Support for Dyslexic Pupils

Tuesday 11th November 2025 Westminster Hall

11:30

[Adam Dance (Yeovil) (LD)]

I beg to move,

That this House has considered support for dyslexic pupils at school.

It is a pleasure to serve under your chairmanship, Ms Butler. I start by thanking the Backbench Business Committee for granting this debate and hon. Members from across the House for supporting it. I thank all the young dyslexic pupils, their families and the campaigners for their tireless work to raise awareness. They are all such inspirations.

Dyslexia is a neurological difference that affects around one in 10 of us. That is more than 1 million children in classrooms across the UK. It presents in a range of ways and with different degrees of severity. For me, words float on the page—Members may be able to tell that they are doing so at the moment. I struggled with reading, writing and spelling, and I have the reading age of a 12-year-old, so I ask Members to bear with me through this speech.

Dyslexia is not a flaw or something to be ashamed of; that is the most important thing we can take away from the debate. It breaks my heart when I hear young dyslexics say, “I wish I never had it”, “I feel ashamed”, “I felt stupid” or “I will never achieve anything”. Intelligence and poor behaviour are not linked to dyslexia. Being dyslexic just means that one learns and expresses oneself differently. That comes with challenges, but it also often comes with strengths in problem solving, resilience, creativity or practical work. That is my message to all dyslexic young people: they can do anything in life, and it is the job of schools and the Government to help them achieve that.

Unfortunately, support for dyslexic pupils at school is still not where it should be. I have said this before, but in Somerset, chronic underfunding means that support has got worse since when I was at school, despite the hard work of educators. I left school in 2008, and I had more support in school then than there is now. We have gone backwards as a country, and it is not good enough.

[Afzal Khan (Manchester Rusholme) (Lab)]

The hon. Member is making an excellent speech on a very important subject. Early diagnosis is key for dyslexic students to access the necessary support and assistive technology, yet as the hon. Member pointed out, 80% of dyslexic children leave school without a formal diagnosis. Does he agree that a universal screening programme could help to ensure that all children, regardless of their background, have their needs recognised and talents nurtured by our education system?

[Adam Dance]

I totally agree, and I will come to that later. The hon. Member has probably seen my ten-minute rule Bill about getting support, and I ask him to sign it.

The biggest problem is identifying dyslexia. Although three children in an average class likely have dyslexia, four in five dyslexic pupils leave school without having their needs properly identified. There is no NHS pathway to diagnosis for dyslexia as it is not a medical condition. That means diagnosis and support is based on a postcode lottery and family income. The average cost of diagnosis is £600, which is unaffordable for too many of my constituents and creates real inequality. Some 90% of dyslexic children in higher-income households are diagnosed compared with 43% in lower-income households. That is not good enough.

If we cannot identify needs, how can we support young dyslexics through education? For those whose needs are identified, it often comes far too late. Even then, the support they need may be unavailable. Our councils are in desperate need of financial support to keep up provision for pupils with special educational needs and disabilities. Our brilliant teachers just do not have the appropriate training or proper resources to support all their pupils’ needs. Teachers should not have to learn about dyslexia and work out classroom adjustments in their spare time. They should be supported from day one.

Even simple things just are not available. In this day and age, getting access to assistive technologies such as word processors should not be a challenge, yet the British Dyslexia Association has found that only 18% of dyslexic people reported having access to assistive technology at school. Without support, the classroom becomes inaccessible for dyslexic people. The curriculum is too narrow and not developed with dyslexia properly in mind. Exams such as GSCEs test written ability and recall in timed environments, rather than testing knowledge. That ends up punishing dyslexic people who do not have enough alternative qualification pathways.

[Mr Angus MacDonald (Inverness, Skye and West Ross-shire) (LD)]

It is an incredibly important subject. I left school before I was 17, and that was the end of my education. I have had a fantastic business career, I have written lots of novels and I am now an MP. That is despite no help at all from the educational system, and society as a whole putting across the message that people such as me at school are not on the same level as more intellectual people. The subject is close to my heart. Does my hon. Friend agree that society should better recognise people such as him and me, to help people get on with their careers?

[Adam Dance]

I agree with my hon. Friend. The impact is devastating on young dyslexic people’s education and their mental health. We know that 26% of 11-year-olds leave primary school below the expected reading standard. At GCSE, only one in five pupils with dyslexia achieve a grade 5 or above in English and maths, compared with over half of pupils without special educational needs.

The British Dyslexia Association’s most recent research found that 70% of young dyslexic people report feeling bad about themselves because of their dyslexia, and that 78% report having experienced people assuming that they are not as clever as others due to their dyslexia. That is not true—we have heard that today in the interventions.

I know that if I had not had the support I had at school, I might have ended up in prison or even taken my own life, like too many others who never get the help they need. Sadly, young people with dyslexia are three times as likely to be suspended from school and twice as likely to be repeatedly absent from school.

[Jayne Kirkham (Truro and Falmouth) (Lab/Co-op)]

My son is dyslexic, and the statistic that shocked me is that 80% of people with dyslexia leave school without it being diagnosed, and that is the concern—that people will go through life not even realising why they struggle with certain things. Does the hon. Member agree that that needs to change?

[Adam Dance]

I definitely agree and I thank the hon. Member for her comment.

Young people with dyslexia are also three times as likely to not be in employment, education or training by the age of 16 to 17. Research suggests that about half of people in prison may have dyslexia, compared with one in 10 in the general public. I have heard from people who have come out of prison and found out that they were dyslexic. They realised that had they had the right support, they may not have given up on school and ended up where they were. That tells us all we need to know about the dire consequences of not getting support for dyslexic people.

What can we do? Action is long overdue. We have to make dyslexia and other neurodiversities—such as attention deficit hyperactivity disorder, autism and dyscalculia—a priority by having a national dyslexic strategy, and a national body for SEND to oversee it. Any changes must start with early identification and teacher training. That is why I proposed my Bill on universal screening and teacher training. The idea is simple: that the Department for Education uses its expertise and resources to work with us all to create a universal screening programme for neurodiversity in primary school-aged children to identify their needs, and to provide statutory guidance on training on neurodiversity in initial teacher training and continuous professional development. The screener can be classroom based and the assessment done in a cost and time-effective way. That will allow teachers to better recognise the signs early.

With better training, teachers can make those all-important in-class adjustments, such as using more visual, auditory and physical aids, as well as offering tailored support. Teachers also need to be taught how to use assistive technologies throughout teaching and assessment. That targeted early intervention can move some children at risk of being adversely impacted by dyslexia to no or low risk. That is important.

More broadly, we need to rethink assessment design, so that assessments focus on measuring understanding, not memory recall or spelling accuracy—and I make many mistakes with spelling—except where essential. That has to start by looking at other forms of assessment beyond exams, and strengthening vocational education. I hope that V-levels will offer some of that. Access to assistive technology must be standard, and how to use it must be properly taught through key stage 2, to support independent learning.

I cannot end without addressing the elephant in the room—the now delayed SEND White Paper. I think the Minister and her team will have heard the fear and anxiety about the reports of cuts, and the real frustrations at the delay. Will the Minister address reports that dyslexic children may lose one-to-one support and extra teaching staff support? If that is the case, I urge the Government to think again. Cutting costs at the expense of young people’s futures is never worth it.

