023. Bradford’s Centre for Applied Education Research is drawing on the learning from the pilot to build and test a new digital tool to help Key Stage 1 teachers to identify and respond to learning and support needs of neurodivergent children in the classroom.

The department wants all children and young people, no matter what their Special Educational Needs and Disabilities (SEND) to receive the right support to reach their full potential.

Under the Children and Families Act 2014, mainstream schools and colleges must use their best endeavours to ensure that a child or young person who has Special Educational Needs (SEN) gets the special educational provision they need. The SEND Code of Practice is clear that meeting the needs of a child with SEN does not require a diagnostic label or test. Instead, the department expects teachers to monitor the progress of all children and young people and provide support where it is needed, including arranging diagnostic tests where appropriate.

To support all teachers in meeting these expectations, the department is implementing teacher training reforms. These reforms are designed to ensure that teachers have the skills to support all pupils to succeed, including those with SEND. Since 2020, the Initial Teacher Training Core Content Framework (CCF) has included content on adapting teaching to the strengths and needs of all pupils. The department is conducting a review of the CCF and Early Career Framework, which will consider further opportunities to improve how the frameworks support new teachers to meet the needs of pupils with SEND.

The department’s Universal Services (US) contract brings together SEND-specific continuous professional development and support for the teaching workforce to improve outcomes for children and young people. This includes autism awareness training and resources. Over 100,000 professionals have undertaken autism awareness training since the US programme launched.

The 2023 SEND and Alternative Provision Improvement Plan outlines the department’s vision to improve mainstream education by setting standards for the early and accurate identification of need, and timely access to support to meet those needs. The standards will clarify the types of support that should be ordinarily available in mainstream settings and practitioner standards will be developed to support frontline professionals. The first three practitioner standards will be published by the end of 2025 and will include one on autism. To inform this, analysts and policy officials keep under review all evidence-based good practice, including international evidence.

The 2021 Autism Strategy sets out the government’s ambition to make significant progress on improving early identification, reducing diagnosis waiting times and improving diagnostic pathways for all people, including children and young people. The Department of Health and Social Care (DHSC) is taking steps to improve access to assessments for autism. In 2023/24, DHSC allocated £4.2 million to improve services for autistic children and young people including assessments, pre- and post-diagnostic support, and the continuation of the Autism in Schools programme. Additionally, in April 2023, NHS England published a national framework to support the local NHS to commission and deliver autism assessment services for children, young people, and adults.

The department has not undertaken an assessment of the effectiveness of universal screening for neurodivergent conditions. However, from 2019, the department’s Opportunity Area programme invested £600,000 in a pilot to deliver earlier identification and faster assessment of autism, by connecting teachers and health professionals in schools. The pilot began in Bradford and was subsequently adopted by four other Opportunity Areas. The University of Manchester has been commissioned to evaluate the Early Identification of Autism Projects, and their report is due by the end of November 2023. Bradford’s Centre for Applied Education Research is drawing on the learning from the pilot to build and test a new digital tool to help Key Stage 1 teachers to identify and respond to learning and support needs of neurodivergent children in the classroom.

The department wants all children and young people, no matter what their Special Educational Needs and Disabilities (SEND) to receive the right support to reach their full potential.

Under the Children and Families Act 2014, mainstream schools and colleges must use their best endeavours to ensure that a child or young person who has Special Educational Needs (SEN) gets the special educational provision they need. The SEND Code of Practice is clear that meeting the needs of a child with SEN does not require a diagnostic label or test. Instead, the department expects teachers to monitor the progress of all children and young people and provide support where it is needed, including arranging diagnostic tests where appropriate.

To support all teachers in meeting these expectations, the department is implementing teacher training reforms. These reforms are designed to ensure that teachers have the skills to support all pupils to succeed, including those with SEND. Since 2020, the Initial Teacher Training Core Content Framework (CCF) has included content on adapting teaching to the strengths and needs of all pupils. The department is conducting a review of the CCF and Early Career Framework, which will consider further opportunities to improve how the frameworks support new teachers to meet the needs of pupils with SEND.

