Question to the Department for Education:

To ask the Secretary of State for Education, what recent assessment her Department has made of the adequacy of special educational needs training given to teachers and staff at comprehensive schools in Greater Manchester.

The department does not perform teacher performance evaluation at the local level. The Teachers’ Standards sets out the minimum level of practice expected of teachers who are awarded qualified teacher status (QTS). To be awarded QTS at the end of Initial Teacher Training (ITT), trainees must demonstrate that they have met all the Teachers’ Standards at the appropriate level. The standards are also used to assess the performance of all teachers with QTS under the School Teachers’ Appraisal Regulations (2012). Therefore, most teachers need to adhere to the standards throughout their careers.

All teachers are teachers of pupils with Special Educational Needs and Disabilities (SEND), and the department is committed to ensuring that all pupils can reach their potential and receive excellent support from their teachers. The Teachers’ Standards set clear expectations that teachers must understand the needs of all pupils, including those with SEND. Consideration of SEND underpins both the ITT Core Content Framework and Early Career Framework (ECF), which were both produced with the support of sector experts. ITT courses and ECF-based programmes are designed so that new teachers can demonstrate that they meet the Teachers’ Standards at the appropriate level. This includes the requirement in Standard 5, that all teachers must have a clear understanding of the needs of all pupils.

To pass statutory teacher induction, early career teachers must demonstrate that they meet the Teachers' Standards through a formal assessment, signed off by their headteacher and independently checked by their appropriate body. Ofsted is responsible for inspecting ITT partnerships and ECF lead providers in line with published inspection frameworks.

Headteachers use their professional judgement to identify any further training, including specific specialisms, for individual staff that is relevant to them, the school, and its pupils. To further support the needs of pupils with SEND, particularly in mainstream settings where most of these learners are educated, the department has funded the Universal Services programme. The Universal Services programme, backed by almost £12 million in funding, will help the school and further education (FE) workforce to identify and meet the needs of children and young people with SEND earlier and more effectively.

National Standards will improve mainstream education through setting standards for early and accurate identification of needs, and timely access to support to meet those needs. The standards will include clarifying the types of support that should be ordinarily available in mainstream settings and who is responsible for securing the support. This will help families, practitioners and providers understand what support every child or young person should be receiving from early years through to FE, no matter where they live or what their needs are.