Ultimately, I think we all want the same thing—an inclusive and fair education system that gives young dyslexic people the chance to shine. With the changes I have set out, we can take a big step towards that future. I hope the Minister will take these ideas on board and work with us as the SEND White Paper is finalised. Without the changes, I fear this will be another missed opportunity and an entire generation of dyslexics will be failed by the Government.

[Several hon. Members rose—]

[Dawn Butler (in the Chair)]

I remind Members that they should bob if they wish to be called in the debate. I call Juliet Campbell.

11:41

[Juliet Campbell (Broxtowe) (Lab)]

It is a pleasure to serve under your chairship today, Ms Butler. I begin by thanking the hon. Member for Yeovil (Adam Dance), my co-sponsor of the debate, for his continued support and tireless campaigning on the issue of dyslexia. I rise not only as the Member of Parliament for Broxtowe but also as chair of the all-party parliamentary group for dyslexia, a group I have been a member of since 2016—some eight years before becoming an MP—and now have the pleasure of chairing.

After my son was diagnosed with dyslexia, I set up a not-for-profit organisation to raise awareness of dyslexia and to train educators in how to identify dyslexia in the classroom, and to offer support to dyslexic children and their parents, which is something that my family did not receive. Sadly, despite that being many years ago, in the UK we are still remiss at early identification of dyslexia. Many children and young people are still not being identified and are still struggling. Too many children go through their childhood feeling disempowered, confused and sad because they do not receive the support, the understanding or recognition of how hard they are working because dyslexia has not been identified.

In the UK, around 10% of the population is dyslexic, yet despite its prevalence, dyslexia remains underdiagnosed and parents often struggle to get their children the support they need. Dyslexic people often face barriers that affect their self-esteem and educational outcomes, result in a loss of the love of learning, reduce their earning potential and mean they are over-represented in the prison system.

[Baggy Shanker (Derby South) (Lab/Co-op)]

We know that in our children and young people dyslexia frequently co-occurs with other special educational needs like ADHD or developmental language disorders. With fewer than half of education, health and care plans issued on time last year, too often families are left struggling to secure the support they desperately need for their children. Does my hon. Friend agree that giving dyslexic pupils the right support means ensuring access to EHCPs is absolutely essential?

[Juliet Campbell]

I absolutely agree that the support that young people need is crucial, not just for their education but across and throughout their lives.

The challenges that dyslexic people face should not be an inevitable part of being dyslexic. The British Dyslexia Association’s recent report “Set up for somebody else” was a disheartening read. It identified that 70% of young people said their dyslexia makes them feel bad about themselves; 78% said people assume they are not clever because they are dyslexic; 59% had been bullied or teased about their dyslexia, and 65% hide their dyslexia. It does not stop there. Parental income makes a difference: 90% of young people in high income households are diagnosed, compared with only 43% in the lowest income households; and only 30% of young people in lower income households say the support they receive in school is good, compared with 86% of young people in higher income households.

Embracing the strengths of dyslexia is essential to changing the trajectory of the lives of the current and future generations. People with dyslexia often shine in creativity, problem solving and verbal reasoning, and have excellent entrepreneurial skills. During Dyslexia Awareness Week this year, I called on the Government to introduce a national dyslexia strategy to even the playing field for dyslexic people by reforming the teacher training curriculum so that educators are equipped to recognise and support dyslexic learners; standardising dyslexia identification and interventions across schools; and prioritising early identification and assessments so that tailored support can be given as early as possible in a child’s educational journey. Those steps would help create a more inclusive and effective education system that recognises that neurodiversity can also be a strength.

It is 130 years since Rudolf Berlin coined the term dyslexia, which means “difficulty with words”. In 1970, a report entitled “The Dyslexic Child” identified developmental dyslexia as an issue requiring urgent official attention. In 1972, another scholar argued:

“Preventive and supportive steps taken early are immeasurably more humane and fruitful than attempts to remedy a problem which becomes increasingly complex as the child grows older.”

That is still relevant today. Precise definitions of dyslexia have changed over time, but it is agreed that those with dyslexia struggle to break down words into their smallest constituent parts, making the use of phonics in school close to useless for dyslexic pupils.

It was the last Labour Government who set out how to understand and improve provision for dyslexic children. In 2008, they tasked Sir Jim Rose to lead a review to make recommendations on the identification and teaching of children with dyslexia. In 2009, the final report of the Rose review defined dyslexia as

“a learning difficulty that primarily affects the skills involved in accurate and fluent word reading and spelling. Characteristic features of dyslexia are difficulties in phonological awareness, verbal memory and verbal processing speed.”

It is poignant that Sir Jim Rose provided that clear definition under the last Labour Government, and fitting that this Labour Government should produce the first national dyslexia strategy to take forward what he began back in 2008 and 2009.

Dyslexics face inherent societal inequalities, which fall into four categories: educational attainment, career progression, over-representation in the criminal justice system and proportionately higher use of mental health services. In education, children fare much worse. In the 2023-24 academic year, only 22% of pupils with specific learning disabilities such as dyslexia achieved grade 5 or above in English and maths, compared with 52% of their peers. A strategy would significantly upgrade the teacher training curriculum, in partnership with universities and unions, so that teachers are properly equipped to teach dyslexic children.

Turning to career progression, it is clear that the 15-year-old Equality Act 2010 has largely failed dyslexics in the workplace. A strategy would outline specific expectations of the public sector and other sectors in terms of what adjustments need to be made, and what difference those adjustments are expected to make, with the opportunity to review.

Our prison system fails to recognise and address the deeply troubling statistic that between 30% and 50% of our prison population are dyslexic, which is way higher than the 10% of the general population who are dyslexic. Dyslexia does not predispose people to crime, but a lack of early support can lead to educational failure, social exclusion and loss of confidence, all of which heighten vulnerability.

Finally, on mental health outcomes, many dyslexic people experience high anxiety and low self-esteem, with many of them also experiencing depression. These outcomes are preventable. With early identification, understanding, adjustments, support, and a culture that supports neurodiversity, we can prevent a lifetime of avoidable emotional, educational and workplace distress.

Those are the reasons why I am calling for a national dyslexia strategy. Such a strategy would call on the Government to set out how they can improve the life chances of dyslexic people, supporting schools and workplaces, and in that way also benefit our health system and our criminal justice system. It would focus on early identification, consistent standards in the classroom, and greater teacher training in kinaesthetic and adaptive teaching methods, and it would ensure that those born with a learning difference are not socially excluded.

This is about investing in our children and young people. I ask the Minister to commit to a national dyslexia strategy, so that we begin the process of changing so many people’s lives. Enabling people to have the best start in life is a key ambition of this Government and I hope the Minister includes dyslexic people in that ambition.

[Several hon. Members rose—]

[Dawn Butler (in the Chair)]

Order. I would like to get to the Front-Bench speakers by 12.28 pm, but I do not want to impose a formal time limit yet.