The department’s Universal Services (US) contract brings together SEND-specific continuous professional development and support for the teaching workforce to improve outcomes for children and young people. This includes autism awareness training and resources. Over 100,000 professionals have undertaken autism awareness training since the US programme launched.

The 2023 SEND and Alternative Provision Improvement Plan outlines the department’s vision to improve mainstream education by setting standards for the early and accurate identification of need, and timely access to support to meet those needs. The standards will clarify the types of support that should be ordinarily available in mainstream settings and practitioner standards will be developed to support frontline professionals. The first three practitioner standards will be published by the end of 2025 and will include one on autism. To inform this, analysts and policy officials keep under review all evidence-based good practice, including international evidence.

The 2021 Autism Strategy sets out the government’s ambition to make significant progress on improving early identification, reducing diagnosis waiting times and improving diagnostic pathways for all people, including children and young people. The Department of Health and Social Care (DHSC) is taking steps to improve access to assessments for autism. In 2023/24, DHSC allocated £4.2 million to improve services for autistic children and young people including assessments, pre- and post-diagnostic support, and the continuation of the Autism in Schools programme. Additionally, in April 2023, NHS England published a national framework to support the local NHS to commission and deliver autism assessment services for children, young people, and adults.

The department has not undertaken an assessment of the effectiveness of universal screening for neurodivergent conditions. However, from 2019, the department’s Opportunity Area programme invested £600,000 in a pilot to deliver earlier identification and faster assessment of autism, by connecting teachers and health professionals in schools. The pilot began in Bradford and was subsequently adopted by four other Opportunity Areas. The University of Manchester has been commissioned to evaluate the Early Identification of Autism Projects, and their report is due by the end of November 2023. Bradford’s Centre for Applied Education Research is drawing on the learning from the pilot to build and test a new digital tool to help Key Stage 1 teachers to identify and respond to learning and support needs of neurodivergent children in the classroom.

The department wants all children and young people, no matter what their Special Educational Needs and Disabilities (SEND) to receive the right support to reach their full potential.

Under the Children and Families Act 2014, mainstream schools and colleges must use their best endeavours to ensure that a child or young person who has Special Educational Needs (SEN) gets the special educational provision they need. The SEND Code of Practice is clear that meeting the needs of a child with SEN does not require a diagnostic label or test. Instead, the department expects teachers to monitor the progress of all children and young people and provide support where it is needed, including arranging diagnostic tests where appropriate.

To support all teachers in meeting these expectations, the department is implementing teacher training reforms. These reforms are designed to ensure that teachers have the skills to support all pupils to succeed, including those with SEND. Since 2020, the Initial Teacher Training Core Content Framework (CCF) has included content on adapting teaching to the strengths and needs of all pupils. The department is conducting a review of the CCF and Early Career Framework, which will consider further opportunities to improve how the frameworks support new teachers to meet the needs of pupils with SEND.

The department’s Universal Services (US) contract brings together SEND-specific continuous professional development and support for the teaching workforce to improve outcomes for children and young people. This includes autism awareness training and resources. Over 100,000 professionals have undertaken autism awareness training since the US programme launched.

The 2023 SEND and Alternative Provision Improvement Plan outlines the department’s vision to improve mainstream education by setting standards for the early and accurate identification of need, and timely access to support to meet those needs. The standards will clarify the types of support that should be ordinarily available in mainstream settings and practitioner standards will be developed to support frontline professionals. The first three practitioner standards will be published by the end of 2025 and will include one on autism. To inform this, analysts and policy officials keep under review all evidence-based good practice, including international evidence.

