Asked by: Baroness Bull (Crossbench - Life peer)
Question to the Department for Education:
To ask His Majesty's Government what assessment they have made of the impact of requiring GCSE mathematics as an entry qualification to future study and careers on individuals with dyscalculia or other mathematics learning disabilities, including in professions with limited mathematical demands such as English teaching, social work, or the Armed Forces; and whether they have considered this requirement in the context of the Equality Act 2010.
Answered by Baroness Smith of Malvern - Minister of State (Department for Work and Pensions)
Students aged 16 to 19 on study programmes or T Levels who have not achieved a grade 4 in GCSE English or mathematics must continue studying these subjects. If a student has a grade 3 in GCSE mathematics, they are expected to work toward a GCSE, as these students are closest to securing grade 4 or above. Those with grade 2 or below can study either a GCSE or a Level 2 Functional Skills qualification.
The recently published Post-16 education and skills white paper sets out our plan to support more eligible students to improve their grade and, wherever possible, achieve a GCSE grade 4+ English and mathematics by the time they leave 16 to 19 education. This includes developing new 16 to19 level 1 stepping stone qualifications as a preparation for GCSE to better support lower prior attaining students to progress. The department plans to consult on these qualifications in early 2026.
Entry requirements for further education courses are not set by the department. They are decided by individual providers based on the course and their own policies. All accredited initial teacher training (ITT) providers must ensure that, in the case of graduate programmes of ITT, all entrants hold a first degree from a United Kingdom higher education institution or equivalent qualification.
As part of our Plan for Change, the department is committed to improving the special educational needs and disabilities (SEND) system. We want schools to better identify and support children early, before issues escalate. We are working closely with children, parents, and experts to shape these plans and ensure every young person gets the support and opportunities they deserve.
In September 2025, the department introduced the early career teacher entitlement (ECTE). The ECTE revised and improved the delivery of what we formerly referred to as the early career framework programme, maintaining the grounding in evidence, to ensure the highest standards of professional development for new teachers. There is now significantly more content related to adaptive teaching and supporting pupils with SEND. The adaptive teaching content includes, for example, developing an understanding of different pupil needs, and learning how to provide opportunities for success for all pupils.
The department funds a national network of Maths Hubs, aiming to help teachers in state-funded schools teach maths effectively to all children. Maths Hubs encourage practice such as quick and systematic identification of gaps in learning, and requisite support to prevent pupils falling behind.
Asked by: Baroness Bull (Crossbench - Life peer)
Question to the Department for Education:
To ask His Majesty's Government what steps they are taking to close the research funding gap between dyscalculia and dyslexia, where the funding for dyscalculia research is significantly lower than that of dyslexia, despite research suggesting that the two conditions have comparable prevalence rates and life consequences.
Answered by Baroness Smith of Malvern - Minister of State (Department for Work and Pensions)
The department does not fund specific standalone research into either dyscalculia or dyslexia
Recently published evidence reviews from University College London ‘Identifying and supporting children and young people with cognition and learning needs: a rapid evidence review’ will help to drive inclusive practices as they highlight what the best available evidence suggests are the most effective tools, strategies and approaches for teachers and other relevant staff in mainstream settings to identify and support children and young people (0-25) with different types of needs. This report is attached.
In addition, the What Works in SEND research programme, led by a research team from University of Warwick and supported by special educational needs and disabilities academics from the University of Birmingham, is researching tools settings can use to identify the needs of neurodivergent children and young people.
Both of these programmes will support the teaching of children with special educational needs, including dyscalculia.