11:51

[Wera Hobhouse (Bath) (LD)]

It is a pleasure to serve with you in the Chair, Ms Butler, and I congratulate my hon. Friend the Member for Yeovil (Adam Dance) and the hon. Member for Broxtowe (Juliet Campbell) on securing this important debate.

On a conservative estimate, there are on average three children with dyslexia in every classroom, including in Bath. That is three children in every classroom, or perhaps even more, being let down by our education system, unable to receive the support that they need to learn and succeed.

People with dyslexia are often failed at the very first hurdle: 80% do not receive a diagnosis until after they have left school, and some never receive a diagnosis at all. I am freewheeling slightly here, but I have a suspicion that I am dyslexic. I was never diagnosed; I just always struggled with spelling. Once I had finished bluffing my way through spelling tests in German, which is my mother tongue, English came along and the same thing happened again. All I can say for all those who are dyslexic is that the feeling of being slightly at sea all the time will never go away. For those who manage to get a diagnosis, that is only the starting point. With increasing pressure on school budgets and a lack of teacher training about how best to support neurodiverse children, getting a diagnosis is just the first of many challenges.

Without proper support, children with dyslexia often find themselves falling behind in school, because they struggle to learn at a similar pace to their peers. I was a secondary school teacher, and because teachers have to rush through the curriculum, often there is little opportunity to support children who are struggling. Often all we do is to punish those who have a neurodiverse disposition, rather than supporting them. That absolutely must stop. We must stop punishing young people with dyslexia in the classroom simply because we—including me, when I was a teacher—do not know how to respond to their needs.

Only one in five pupils with dyslexia achieve a grade 5 or above in English and maths, compared with more than half their peers. That gap is unacceptable. Far from being a reflection of pupils’ academic ability, it demonstrates that our education system is failing those who need it most. Dyslexia often affects children’s ability to spell, read and write, which are fundamental parts of almost all examinations. As a result, many students struggle to navigate lessons and assessments that have not been adapted to their needs. Identifying dyslexia early in children and offering them support will help to close the attainment gap and ensure that dyslexia is never the reason that a child is prevented from learning.

Dyslexia’s wider impact on a child can be severe. It affects not only academic performance but mental health, which I think is the most important thing for us to concentrate on. For a lot of young people, the sense of humiliation and exclusion that they feel if they are dyslexic and not being properly supported has a severe impact on their mental health. Too many children begin to feel as though they are “stupid” or “dumb” as they fall behind in school. Over time, those difficulties may contribute to more serious mental health issues, including depression and anxiety.

Jamie Oliver is one of many remarkable campaigners who have highlighted the struggles that many dyslexic children face in the education system by powerfully sharing their own experience. For someone to see an experienced, strong, successful businessman almost shuddering as he remembers his time at school, when he faced such humiliation, is so moving. I am proud to have supported him in his campaign and will continue to do so. If anyone is yet to watch his documentary “Jamie’s Dyslexia Revolution”, I strongly advise them to do so. It is a powerful testimony.

To truly support children with dyslexia, the Government must reduce the steps required for an official NHS diagnosis while increasing funding to reduce waiting lists. Both measures would allow dyslexia to be diagnosed earlier. We Liberal Democrats are also pushing for increased training for teachers—as I mentioned, it is essential that classroom practitioners understand where to go with support—so that they can confidently identify and know how best to support all neurodiverse individuals, including those with dyslexia. These steps would ensure that we support every dyslexic child to realise their full potential and stop punishing them.

11:56

[Torcuil Crichton (Na h-Eileanan an Iar) (Lab)]

It is a pleasure to serve under your chairship, Ms Butler. I pay tribute to the hon. Member for Yeovil (Adam Dance) and my hon. Friend the Member for Broxtowe (Juliet Campbell) for leading on this very important issue.

In the short time that I have, I want to give a perspective from Scotland, where the Government state that one in 10 children are dyslexic. I am so glad that we are joined by so many young people—I count 20 or more, which means that perhaps two of them suffer from dyslexia. I am sure that far more of us speaking today have encountered the condition.

Dyslexia is widespread. We have a lot of data, but the gaps are quite wide in Scotland. We know that a boy who is fortunate enough to be diagnosed will be 13 before that happens, and a girl will be 15. That is too little, too late; as the hon. Member for Inverness, Skye and West Ross-shire (Mr MacDonald) mentioned, being identified late in school is no good. We went to school at roughly the same time, although his skincare regime means that he looks a lot younger than I do.

While there is no doubt that dyslexia did not go recognised in our school days, I was shocked to find out from Donna MacLeod of A Dyslexia Life, an advocacy group in my constituency, that young people and their parents, not just in the Western Isles but across Scotland, are still not dealt with properly in Scotland’s schools. Donna MacLeod has not just worked tirelessly to have her own child assessed and supported, but, having witnessed at first hand how the education system can fail pupils, asked for mandatory screening for pupils and mandatory training for teachers in Scotland to recognise dyslexia in younger children. That would come through a dyslexia screening and teacher training Bill in Scotland of the sort that Jamie Oliver campaigns for here; Donna MacLeod would like to complete in Scotland the work that he has started, and for good reason.

As has been pointed out, some 40% of the 70,000-odd schoolchildren in Scotland with dyslexia are not receiving support. Studies by Made By Dyslexia show that 80% of dyslexic children leave school undiagnosed, and only one in 10 teachers have a good understanding of dyslexia. There is clearly a need for change, but in Scotland there is a lottery in the availability of support. While the Scottish Government publish statutory guidance for dealing with dyslexia under the Education (Additional Support for Learning) (Scotland) Act 2004 and children with dyslexia are given additional support, there is no mandatory provision. There is support—£200,000 of core funding goes to Dyslexia Scotland to promote free online resources and a professional toolkit for teachers to support dyslexic learners aged three to 18—but Dyslexia Scotland and the Scottish Government both acknowledge that more must be done. Specifically, the Scottish Government must move away from guidance and towards mandatory support.

The Cabinet Secretary for Education and Skills, Jenny Gilruth MSP, recently wrote to all executive directors of education and children’s services in Scotland, urging them to provide appropriate support for children and young people with dyslexia in schools, but urging and issuing guidance is not enough. The Scottish Government do a lot of that—putting systems in place and thinking the mission is accomplished. Actually, the mission is accomplished only when we measure successful implementation and delivery.

There needs to be far more scrutiny of the work of Dyslexia Scotland and of the work and support that the Scottish Government provide to pupils. It is only with mandatory screening and training that this issue can be properly addressed in Scotland’s schools and schools across the UK, so that many children do not leave school unsupported and still suffering from the effects of dyslexia.

12:00

[Shockat Adam (Leicester South) (Ind)]

It is such a pleasure to serve under your chairship, Ms Butler. I thank the hon. Members for Yeovil (Adam Dance) and Broxtowe (Juliet Campbell) for securing this vital discussion of dyslexia. Dyslexia is an evolving issue, with the definition being discussed as we speak. One in 10 children—more than a million—are potentially dyslexic, but the definition itself is too narrow to address the issue, which we have to work on.

