The department is investing around £1.8 billion over three years to develop a new Experts at Hand offer, giving mainstream settings access to specialist support from key health and education professionals, including speech and language therapists, occupational therapists, educational psychologists (and assistants) and specialist teachers.

Experts at Hand will support mainstream settings to better identify and meet the needs of pupils with special educational needs and disabilities (SEND), including those with dyslexia, through dedicated professional expertise delivered alongside setting staff. It will support earlier identification of need, strengthen workforce confidence and capability, and provide timely, evidence-based support within everyday learning environments. Specialists will work with teachers through observation, light-touch assessment and advise on effective strategies, helping to embed evidence-informed practice and inclusive support.

Beyond this we are supporting all teachers with continuing professional development through the launch of a new landmark training package on inclusion, with an investment of over £200 million over three years.

On 16th January, we announced a new training package, backed by £200 million of new funding, to ensure that all teachers, educators, teaching assistants, support staff and leaders across early years, schools and post-16 settings can be trained to support pupils with special educational needs and disabilities (SEND), including those with dyslexia.

We value the hard work of teachers and educators up and down the country and we have specifically designed our new continuing professional development courses to be flexible to work around their schedules.

In February, we announced £500 million per financial year over the next three years through the Inclusive Mainstream Fund to support schools, colleges and early years settings with upfront funding to help them move towards becoming more inclusive by design.

We will also introduce National Inclusion Standards, which will set out what ordinarily available provision should be in every setting across the 0 to 25 system, as well as the evidence-based tools, strategies and approaches for educators to draw on to identify and support children and young people with SEND, including those with dyslexia.

The department recognises that effective early identification and intervention are critical to improving outcomes for children and young people with special educational needs and disabilities (SEND), including those with dyslexia.

We want all education settings to be confident in identifying needs accurately and providing evidence-based support as early as possible. To support this, we are strengthening the evidence base on effective approaches. In partnership with the department, we have commissioned research, led by UK Research and Innovation, to develop approaches to early identification, assessment and support.

Through the SEND reform consultation, we proposed the introduction of National Inclusion Standards to set out evidence-informed tools, strategies and approaches for identifying and supporting needs, and the introduction of a new training package for all staff to upskill them on identifying and responding to needs. We also proposed a duty on schools to produce an Inclusion Strategy, setting out the support they would provide across Universal, Targeted and Targeted Plus provision. We are currently considering consultation responses to inform decisions on these proposals and any future requirements.

The department’s reforms are designed to enable all children and young people with special educational needs and disabilities (SEND) including those with dyslexia to succeed.

We are providing £1.6 billion of additional funding to mainstream settings through an Inclusive Mainstream Fund to help settings identify commonly occurring needs and take meaningful steps to improve everyday support. Schools and colleges will also be able to direct funding to develop targeted support for those who need them, such as group interventions, without formal assessment or diagnosis.

Clear statutory duties for schools will also be introduced to identify and meet needs as early as possible and ensure the progress of children and young people is monitored to ensure timely and effective interventions.

To ensure teachers, teaching assistants, support staff and leaders across early years, schools and post-16 settings can be trained to support pupils with special educational needs, we are investing £200 million of new funding to upskill staff and promote an inclusive culture.

We have also introduced a range of measures to support high-quality teaching of reading and writing, including for pupils with SEND and dyslexia and those at risk of falling behind. This includes the English Hubs programme and the publication of both the reading and writing frameworks.

The Curriculum and Assessment Review considered how the curriculum and assessment system can better support the progress and attainment of all pupils, including those with SEND. In its response, the government committed to developing evidence-led resources to support curriculum adaptation, embedding high-quality adaptive teaching and formative assessment throughout teacher training, and working with Ofqual and exam boards to ensure accessibility is fully considered in the development of qualifications, including GCSEs.

We are carefully reviewing and considering all responses submitted to the SEND Reform consultation and continue to engage widely on our proposals. We will publish a response to the consultation in due course and bring forward legislation at the earliest opportunity.

The department’s reforms are designed to enable all children and young people with special educational needs and disabilities (SEND) including those with dyslexia to succeed.