The 2021 Autism Strategy sets out the government’s ambition to make significant progress on improving early identification, reducing diagnosis waiting times and improving diagnostic pathways for all people, including children and young people. The Department of Health and Social Care (DHSC) is taking steps to improve access to assessments for autism. In 2023/24, DHSC allocated £4.2 million to improve services for autistic children and young people including assessments, pre- and post-diagnostic support, and the continuation of the Autism in Schools programme. Additionally, in April 2023, NHS England published a national framework to support the local NHS to commission and deliver autism assessment services for children, young people, and adults.

The department has not undertaken an assessment of the effectiveness of universal screening for neurodivergent conditions. However, from 2019, the department’s Opportunity Area programme invested £600,000 in a pilot to deliver earlier identification and faster assessment of autism, by connecting teachers and health professionals in schools. The pilot began in Bradford and was subsequently adopted by four other Opportunity Areas. The University of Manchester has been commissioned to evaluate the Early Identification of Autism Projects, and their report is due by the end of November 2023. Bradford’s Centre for Applied Education Research is drawing on the learning from the pilot to build and test a new digital tool to help Key Stage 1 teachers to identify and respond to learning and support needs of neurodivergent children in the classroom.

The department wants all children and young people, no matter what their Special Educational Needs and Disabilities (SEND) to receive the right support to reach their full potential.

Under the Children and Families Act 2014, mainstream schools and colleges must use their best endeavours to ensure that a child or young person who has Special Educational Needs (SEN) gets the special educational provision they need. The SEND Code of Practice is clear that meeting the needs of a child with SEN does not require a diagnostic label or test. Instead, the department expects teachers to monitor the progress of all children and young people and provide support where it is needed, including arranging diagnostic tests where appropriate.

To support all teachers in meeting these expectations, the department is implementing teacher training reforms. These reforms are designed to ensure that teachers have the skills to support all pupils to succeed, including those with SEND. Since 2020, the Initial Teacher Training Core Content Framework (CCF) has included content on adapting teaching to the strengths and needs of all pupils. The department is conducting a review of the CCF and Early Career Framework, which will consider further opportunities to improve how the frameworks support new teachers to meet the needs of pupils with SEND.

The department’s Universal Services (US) contract brings together SEND-specific continuous professional development and support for the teaching workforce to improve outcomes for children and young people. This includes autism awareness training and resources. Over 100,000 professionals have undertaken autism awareness training since the US programme launched.

The 2023 SEND and Alternative Provision Improvement Plan outlines the department’s vision to improve mainstream education by setting standards for the early and accurate identification of need, and timely access to support to meet those needs. The standards will clarify the types of support that should be ordinarily available in mainstream settings and practitioner standards will be developed to support frontline professionals. The first three practitioner standards will be published by the end of 2025 and will include one on autism. To inform this, analysts and policy officials keep under review all evidence-based good practice, including international evidence.

The 2021 Autism Strategy sets out the government’s ambition to make significant progress on improving early identification, reducing diagnosis waiting times and improving diagnostic pathways for all people, including children and young people. The Department of Health and Social Care (DHSC) is taking steps to improve access to assessments for autism. In 2023/24, DHSC allocated £4.2 million to improve services for autistic children and young people including assessments, pre- and post-diagnostic support, and the continuation of the Autism in Schools programme. Additionally, in April 2023, NHS England published a national framework to support the local NHS to commission and deliver autism assessment services for children, young people, and adults.

The department has not undertaken an assessment of the effectiveness of universal screening for neurodivergent conditions. However, from 2019, the department’s Opportunity Area programme invested £600,000 in a pilot to deliver earlier identification and faster assessment of autism, by connecting teachers and health professionals in schools. The pilot began in Bradford and was subsequently adopted by four other Opportunity Areas. The University of Manchester has been commissioned to evaluate the Early Identification of Autism Projects, and their report is due by the end of November 2023. Bradford’s Centre for Applied Education Research is drawing on the learning from the pilot to build and test a new digital tool to help Key Stage 1 teachers to identify and respond to learning and support needs of neurodivergent children in the classroom.