Dyslexia diagnosis is difficult at the best of times, but unfortunately it is even more difficult for some than it is for others. There is real inequality of diagnosis. As the hon. Member for Broxtowe said, for too many families diagnosis depends not just on the child’s ability, but on the parents’ bank balance. The figures are really stark. Work done by the Sutton Trust and others shows that 90% of dyslexic children in households that earn more than £100,000 have a formal diagnosis, while only 43% in households earning less than £30,000 receive one. The inequality continues even after diagnosis, with just 30% of young people from lower-income households describing the support that they receive at school as “good”, whereas for children from wealthier families, that figure rises to 86%. When private assessments by a specialist teacher cost £540 on average, and by an educational psychologist £720, they are frankly out of reach for too many people. I read something many years ago in which a commentator summed it up very painfully:

“Rich parents have dyslexic children; poor parents have thick children”.

That is something we need to address.

Another issue widens the gap: race. Unfortunately, many children from black, Asian or ethnic minority communities simply do not know what the term dyslexia means. Expert Jannett Morgan notes that more than 80% of young, black British people who are dyslexic are not diagnosed

“until they are in university and are pushed to their limits.”

She has spoken about the burden of labels, such as being black and being female, and asked whether they need “another label” of being dyslexic. We see then how visible and hidden differences together compound disadvantages even further. Early research into neuro- diversity ignored race, and the experiences of many children were written out of the story altogether. That too must be addressed.

As the hon. Member for Broxtowe said, studies have shown that approximately 30% of our prison population have dyslexia—the true figure could be as high as 56%—so we need to help our children in order to help ourselves. Our schools also need adequate training resources. Teachers are doing their best, but the truth is that many do not have the capacity to identify and support dyslexic pupils effectively. Special educational needs co-ordinators are often overstretched and provision varies significantly between schools. There are currently no consistent national standards for SENCO training or for the level of support children should receive. Teachers want to help, but without time, funding and specialist guidance, their ability to do so is limited.

We also need more clinical research into tools and aids that actually assist our dyslexic population. I declare my interest here as an optometrist. We have provisions available for children, such as changing background colours, coloured overlays and tinted lenses, and it does work. I have seen grown men crying when, for the first time, they have been able to read to their children. Such measures are really effective, but the evidence is still incomplete. The Government should commission research to identify which tools genuinely make a difference, so that schools can adopt the evidence-based approaches, rather than just relying on anecdote and trial and error.

I am very lucky that in my constituency of Leicester South we have Every Cherry Publishing, which offers a specialist range of books for dyslexic children and adults, bringing classics like “Frankenstein” and “A Christmas Carol”, among other stories, to be enjoyed by people with dyslexia. Their books incorporate senses, signs and images to cater for students. That is the work of educator turned publisher Emma Steel, and these books are changing lives.

The British Dyslexia Association is calling for urgent and practical action. We need a national strategy for dyslexia, universal assessments and screening tools, a national standard for SENCO provision, greater investment in research, and real, sustained support for our schools.

12:05

[Josh Newbury (Cannock Chase) (Lab)]

It is a pleasure to speak with you in the chair, Ms Butler. I thank and pay tribute to the hon. Member for Yeovil (Adam Dance), not only for his powerful speech drawing on his deep personal experience, but for his steadfast campaigning in this place. He is a strong advocate for children and adults with dyslexia. My hon. Friend the Member for Broxtowe (Juliet Campbell) should also be given credit for her fantastic speech, particularly her call for a national dyslexia strategy, which I echo.

When I speak to people in my constituency, often self-employed or small business owners, I am struck by how many are very open about their experiences going through school with an unidentified learning disability, often dyslexia. Many say they felt stupid, and many were actively treated that way, yet what they needed was not dumbing down; it was simple and more inclusive, tailored ways of working. They have gone on to thrive in professions that they have a talent for, which I think shows us two things: that dyslexia does not limit what you can go on to achieve despite how limiting it can feel in a restrictive school environment, and that we as a nation are missing out on a wealth of talent and success if we fail to give children with dyslexia support in their formative years.

The Government’s “Curriculum and Assessment Review” is an important and ambitious step towards ensuring that every young person in this country benefits from a rich education. It is an ambitious, evidence-led piece of work led by Professor Becky Francis, which rightly recognises the importance of equipping young people with the skills and understanding they need to thrive in a rapidly changing world. The review makes it clear that the curriculum must work for all pupils, and not just those who fit neatly within traditional measures of attainment. I confess that I was one of those highly academic schoolchildren, but in a way, that made me more acutely aware that I was in a minority and that much of school life did not inspire my peers in the way it did me.

The review emphasises inclusion, high expectations for all learners, and the need for a coherent system that supports both academic and personal development—principles that I am sure every Member of this House welcomes. However, if we are to truly build a world-class curriculum, it must work for children and young people in all our schools. One area where we can clearly go much further is the experience of those with dyslexia.

As we have heard, one in 10 children in the UK is thought to have dyslexia. For many of them, the difference between thriving and struggling depends not on ability, but crucially on whether their needs are recognised early and supported effectively. While the review refers to special educational needs and disabilities more broadly, it does not explicitly mention dyslexia, and I hope that will be addressed by the Department as it responds to Professor Francis’s findings. We cannot afford to overlook the very real challenges these learners face in a system still too reliant on one-size-fits-all assessments.

Charities like the British Dyslexia Association and Made By Dyslexia are clear that we must strengthen teacher training, ensure early identification and screening, and expand access to assistive technologies that will help pupils to demonstrate their knowledge without being held back by barriers in reading or writing. They also remind us that dyslexic thinking, creativity, problem-solving and innovation are skills our modern economy needs, and that we should celebrate them.

These are not criticisms of the review, but opportunities to build on its work. Its commitment to evidence-based reform, professional development and raising standards aligns perfectly with the goals of improving support for neurodiverse and dyslexic learners. By embedding dyslexia awareness and practical strategies into teacher training and curriculum design, we can ensure that every child is able to access and benefit from the knowledge our curriculum seeks to deliver. I therefore welcome the review’s ambitions and ask the Minister for School Standards to ensure, as I am sure she will, that as implementation begins, the Department works closely with charities, schools and experts to ensure that inclusion is not just a noble principle, but the lived reality in every classroom.

12:09

[Charlotte Cane (Ely and East Cambridgeshire) (LD)]

It is a pleasure to serve under your chairship, Ms Butler. I congratulate my hon. Friend the Member for Yeovil (Adam Dance) and the hon. Member for Broxtowe (Juliet Campbell) on securing this debate. I thank them for their excellent speeches, and I echo their calls for a national dyslexia strategy.

Within six weeks of starting primary school, pupils are tested on their literacy, communication and maths ability, and they are pushed to meet the expected standard in phonics by the end of year 1. Those who fail are pushed in year 2 and re-tested at the end of that year. This pressure, and thoughtless comments by staff or pupils, can make a dyslexic child feel stupid or thick because they struggle to read and write, but they are not; they are different.

My constituent Neil contacted me earlier this year about improving SEND provision, giving the example of his dyslexic 15-year-old daughter, Lucy. He told me that Lucy will leave school with,

“low self-esteem and low expectations, because the world will judge her based on her grades. She will assume that there are just things that are not within her capability.”