We are providing £1.6 billion of additional funding to mainstream settings through an Inclusive Mainstream Fund to help settings identify commonly occurring needs and take meaningful steps to improve everyday support. Schools and colleges will also be able to direct funding to develop targeted support for those who need them, such as group interventions, without formal assessment or diagnosis.

Clear statutory duties for schools will also be introduced to identify and meet needs as early as possible and ensure the progress of children and young people is monitored to ensure timely and effective interventions.

To ensure teachers, teaching assistants, support staff and leaders across early years, schools and post-16 settings can be trained to support pupils with special educational needs, we are investing £200 million of new funding to upskill staff and promote an inclusive culture.

We have also introduced a range of measures to support high-quality teaching of reading and writing, including for pupils with SEND and dyslexia and those at risk of falling behind. This includes the English Hubs programme and the publication of both the reading and writing frameworks.

The Curriculum and Assessment Review considered how the curriculum and assessment system can better support the progress and attainment of all pupils, including those with SEND. In its response, the government committed to developing evidence-led resources to support curriculum adaptation, embedding high-quality adaptive teaching and formative assessment throughout teacher training, and working with Ofqual and exam boards to ensure accessibility is fully considered in the development of qualifications, including GCSEs.

We are carefully reviewing and considering all responses submitted to the SEND Reform consultation and continue to engage widely on our proposals. We will publish a response to the consultation in due course and bring forward legislation at the earliest opportunity.

The department’s reforms are designed to enable all children and young people with special educational needs and disabilities (SEND) including those with dyslexia to succeed.

We are providing £1.6 billion of additional funding to mainstream settings through an Inclusive Mainstream Fund to help settings identify commonly occurring needs and take meaningful steps to improve everyday support. Schools and colleges will also be able to direct funding to develop targeted support for those who need them, such as group interventions, without formal assessment or diagnosis.

Clear statutory duties for schools will also be introduced to identify and meet needs as early as possible and ensure the progress of children and young people is monitored to ensure timely and effective interventions.

To ensure teachers, teaching assistants, support staff and leaders across early years, schools and post-16 settings can be trained to support pupils with special educational needs, we are investing £200 million of new funding to upskill staff and promote an inclusive culture.

We have also introduced a range of measures to support high-quality teaching of reading and writing, including for pupils with SEND and dyslexia and those at risk of falling behind. This includes the English Hubs programme and the publication of both the reading and writing frameworks.

The Curriculum and Assessment Review considered how the curriculum and assessment system can better support the progress and attainment of all pupils, including those with SEND. In its response, the government committed to developing evidence-led resources to support curriculum adaptation, embedding high-quality adaptive teaching and formative assessment throughout teacher training, and working with Ofqual and exam boards to ensure accessibility is fully considered in the development of qualifications, including GCSEs.

We are carefully reviewing and considering all responses submitted to the SEND Reform consultation and continue to engage widely on our proposals. We will publish a response to the consultation in due course and bring forward legislation at the earliest opportunity.

The department collects data on 14 primary need types which can be found at: https://www.gov.uk/guidance/complete-the-school-census/data-items-2025-to-2026.

This information is published in two publications, accessible at: https://explore-education-statistics.service.gov.uk/find-statistics/special-educational-needs-in-england/2025-26 and https://explore-education-statistics.service.gov.uk/find-statistics/education-health-and-care-plans/2026.

Information on children and pupils with dyslexia and dyspraxia hyperactive disorder is collected as part of the category of specific learning difficulty as defined by paragraph 6.31 of the current special educational needs code of practice. This category includes a range of conditions, also including dyslexia, dyscalculia and dyspraxia.

The department is committed to supporting local areas to create high-quality places that are suitable to meet the needs of children and young people with special educational needs and disabilities (SEND). The department wants more children and young people to access the right support in a local mainstream setting, enabling them to learn alongside their peers and siblings, instead of travelling a long way to a special school.

For this reason, we are investing at least £3.7 billion in high needs capital funding between 2025-2026 and 2029-2030, to support local authorities to provide places for children and young people with SEND, or who require alternative provision across early years settings, schools, and colleges.