The department wants all children and young people, no matter what their Special Educational Needs and Disabilities (SEND) to receive the right support to reach their full potential.

Under the Children and Families Act 2014, mainstream schools and colleges must use their best endeavours to ensure that a child or young person who has Special Educational Needs (SEN) gets the special educational provision they need. The SEND Code of Practice is clear that meeting the needs of a child with SEN does not require a diagnostic label or test. Instead, the department expects teachers to monitor the progress of all children and young people and provide support where it is needed, including arranging diagnostic tests where appropriate.

To support all teachers in meeting these expectations, the department is implementing teacher training reforms. These reforms are designed to ensure that teachers have the skills to support all pupils to succeed, including those with SEND. Since 2020, the Initial Teacher Training Core Content Framework (CCF) has included content on adapting teaching to the strengths and needs of all pupils. The department is conducting a review of the CCF and Early Career Framework, which will consider further opportunities to improve how the frameworks support new teachers to meet the needs of pupils with SEND.

The department’s Universal Services (US) contract brings together SEND-specific continuous professional development and support for the teaching workforce to improve outcomes for children and young people. This includes autism awareness training and resources. Over 100,000 professionals have undertaken autism awareness training since the US programme launched.

The 2023 SEND and Alternative Provision Improvement Plan outlines the department’s vision to improve mainstream education by setting standards for the early and accurate identification of need, and timely access to support to meet those needs. The standards will clarify the types of support that should be ordinarily available in mainstream settings and practitioner standards will be developed to support frontline professionals. The first three practitioner standards will be published by the end of 2025 and will include one on autism. To inform this, analysts and policy officials keep under review all evidence-based good practice, including international evidence.

The 2021 Autism Strategy sets out the government’s ambition to make significant progress on improving early identification, reducing diagnosis waiting times and improving diagnostic pathways for all people, including children and young people. The Department of Health and Social Care (DHSC) is taking steps to improve access to assessments for autism. In 2023/24, DHSC allocated £4.2 million to improve services for autistic children and young people including assessments, pre- and post-diagnostic support, and the continuation of the Autism in Schools programme. Additionally, in April 2023, NHS England published a national framework to support the local NHS to commission and deliver autism assessment services for children, young people, and adults.

The department has not undertaken an assessment of the effectiveness of universal screening for neurodivergent conditions. However, from 2019, the department’s Opportunity Area programme invested £600,000 in a pilot to deliver earlier identification and faster assessment of autism, by connecting teachers and health professionals in schools. The pilot began in Bradford and was subsequently adopted by four other Opportunity Areas. The University of Manchester has been commissioned to evaluate the Early Identification of Autism Projects, and their report is due by the end of November 2023. Bradford’s Centre for Applied Education Research is drawing on the learning from the pilot to build and test a new digital tool to help Key Stage 1 teachers to identify and respond to learning and support needs of neurodivergent children in the classroom.

The department wants all children and young people, no matter what their Special Educational Needs and Disabilities (SEND) to receive the right support to reach their full potential.

Under the Children and Families Act 2014, mainstream schools and colleges must use their best endeavours to ensure that a child or young person who has Special Educational Needs (SEN) gets the special educational provision they need. The SEND Code of Practice is clear that meeting the needs of a child with SEN does not require a diagnostic label or test. Instead, the department expects teachers to monitor the progress of all children and young people and provide support where it is needed, including arranging diagnostic tests where appropriate.

To support all teachers in meeting these expectations, the department is implementing teacher training reforms. These reforms are designed to ensure that teachers have the skills to support all pupils to succeed, including those with SEND. Since 2020, the Initial Teacher Training Core Content Framework (CCF) has included content on adapting teaching to the strengths and needs of all pupils. The department is conducting a review of the CCF and Early Career Framework, which will consider further opportunities to improve how the frameworks support new teachers to meet the needs of pupils with SEND.