That is shocking. Our education system must do better than that. If a child is not diagnosed at an early stage, support is not put in place and students struggle further—albeit we know from Lucy’s experience that even pupils who have been diagnosed with dyslexia do not always get the support they need. They then go on to sit their exams, often remaining undiagnosed, and as we have heard, only one in five dyslexic pupils achieves grade 5 or above in English and maths. As they move into sixth form, they are then further impeded in their sixth form studies because they have to resit English and/or maths.

Neil told me this morning that Lucy is sitting two mock exams today, and that she was extremely distressed at the mere thought of going through such a stressful process. I am sure colleagues will join me in wishing Lucy the best of luck today, and in all her exams. Does the Minister agree that more should be done to give dyslexic pupils a fair chance in the assessment process? Will she update us on the steps the Government will take to improve reasonable adjustments for pupils in exams? If we make early diagnosis the norm, we will not only give children more support in the classroom but boost their educational attainment.

Teachers too need support to be able to spot the signs of dyslexia from an early stage, and to support dyslexic pupils in their classroom. Neil told me that his wife spends a lot of time emailing Lucy’s teachers to give them constructive feedback on how a dyslexic student learns. No parent should be expected to bear that additional burden, nor should teachers for that matter. What will the Government do to support teachers and better equip them to support dyslexic pupils? I discovered that the Government do not publish data on levels of dyslexia among school-age children, so we do not actually know the full scale of the problem. Will the Minister commit today to exploring this option further?

We have heard that many dyslexic people lead successful lives—famously, Richard Branson, Jamie Oliver and Zoë Wanamaker, to name but three—but too many do not. Somewhere between three and five in 10 prisoners have dyslexia, compared with one in 10 in the population as a whole. We see from the many entrepreneurs and brilliant artists that dyslexic people have valuable skills to share. We need an education system that identifies dyslexic pupils early and supports their learning, so that they all have the chance to succeed in life.

12:13

[Dr Scott Arthur (Edinburgh South West) (Lab)]

What a privilege it is to serve under you today, Ms Butler. I thank the hon. Member for Yeovil (Adam Dance) for introducing this debate, alongside my hon. Friend the Member for Broxtowe (Juliet Campbell).

As others have noted, dyslexia affects around 10% of the UK population, with 4% experiencing severe dyslexia. Up to 80% of children with the condition leave school without a diagnosis or the support they need to reach their full potential. When I was at school, dyslexia was understood even less than it is now. I was one of those kids who took a long time to progress through English. Some people might not be surprised to hear that it took me three attempts to pass my O-grade English, which was Scotland’s equivalent of O-level English. It was not until I became a university lecturer and encountered kids with a proper diagnosis that I started to understand the condition and how it affected me. I developed coping strategies that enabled me to try to sit my higher English at evening college. I did succeed, but it was not a journey I entirely enjoyed.

As a university lecturer, I met students who had been really well supported at school, and that had helped them to reach their full potential. I taught civil engineering, a subject that often attracted students with good mathematical skills but perhaps not the best English skills. I also encountered students who had not been diagnosed at school, and it was not until their first set of exams that they started to be flagged as needing extra support.

[Adam Dance]

Does the hon. Gentleman agree that if someone with dyslexia has not been identified and fails English at GCSE level, and then has to go to college and retake it, that puts them off going to university? It certainly put me off.

[Dr Arthur]

Absolutely. Particularly if the condition is not understood, they just assume—let us face it—that they are not the smartest kid in the class, whereas often the opposite is true. Through working with dyslexic students in my job as a lecturer, I know they are often real problem solvers, as we have heard, and systems thinkers able to see the bigger picture. Once they had a diagnosis, we were able to support them in their studies.

I worked in the sector for a long time. I started lecturing in the late ’90s, and when staff back then discussed dyslexia we had spectacularly uninformed debates about the condition. I remember one well-intentioned colleague talking about his hope that a student could shake off dyslexia by the time they left university. If only that had been possible, that lecturer would be world renowned by now. He is still a great person, though.

In Edinburgh we are lucky to have organisations such as HealthCare in Mind stepping in to help parents in Edinburgh South West to secure a recognised diagnosis, so that their children can finally access the support they deserve. But receiving a diagnosis and the associated help should not be down to a postcode lottery. It should come early enough in a child’s life to allow them to adapt their style of learning and make the most of their school experience.

A recent survey by Dyslexia Scotland showed that dyslexia is still widely misunderstood. Many parents, and I dare say some teachers, still think it is something that children can grow out of, that it affects only boys, that it is about eyesight, or that children can overcome it if they just try harder.

[Wera Hobhouse]

Is it not the case that people just become better at bluffing and finding coping strategies? But that does not really deal with the dyslexia.

[Dr Arthur]

Absolutely. I became very good at avoiding being given the pen to write on the whiteboard at school, and that was a coping strategy.

As we have heard, at the heart of the differences in diagnosis is a real inequality. We are all here, from all parties, to reduce inequality, and it makes absolute sense to focus that lens on dyslexia. We have a duty to try to bring justice for everyone affected by dyslexia.

I am proud that researchers from the University of Edinburgh are leading groundbreaking work to help to us better understand and identify dyslexia at an early stage. The university’s recent study involved over 1.2 million people—probably people from the constituencies of everyone here today—and identified 36 new gene regions linked to dyslexia, confirming it as a neurodevelopmental brain difference.

I hope that the confirmation of dyslexia’s biological basis can help to reduce the stigma, alongside fantastic campaigns like Dyslexia Scotland’s “Busting myths” initiative. By challenging the stigma, equipping educators and supporting young people early, we can ensure that children with dyslexia are not left behind. By understanding early intervention and proper support, we can transform thousands of young lives throughout the UK and help them to reach their full potential.

I want to end by talking about strategies. The idea of agreeing today to take forward a strategy is fantastic, and I thank my hon. Friend the Member for Broxtowe for proposing it. As we heard from my hon. Friend the Member for Na h-Eileanan an Iar (Torcuil Crichton), we have a strategy in Scotland, but when we compare what is happening in Scotland, where we have is a strategy, with what is happening in England, where we do not, there is not a substantial difference. If we are going to agree a strategy, we have to ensure that it is properly funded and that there is real accountability for ourselves, for parents and, most particularly, for young people, to make sure they get the maximum benefit from it.

12:20

[Jim Shannon (Strangford) (DUP)]

It is a real privilege to serve under your chairship, Ms Butler. I thank the hon. Members for Yeovil (Adam Dance) and for Broxtowe (Juliet Campbell) for setting the scene. Nothing tells a story better than personal stories, and both Members gave us their thoughts on where we should be. By doing so, they inspire others out there who have dyslexia, and perhaps other issues, who can maybe say to themselves, “If he or she can do that, perhaps I can do the same.” I know that is the ambition of both Members and hope it will be the case.

I am pretty sure I am the oldest person present; I can look back to the early ’60s as a child at Ballywalter primary school. I remember it well. The boys all tended to play together and the girls played together—maybe that was the way it was back in those days—and there were young boys who definitely had issues. I never knew what they were and never once understood their problems, but I do understand that they had some of the symptoms of dyslexia, and perhaps other things as well. Looking back, I do not think anybody knew what dyslexia, autism or any other issues were. The hon. Member for Edinburgh South West (Dr Arthur) referred to people saying, “They’ll grow out of it”—I heard those words often from the teachers—but they did not.

