Question to the Department for Education:

To ask His Majesty's Government what steps are being taken to ensure that those in initial teacher training will be able to identify pupils with moderate difficulties arising from conditions such as dyslexia, dyscalculia, dyspraxia, attention deficit disorder and autism.

The department understands that quality teaching is the most important in-school factor in improving outcomes for all children, particularly those with additional needs. From September 2020, all new teachers have benefited from at least three years of evidence based professional development and support, starting with Initial Teacher Training (ITT) based on the new ITT Core Content Framework (CCF), and followed by a new two-year induction underpinned by the Early Career Framework (ECF).

All ITT courses must be designed so that trainee teachers can demonstrate that they meet the Teachers’ Standards at the appropriate level. This includes the requirement in Standard 1, that teachers must set goals that stretch and challenge pupils of all backgrounds, abilities and dispositions. As well as Standard 5, that all teachers must have a clear understanding of the needs of all pupils, including those with Special Educational Needs and Disabilities (SEND), and be able to adapt teaching to respond to those strengths and needs.

The department will be conducting a review this year of the CCF and ECF to identify how the frameworks can equip new teachers to be more confident in meeting the needs of pupils with SEND.