The department’s Universal Services (US) contract brings together SEND-specific continuous professional development and support for the teaching workforce to improve outcomes for children and young people. This includes autism awareness training and resources. Over 100,000 professionals have undertaken autism awareness training since the US programme launched.

The 2023 SEND and Alternative Provision Improvement Plan outlines the department’s vision to improve mainstream education by setting standards for the early and accurate identification of need, and timely access to support to meet those needs. The standards will clarify the types of support that should be ordinarily available in mainstream settings and practitioner standards will be developed to support frontline professionals. The first three practitioner standards will be published by the end of 2025 and will include one on autism. To inform this, analysts and policy officials keep under review all evidence-based good practice, including international evidence.

The 2021 Autism Strategy sets out the government’s ambition to make significant progress on improving early identification, reducing diagnosis waiting times and improving diagnostic pathways for all people, including children and young people. The Department of Health and Social Care (DHSC) is taking steps to improve access to assessments for autism. In 2023/24, DHSC allocated £4.2 million to improve services for autistic children and young people including assessments, pre- and post-diagnostic support, and the continuation of the Autism in Schools programme. Additionally, in April 2023, NHS England published a national framework to support the local NHS to commission and deliver autism assessment services for children, young people, and adults.

The department has not undertaken an assessment of the effectiveness of universal screening for neurodivergent conditions. However, from 2019, the department’s Opportunity Area programme invested £600,000 in a pilot to deliver earlier identification and faster assessment of autism, by connecting teachers and health professionals in schools. The pilot began in Bradford and was subsequently adopted by four other Opportunity Areas. The University of Manchester has been commissioned to evaluate the Early Identification of Autism Projects, and their report is due by the end of November 2023. Bradford’s Centre for Applied Education Research is drawing on the learning from the pilot to build and test a new digital tool to help Key Stage 1 teachers to identify and respond to learning and support needs of neurodivergent children in the classroom.

Funding for the identification of Special Educational Needs and Disabilities (SEND) is a matter for the Department of Health and Social Care, however, the Department for Education provides a variety of funding streams which contribute to supporting early years children with SEND.

High needs funding is increasing by £440 million, or 4.3%, in 2024/25, compared to the high needs funding allocations for 2023/24. The total high needs budget for 2024/25 will be £10.54 billion. Further information on current government funding for high needs can be found in the high needs block of the Dedicated Schools Grant (DSG) here: https://skillsfunding.service.gov.uk/view-latest-funding/national-funding-allocations/DSG/2023-to-2024.

The Department offers a range of support for children with SEND. The Disability Access Fund (DAF) allows early years providers to make reasonable adjustments to their setting and to support the needs of DAF eligible children. Providers can receive £828 per year, per eligible child. From September 2023 to March 2024, following the introduction of the Early Years Supplementary Grant (EYSG), the EYSG payable rate for the DAF is an additional £30.92 per eligible child, on top of the current rate of £828. Details of the DAF currently paid to local authorities can be found in the early years block of the DSG here: https://skillsfunding.service.gov.uk/view-latest-funding/national-funding-allocations/DSG/2023-to-2024.

In addition, the Early Years National Funding Formula contains an additional needs element to take account of the number of 3 and 4-year-old children with additional needs in an area. Further, 2-year-old children in receipt of Disability Living Allowance and/or an Education Health and Care plan are also eligible for the 15 hours free childcare entitlement for 2-year-olds.

Local authorities are required to have Special Educational Needs Inclusion Funds (SENIFs) for all 3 and 4-year-olds with Special Educational Needs (SEN) who are taking up the free entitlements. These funds are intended to support local authorities to work with providers to address the needs of individual children with SEN. Earlier this year, the department consulted on extending the requirement to establish SENIFs to all children accessing the entitlements from April 2024 and will be publishing the Government response shortly.