I will give a Northern Ireland perspective, as I always do in these debates, because it adds to the information and helps the Minster—who has no responsibility at all for Northern Ireland—to understand what we have there. The issue of dyslexia impacts every region of this United Kingdom of Great Britain and Northern Ireland. Although Northern Ireland does not fall under the direct remit of the Department for Education, sharing information and best practice is vital to ensure that we arm those with dyslexia to fight their way to their chosen career, without the limitation of how they learn affecting their outcomes. The fact is—we all believe this—that they can achieve their goals and job expectations. That is what education should and must do.

In Northern Ireland, studies suggest that unfortunately some 25% of pupils may have some form of dyslexic-type difficulty, while around 10% require additional support. Similar to what others have said, in the 2020-21 school year, over 9,300 children in Northern Ireland were officially listed as having dyslexia or specific literacy difficulties.

The way we view dyslexia has changed massively in recent years, and that is good news. They know what it is now. They did not know when I was at school, back in the ’60s and early ’70s, but it is good news that they know now. Dyslexia is no longer a barrier to education, but we must see it as a different route within education so that people can achieve. This debate is about how that happens, and how they do it here on the mainland.

The hon. Member for Bath (Wera Hobhouse) referred to Jamie Oliver and his event in the Churchill Room; just listen to the story he told and the success he has had. It is not just him; we should look at Lord Sugar and Richard Branson, who are very successful businessmen. Holly Willoughby is successful as a presenter, as is Keira Knightley as an actress. Even our own Princess Beatrice, who delivers speeches so beautifully, speaks eloquently on this issue. When we look at the examples of those who have done well, we must say, “If they can do it, then I’ll tell you what: we can do it as well!” We can see that there is no barrier—and there should be no barrier—to success when we give children the tools to their own learning to help them to succeed and achieve.

It is important to focus on early support and intervention. When it comes to dyslexia, identifying the signs early can make a world of difference. By spotting indicators early, we can create the tailored pathways that help children to thrive in their education and personal development. A bit more time spent now will help them to achieve their dreams and goals. This can and must happen.

I wish the Minister well in responding to the debate. I do not doubt for one second her commitment to try to do better. Schools also need support. Reading recovery schemes are essential, as is ensuring that early years teachers can spot the signs and signpost for assessment and help. The earlier we can spot the need, the easier the intervention will be. The hopes are that by high school time, the child will understand their needs and get support, ranging from a scribe to simply getting their tests on a different kind of paper—something so small can make a big difference.

I conclude with this, Ms Butler, because that cough of yours is getting worse—I say that very kindly. [Laughter.] Schools need the funding and expertise to get the tools right for each child, and that can come only with a confident system in place. We all look to the Minister to provide guidance and support for schools; will she also share that with us in Northern Ireland?

12:26

[Anna Sabine (Frome and East Somerset) (LD)]

It is a pleasure to serve under your chairmanship, Ms Butler. I thank my hon. Friend the Member for Yeovil (Adam Dance) for securing this important debate. He has raised the topic consistently and I know it is personally very important to him, as well as to the hon. Member for Broxtowe (Juliet Campbell).

As we have heard, dyslexia is a common, lifelong difference in how a person processes language that affects reading, writing and spelling, but not intelligence. In fact, many people with dyslexia excel at creative thinking, problem solving and seeing patterns that others miss. As we have heard, it is estimated that up to one in 10 people in the UK are dyslexic—this is not a rare condition—yet too often the system treats those strengths as an afterthought.

Families wait months, sometimes years, for an assessment; in the meantime, children are told to try harder, when what they need are simple, evidence-based adjustments. Teachers do their absolute best, but without the training and resources to confidently support different styles of learning, provision can become a postcode lottery, and school budgets that are already stretched leave little room for specialist staff, assistive tools and the protected time that inclusion requires.

For many, diagnosis comes too late. If a child is not diagnosed early, they can find they are already years behind other students when it comes to reading and writing. Early identification and practical support can change the trajectory of a child’s education and their life beyond school.

What should we do? First, we must put early identification at the heart of special educational need interventions. That means streamlining NHS processes so that families are not stuck before support need is recognised. It means investing to reduce waiting lists—constituents of mine in Frome and East Somerset struggle to get timely diagnoses. Crucially, it also means empowering schools to implement reasonable adjustments at the first signs of need, without forcing children to wait for a piece of paper before help arrives.

Secondly, we need to equip teachers and schools to include every child, every day. That starts with initial teacher training and continuous professional development that is practical, hands-on and focused on what works for dyslexia in real classrooms. It continues with a national inclusion framework, so that every school has a clear, evidence-based blueprint for inclusive practice. It includes a national parental participation strategy, recognising that families are experts in their children and must be partners from the start, not last-minute consultees.

We must also strengthen the role of the SENDCO. They should sit on senior leadership teams and have protected time to do their work. They are the bridge between strategy and practice, and they cannot do their job effectively if they spread impossibly thin. We should reform Ofsted so that inspections look seriously at inclusive provision, not just exam results. Inclusion is not a footnote: it is the mark of a great school that every learner is seen, supported and stretched.

Thirdly, we should normalise simple adjustments and assistive technology. This is not about lowering standards; it is about measuring understanding, not just handwriting speed. Coloured overlays or paper, clear fonts, chunked instructions, alternatives to copying from the board, text-to-speech and speech-to-text tools—that is incredibly difficult to say—help students to access the curriculum and express what they know.

[Peter Swallow (Bracknell) (Lab)]

I used to be a teacher, and I know from my own practice that many of the measures that were originally introduced to support students with special educational needs, including dyslexia, actually support all children to learn better in the classroom. Does the hon. Lady agree that we need much more focus on inclusive teaching practice, because that will support everyone in the classroom, including, most importantly, those with additional needs?

[Anna Sabine]

As a parent of children who are not dyslexic but had other ways of learning, which were well supported in schools, and as someone who recognised later in life that I had different ways of learning and would have benefited from different and inclusive practices, I totally agree. It would have helped me to say the words “text to speech” as well. As the hon. Member said, adjustments can benefit many learners, not just those with a diagnosis.

We can use artificial intelligence to help us to create text that those with dyslexia can use. A constituent of mine from Peasedown St John told me last week that she has an older child with dyslexia, who was diagnosed later in childhood and is now suffering from a lack of age-appropriate resources. He enjoys “The Legend of Zelda” computer games, so my constituent asked AI to write a story based on that for a person of his age with dyslexia with his characteristics. She said it was the first time he has been able to read something he is really interested and engaged in. AI can be a tool to allow a whole new group of people to access something they never normally would.

We must make sure there is a fair deal for families. Too many parents feel that they must fight the system to secure basic support. A parental participation strategy should set out clear points of contact, transparent timelines, and co-produced plans that follow the child through school and into further education or apprenticeships. Families should not need to be experts in bureaucracy just to get their child the help that they need.

