Question to the Department for Education:

To ask the Secretary of State for Education, what steps she is taking to (a) develop and (b) implement in-classroom screening tools for dyslexia; and if she will include those tools in the (i) training and (ii) resources provided to teachers.

The statutory guidance ‘SEND code of practice: 0 to 25 years’ is clear that meeting the needs of a child with special educational needs (SEN) does not require a diagnostic label or test. Instead, the department expects teachers to monitor the progress of all pupils and put support in place where needed. The full guidance can be found here: https://www.gov.uk/government/publications/send-code-of-practice-0-to-25.

The department is committed to improving support for all children and young people with special educational needs and disabilities (SEND), including those with specific learning difficulties. As part of this, the department is considering both international evidence and best practice in its policymaking on SEN, with a focus on strengthening the evidence base on what works to identify and support needs in mainstream settings, including for specific learning difficulties.

The department has also commissioned evidence reviews from University College London, which will highlight what the best available evidence suggests are the most effective tools, strategies and approaches for teachers and other relevant staff in mainstream settings to identify and support children and young people (age 0 to 25) with different types of needs.

In November 2024, the department established the Neurodivergence Task and Finish Group, chaired by Professor Karen Guldberg from Birmingham University, to provide an expert view and make recommendations on how to best meet the needs of neurodivergent children and young people within mainstream education settings. The group brings together experts including clinicians, scientists and academics, education professionals, and charities representing specific types of neurodivergence. We have been clear that in developing their advice, we expect the group to draw on a wide range of inputs, including other sector experts and stakeholders, to ensure appropriate coverage of other types of neurodivergence. The group will also listen to the voices of neurodivergent children and young people, their parents, and others who care for them.

The initial teacher training and early career framework, which replaces the core content framework and early career framework from September 2025 and underpins what all new teachers should learn, contains significantly more content related to adaptive teaching and supporting pupils with SEND. The adaptive teaching content includes, for example, developing an understanding of different pupil needs, and learning how to provide opportunities for success for all pupils.