The government maintains the higher education (HE) system under review to ensure it delivers good outcomes for students and value for money for the taxpayer.

The Office for Students identified some providers recruiting students with insufficient English language proficiency to undertake the rigorous studies that an HE course demands. Students must not be mis-sold courses they are not equipped to undertake.

As announced on 25 June, we will consult in the autumn to canvass views on whether and how the government might introduce a minimum English language requirement for accessing student finance. We will be testing how the government should balance robust standards with supporting access and participation for students from different backgrounds and protected characteristics. We are keen to hear views from a wide range of groups and people, and we will carefully consider the equalities impact before making any changes.

The Experts at Hand offer is primarily focused on providing mainstream settings with expert advice and guidance from education and healthcare experts to help them identify and meet a range of special educational needs including neurodiverse conditions. This includes strengthening early identification and supporting more effective and inclusive practice.

Experts at Hand works alongside existing statutory provision and does not replace established school led approaches or specialist one-to-one services, including speech and language therapy and occupational therapy.

Experts at Hand is in addition to enhanced teacher and support staff training to ensure all schools can provide a high-quality universal offer, and new National Inclusion Standards supporting teachers to use evidence-based strategies to identify and respond to pupils' needs.

Access to support should not be dependent on a child or young person having a diagnosis, and a diagnosis alone does not help a teacher know what strategies to use to support that child in the classroom.

The department is clear that teachers and educators should use plain English and commonly understood terms when communicating support for children and young people with special educational needs.

As part of our special educational needs and disabilities reforms, we will place a duty on settings to produce an Individual Support Plan (ISP) for any child or young person receiving targeted, targeted plus or specialist support. ISPs will be developed by settings together with parents and young people, giving every child or young person receiving targeted or specialist support a clear and consistent record of their needs and the help they receive.

My Lords, the Government recognise the serious risks posed by substances marketed online that are unsafe for human consumption. Under the Online Safety Act, platforms must take proactive steps to prevent and remove illegal content, including the promotion or sale of unlawful substances, and to tackle fraud. Where products fall within the definition of medicines, robust controls apply to their sale, supply and advertising, and unauthorised products are subject to enforcement action.

Section 5(5B) of the Education Act 2005 places a clear duty on Ofsted to report on how well schools meet the needs of pupils with special educational needs and disabilities (SEND). During all inspections, inspectors give particular attention to the experiences and outcomes of pupils who face barriers to learning, including those with SEND. Our new inspection framework has ‘inclusion’ as a specific graded area for the first time, ensuring all children are supported to achieve and thrive regardless of need or background. They evaluate how leaders support these pupils, the rationale for their approach, and the evidence underpinning it. This includes discussions with leaders, reviewing data, speaking with pupils, sampling cases and considering parents’ views. Inspection reports always include an evaluation of the experiences and achievement of pupils with SEND. Further detail is set out in Ofsted’s attached toolkit.

Under our proposed reforms, education, health and care (EHC) plans will continue, guaranteeing statutory entitlements to education and health provision, and will be reviewed regularly. Educational provision in reformed EHC plans will be underpinned by evidence-based, nationally consistent specialist provision packages. Any child with an EHC plan as of the legislation’s commencement date will retain their EHC plan and associated provision until they finish their current phase of education, or choose to move to the new system. Children with an EHC plan in the early years will retain their EHC plan and associated provision until they finish the primary phase, when it will be reviewed.

The Children’s Commissioner will have a role in providing independent oversight, monitoring and scrutiny of the implementation of special educational needs and disabilities (SEND) reform. Other reforms will improve and strengthen processes for resolving individual complaints relating to SEND provision, with the tribunal remaining as the legal backstop for the most fundamental EHC plan decisions.

Individual Support Plans (ISPs) will be tailored to the individual child. They will be developed by settings together with parents and young people, giving every child or young person with special educational needs and disabilities (SEND) a clear and consistent record of their needs and the help they receive so that support is joined‑up, timely and centred on what will help them to thrive.