To achieve the changes that I have set out, we need to work cross-party—I am pleased to hear the cross-party consensus today—and with families, educators and employers. The result would be a system that sees every child, supports every learner, and opens the door to a lifetime of contribution and success.

12:31

[Nick Timothy (West Suffolk) (Con)]

I am pleased to respond on behalf of the Conservative party on support for dyslexic pupils at school. I congratulate the hon. Members for Yeovil (Adam Dance) and for Broxtowe (Juliet Campbell) on securing such an important debate.

Probably every family in the country has been touched by dyslexia, and mine is no different. The personal experiences described today have been powerful, and it is right that they should inform our work as MPs, as well any future Government policy. The themes that we have discussed today—diagnosis, the curriculum, training and support for teachers, the life chances of people with dyslexia—were well covered in the contributions from Members on all sides. Those who spoke about their own dyslexia are not only great role models but evidence—as if it were needed—that dyslexia is certainly not at all about intelligence. I thank the hon. Member for Broxtowe for her work with people with dyslexia before she was elected to this place.

Reforming SEND is one of the most pressing challenges facing our education system. I can see in my constituency, and it has been proven in this debate, that there is serious strain across the country. The Education Secretary has previously said that she

“won’t shy away from what’s difficult and long term”

when it comes to SEND reform, and that “there is no responsibility” that she takes more seriously than that task. Those are welcome words, and we await the proposals from the Government.

Ministers originally promised a SEND White Paper for this autumn, but it has been broadened into a fuller schools White Paper, and it will not be published until next year. I do not want to overdo it on that matter, because it is obviously a complex issue, and we do not want anybody to rush ahead with the wrong policies, but we would like there to be time for the Government’s proposals to be thoroughly studied. I hope that Members from across the House will have the opportunity to work constructively with Ministers to get the best possible outcomes for children with SEND.

It is an issue that has been growing for quite some time. We have seen a massive increase in demand for EHCPs—up 140% since 2015. In January 2024, there were more than half a million children with EHCPs. SEND support in schools is now being given to well over 1.1 million children, which is a 14% rise since 2015. A National Audit Office report shows that there is a significant gap between funding and spending for SEND, growing to around £3.4 billion by 2027-28. Data also shows that two in five councils will be at risk of financial failure by 2028-29 without intervention from central Government.

Dyslexia affects people in all our constituencies, and we have heard it said today that it affects one in 10 people across the country. The British Dyslexia Association found that 80% of people believe they are not clever because they have dyslexia, and 70% say it makes them feel bad about themselves. It affects children’s self-confidence and self-worth, as much as what and how they learn, which demonstrates the sensitivity and care that we must take on this issue. We have heard some stories about teachers and those in positions of authority who have got things wrong in the past. As the hon. Member for Yeovil said, there is no relationship between dyslexia and intelligence or behaviour, and people with dyslexia learn resilience and important problem-solving skills.

Most worrying are the disparities in how people with dyslexia are diagnosed. Some 90% of dyslexic children in households with an annual income of over £100,000 receive a diagnosis, but as the hon. Member for Leicester South (Shockat Adam) said, the figure is closer to 43% for dyslexic children in households with an annual income below £30,000. Although a diagnosis does not guarantee an EHCP, it can at least help parents and teachers to understand a child’s condition better and find the most effective ways to support them.

There is certainly a case to be made for rethinking how we teach the curriculum to children with dyslexia, and how we organise their classrooms and structure their time. We must also explore the best teaching tools available, as many Members have noted. Most of all, we need to get a grip on diagnosis. Clearly, there are parents who can afford to go private to find out whether their child has dyslexia, but that option is just not there for many families, and I encourage the Minister to discuss that problem with her counterparts in the Department of Health and Social Care to help to resolve that inequality.

There is no reason why a child with dyslexia should not have the best possible start in life. We are not talking about how smart a child is but about overcoming the obstacles to their learning and development. Going through this journey will shape who they later become as adults. That raises another issue about how education and health cannot be viewed separately or in isolation. As many as 54% of people with a learning disability have a mental health problem, according to the Mental Health Foundation.

EHCPs sought to bind education and health together for that reason. There are difficulties and much more progress to be made with EHCPs, but remarks made by the Education Secretary and by Christine Lenehan, who is the Government’s SEND adviser, have sparked some concern among parents. Christine Lenehan has said she is

“considering whether EHCPs are the right vehicle to go forward.”

We have yet to see what the White Paper will say about the future of EHCPs, so perhaps the Minister can give parents more certainty.

This debate has been highly informative and fruitful, and it has helped us all to understand better the challenges faced by children with dyslexia and the broader reform agenda that should best help them in their education. As I have said before about SEND more generally and about children’s social care, some things are far bigger than politics and party politics. When Ministers are ready to put forward their plans for the future of SEND, I hope that serious attention will be given to children with dyslexia, taking on board what has been said today and what parents and teachers across the country believe we need to do to help future generations of children.

[Dawn Butler (in the Chair)]

I call the Minister, and inform her that I would like to allow two minutes at the end for the hon. Member for Yeovil to wind up.

12:38

[The Minister for School Standards (Georgia Gould)]

It is a pleasure to serve under your chairship, Ms Butler. I am sure you will cough at the appropriate time if I am going on.

I thank my hon. Friend the Member for Broxtowe (Juliet Campbell) and the hon. Member for Yeovil (Adam Dance) for securing this important debate. As others have said, they are both really important champions on this issue. The hon. Member for Broxtowe has huge experience from their previous life in training teachers and parents, and they have brought that into their work for the APPG. Since I have had the privilege of taking on this role, I have seen the hon. Member for Yeovil at almost every debate, which I think says something about their passion. The way that they speak about their own experience and the challenges they have overcome is inspiring for many young people. As we have heard from many across the Chamber, dyslexic people and parents of dyslexic children are important voices in the debate, and this place is stronger as a result.

I appreciate the constructive tone of everyone in the Chamber. As has been said, this is a critical issue for many young people around the country. In my own experience as a council leader, I have seen the huge challenges in the system and am deeply motivated to change it. We are not waiting for the schools White Paper: interventions are already happening to support the SEND system. Mention was made of Ofsted; changes to include inspection on inclusion are already happening. Changes are being made to teacher training to help teachers support young people with SEND, in particular on adaptive teaching. We have invested an extra £1 billion this financial year into the high-needs block and an extra £740 million into specialist places across the system. Those changes are happening, but we recognise the need for wider reform. I support the desire to work cross-party and we wish to hear from Members across the House to help us shape those proposals and to scrutinise them as we go forward.

On the issue of dyslexia, which Members spoke about powerfully, recently I attended a parliamentary reception hosted by the British Dyslexia Association, where we heard some of the stark research referred to in the debate. The statistic that stays with me is the 70% of children and young people who feel bad about themselves because of their dyslexia. Earlier, we heard a powerful story about Lucy and her experiences. At the event, I spoke about my dad’s experience. He was severely dyslexic and failed his 11-plus, later leaving school with only one A-level. He talked to me about how he felt like a failure at school, but he was one of the most creative and brilliant people I have known.