As stated in the SEND and Alternative Provision (AP) Improvement Plan, published in March 2023, the department is reviewing the operation of SENIFs and will work with local authorities, providers and stakeholders to understand what improvements would support better outcomes for children with SEND. The department is also reviewing other associated elements of the wider current early years funding system, to ensure early years SEND funding arrangements are appropriate and well-targeted to improve outcomes for all pre-school children with SEND, and also to support the introduction of a national framework for bands and tariffs as per the SEND and AP Improvement Plan. Further information on the SEND and AP Improvement Plan can be found here: https://assets.publishing.service.gov.uk/media/63ff39e6e90e0740de2669fd/SEND_and_alternative_provision_improvement_plan_print_ready.pdf.

The Nuffield Early Language Intervention (NELI) programme, part of the Department’s education recovery response, has played an important role in improving children’s language and communication skills following the COVID-19 pandemic.

In September 2023, the Education Endowment Foundation published an independent evaluation of the programme’s effects in 2021/22. This demonstrated that children who received the programme made the equivalent of four months’ progress in language skills, on average, compared to children who did not receive NELI. Pupils eligible for free school meals made additional progress on average of seven months.

Since the programme was launched in 2020, just over 11,100 schools (over two thirds of all primaries) have signed up to deliver NELI. To increase the reach of the programme, the Department has confirmed it will be funding all registered schools to continue delivering the programme in the 2023/24 academic year. To promote uptake, the delivery partner will be engaging all registered schools through a mixture of regular communications, support, and targeted outreach.

The Nuffield Early Language Intervention (NELI) programme, part of the Department’s education recovery response, has played an important role in improving children’s language and communication skills following the COVID-19 pandemic.

In September 2023, the Education Endowment Foundation published an independent evaluation of the programme’s effects in 2021/22. This demonstrated that children who received the programme made the equivalent of four months’ progress in language skills, on average, compared to children who did not receive NELI. Pupils eligible for free school meals made additional progress on average of seven months.

Since the programme was launched in 2020, just over 11,100 schools (over two thirds of all primaries) have signed up to deliver NELI. To increase the reach of the programme, the Department has confirmed it will be funding all registered schools to continue delivering the programme in the 2023/24 academic year. To promote uptake, the delivery partner will be engaging all registered schools through a mixture of regular communications, support, and targeted outreach.

The Nuffield Early Language Intervention (NELI) programme, part of the Department’s education recovery response, has played an important role in improving children’s language and communication skills following the COVID-19 pandemic.

In September 2023, the Education Endowment Foundation published an independent evaluation of the programme’s effects in 2021/22. This demonstrated that children who received the programme made the equivalent of four months’ progress in language skills, on average, compared to children who did not receive NELI. Pupils eligible for free school meals made additional progress on average of seven months.

Since the programme was launched in 2020, just over 11,100 schools (over two thirds of all primaries) have signed up to deliver NELI. To increase the reach of the programme, the Department has confirmed it will be funding all registered schools to continue delivering the programme in the 2023/24 academic year. To promote uptake, the delivery partner will be engaging all registered schools through a mixture of regular communications, support, and targeted outreach.

The Nuffield Early Language Intervention (NELI) programme, part of the Department’s education recovery response, has played an important role in improving children’s language and communication skills following the COVID-19 pandemic.

In September 2023, the Education Endowment Foundation published an independent evaluation of the programme’s effects in 2021/22. This demonstrated that children who received the programme made the equivalent of four months’ progress in language skills, on average, compared to children who did not receive NELI. Pupils eligible for free school meals made additional progress on average of seven months.

Since the programme was launched in 2020, just over 11,100 schools (over two thirds of all primaries) have signed up to deliver NELI. To increase the reach of the programme, the Department has confirmed it will be funding all registered schools to continue delivering the programme in the 2023/24 academic year. To promote uptake, the delivery partner will be engaging all registered schools through a mixture of regular communications, support, and targeted outreach.