ISPs will set out key information, such as a child or young person’s identified needs, provision, intended outcomes and any reasonable adjustments, as applicable.

Individual Support Plans (ISPs) will provide a record of need and provision for all children or young people with special educational needs or disabilities (SEND), including those with an education, health and care plan. ISPs will enable settings to work alongside parents, providing a single, consistent record of a child’s needs, support or the reasonable adjustments which are in place and what further changes or adaptations may be needed.

Under the proposals, where there are concerns about provision, parents and young people would be able to raise these directly with the setting, including through the improved schools complaints process where necessary. We are proposing to strengthen this complaints process by including an independent SEND expert on panels to consider complaints, ensuring parents can have confidence.

We will take this forward alongside wider work set out in the Schools White Paper to improve the whole school complaints system, including exploring digital solutions and setting out clearer handling processes.

The department is committed to supporting the effective use of assistive technology to help children and young people with special educational needs and disabilities (SEND) achieve and thrive in mainstream education. We recognise that assistive technology can play a key role in removing barriers to learning, and many education settings are already using it for this purpose, as well as to build confidence, independence and promote greater inclusion.

We are supporting settings to make informed decisions about assistive technology and increase confidence. For example, we have invested over £1.6 million to pilot assistive technology lending libraries in 30 local authorities, enabling up to 3,800 mainstream settings to trial products with pupils before purchasing.

Training on assistive technology is included in the mandatory Initial Teacher Training and Early Career Framework from September 2025, and the NPQ for special educational needs coordinators (SENCOs) includes content on how it can support teaching and learning for pupils with SEND. We are also developing introductory assistive technology training materials with sector partners to support effective use in the classroom.

The ‘Every Child Achieving and Thriving’ Schools White Paper and consultation on special educational needs and disabilities (SEND) reform included a commitment to update the SEND Code of Practice.

This will include setting out refreshed ‘Areas of Development’, replacing the current ‘Areas of Need’, to better reflect key areas of child development. In the consultation, we sought views on five proposed areas of development: executive function; motor and physical; sensory; speech, language and communication; and social and emotional development.

These will underpin new National Inclusion Standards and Specialist Provision Packages. The Standards will set out what ordinarily available provision should be available across the 0-25 system, as well as evidence-based tools, strategies and approaches for educators to identify and support children and young people with additional needs.

We are reviewing consultation responses before setting out the government’s response and next steps, including any amendments to the ’Areas of Development’. We will consult separately on proposed Code changes.

My Lords, the £3 billion in high needs capital announced last week is intended to support children and young people with special educational needs and disabilities and those who require alternative provision by creating facilities within mainstream schools that can deliver more flexible support adapted to suit people’s needs. It can also be used to adapt mainstream schools to be more accessible and create special school places for pupils with the most complex needs through expanding existing settings or stand-alone schools where this is necessary.

Education, health and care (EHC) plans are developed by professionals within a child or young person’s local authority, who tailor the content to individual needs. The department does not set the specific terminology used to describe conditions such as dyscalculia, as these descriptions are determined at the local level.

However, we know that educational psychologists use dyscalculia definitions, as well as wider learning difficulties with mathematics, on EHC plans when assessing a child or young person to identify where they experience specific difficulties with numbers or mathematics. They can then recommend appropriate strategies and interventions to support the child’s learning and development.

The special educational needs and disabilities code of practice sets out that all schools should apply a ‘graduated approach’ when deciding on the provision to be made for a child or young person with special educational needs, including dyscalculia. This means identifying a child’s needs, implementing appropriate support and reviewing it regularly. Schools should involve pupils and their parents in this process, taking their views into consideration.

To improve the teaching of mathematics for all pupils in publicly-funded schools, the department funds the Maths Hubs programme. The programme covers primary, secondary and special schools and uses a mastery-based teaching approach, which aims to secure understanding of key concepts. This includes training for teachers on techniques such as avoiding cognitive overload by breaking the learning down into small manageable steps, using representations to expose mathematical structure and ensuring that learning is sequenced in a coherent manner so it makes sense to pupils.