I have heard from too many young people who still feel that same way so many years on—that sense, which someone described as humiliation, that they are not good enough and that their huge creativity and contributions are not recognised. That has to change. This debate and the ideas we have heard are important within that. On Thursday, I will visit the constituency of my hon. Friend the Member for Bracknell (Peter Swallow), who was present earlier, where the British Dyslexia Association is based, to meet young people to hear their experience, to feed into the White Paper. As I said, however, we are not waiting and work is already happening to improve things on dyslexia while we look at the wider reforms.

I want to start with the focus on reading that we heard about, and on identifying needs around reading. Many MPs talked about early identification, which is vital. We heard about phonics and some of the great successes with that: 80% of young people pass their phonics screening checks, but 20% of young people do not. Putting in more support and intervention for those young people is a key priority for us. In the curriculum assessment review response, we set out a new reading test for all pupils in year 8. That is focused on identifying young people who are struggling at key stage 3, because given some of the statistics, by the time we get to GCSEs, it is too late.

[Adam Dance]

On reading, does the Minister agree that teaching assistants are vital? Without teaching assistants, I would not have got through education. To this day, if someone gives me a book to read, it daunts me; I have probably only ever read one or two books to the end in my whole life, because it takes me so much time. Does she agree that teaching assistants are important to help with reading?

[Georgia Gould]

I do agree. Teaching assistants play a vital role in supporting children with special educational needs, which can include reading, and there is good evidence that that support is working. Today, we have heard about some of the huge challenges, but I want to mention a school I visited in Amber Valley, which had brilliant support for young people struggling with reading.

I spoke to a child who said that, in the transition into year 7, he had had the reading age of a four or a five-year-old. He talked about trying to access the curriculum, but getting increasingly frustrated and not listening. The school had put in place a small nurture group, focused on supporting young people with reading, with a range of children—some had dyslexia and some did not. He is now 14, and that extra support and intervention means that he is fully accessing the curriculum and thriving. That was a teacher-led intervention.

[Wera Hobhouse]

We must also not forget that there is so much pleasure from reading, when we can read. Not to take away from attainment, but people receive a whole world of pleasure from reading and we should not forget that.

[Georgia Gould]

I could not agree more. As the daughter of a publisher, that was very much the mantra that I was brought up on. Reading gives us access to so many different worlds and brings so much joy; the Government are taking forward the National Year of Reading to inspire young people to enjoy reading, as well as accessing the full curriculum. That is why we are strengthening existing programmes and introducing new ones to ensure that all children can secure the essential skills of reading and writing.

I have talked about phonics; in the academic year 2024 to 2025 the Government launched a new Reading Ambition for All training programme for primary school teachers. The programme aims to improve reading outcomes for children who need additional support, including those with dyslexia, drawing on the latest research about how children learn to read and the effective approaches to teaching those who need specific adaptions. Following its pilot year, we are now working with the British Dyslexia Association to refine the programme to further support children with dyslexia. We expect the new programme to reach more than 600 schools.

The Government’s reading framework, which was updated in 2023, includes guidance on teaching reading to pupils with additional learning needs and offers guidance for schools on providing pupils with timely, focused support related to their needs. We are also working on a writing framework. Those who saw the curriculum assessment review will have seen the focus on oracy within it and the links between reading, writing and speaking.

The Government’s Reading Ambition for All programme is delivered by our 34 English hubs. It was launched in 2018 and builds on the work of the last Government. Those English hubs are dedicated to improving the teaching of reading, with a focus on supporting children who are making the slowest progress in reading, many of who come from disadvantaged backgrounds—as we have heard today. Those hubs are outstanding at teaching early reading. Since its launch, the English hubs programme has provided targeted support to over 3,000 schools across England. This year, the English hubs are delivering intensive support to over 1,200 partner schools, reaching over 140,000 pupils in reception and year 1. Some £26.6 million has been committed for the English hubs programme this academic year. We know how important the transition from primary to secondary is and that is a key area of focus for support.

Today’s debate has focused on early identification, intervention and the importance of early support. We know how critical that is for outcomes. The SEND code of practice makes it clear that meeting the needs of children with SEN should not require a diagnostic label. We want teachers to be able to offer support at the earliest possible point and where it is needed regardless. In an inclusive education system, settings should be confident in accurately assessing children’s and young people’s learning and development and meeting their educational needs with evidence-informed responses. We have had a good discussion about some of the areas where the evidence is strong, but also areas where we need to see more evidence, including around assistive technology. I welcome the focus on evidence and research, which is something that the Government are committed to.

Recently published evidence reviews from University College London will help to drive inclusive practice. It highlights what the best available evidence suggests along with the most effective tools, strategies and approaches for teachers and other relevant staff in mainstream settings to identify and support children and young people with different types of needs. The What Works in SEND research programme, led by a research team from the University of Warwick and supported by SEND academics from the University of Birmingham, is researching tools that settings can use to identify the needs of neurodivergent children and young people.

In closing, the depth and thoughtfulness of this debate has been incredibly important. As we look to reform the special educational needs system, I hope to discuss all these issues further. I am meeting the hon. Member for Yeovil tomorrow, and I hope we can have further conversations about some of the ideas that were set out today. As we move towards publication of the White Paper, which sets out a broader strategy for young people with special educational needs, I hope that it will build on the important issues raised today about teacher training and early intervention. We are determined to deliver reforms that stand the test of time, rebuild the confidence of families and, crucially, ensure that all young people are thriving at and enjoying school, and getting the support that they need.

12:50

[Adam Dance]

I, too, thank my co-sponsor of the debate, the hon. Member for Broxtowe (Juliet Campbell). It has been absolutely fantastic to hear so many supportive remarks about dyslexia from across the House. It is important to get across that this issue should not be political; it should be cross-party, because we want the best for our young people and their future. It is clear that in Parliament, dyslexia is on the agenda; that is great news, but it has to stay there and translate into real change. We need to make sure that it does not come off the agenda, so I will carry on pushing. I am sure that the Minister will get fed up of me eventually, but I look forward to meeting her tomorrow. We need to make sure that school is not somewhere dyslexic people fear, but somewhere to set them up to do what they want in life.

Something stays with me; we all, as Members of Parliament, visit schools in our constituencies, and the other day I visited a rural school to talk about my life and background, and why I got involved in politics. At the end, two lads asked their teacher whether they could stay behind. The teacher said, “You’re not going to say anything you shouldn’t be saying to Adam, are you?” They said, “No, we just want to talk to him,” and I said, “Let them stay behind.”

Those two lads were primary school-age children, and what they said stuck with me: “Thank you. We both have ADHD and dyslexia. We keep thinking we’re going to fail in life, and you’ve taught us that we’re not going to fail in life. We want to thank you for that.” Just before that, the teacher had said to those children, “What do you want to stay behind for?”. Children are already hearing, “Oh, you’re going to stay behind to say something you shouldn’t.” That is the perception we have to change in our education system. I will follow those two lads’ careers and see where they get to, because that really has stuck with me. I think they will succeed.

Let us keep working together on this. As I will say to the Minister tomorrow, “Let’s get on with it, move positively and make real change together.”

Question put and agreed to.

Resolved,

That this House has considered support for dyslexic pupils at school.

12:53

Sitting suspended.