Question to the Department of Health and Social Care:

To ask His Majesty's Government why dyscalculia is not included in the NHS A-Z Conditions, while dyslexia and dyspraxia are included.

Answered by Baroness Merron - Parliamentary Under-Secretary (Department of Health and Social Care)

Dyscalculia is a learning difficulty that affects the ability to use and acquire mathematical skills. We want all children who struggle with maths or any other subject to be able to receive the appropriate support so they can succeed in their education. The Special Educational Needs and Disabilities Code of Practice is clear that meeting the needs of a child or young person with special educational needs and/or a disability does not require a diagnostic label or test.

NHS England advises that the NHS.UK website is not intended to cover every condition, treatment, or service the National Health Service provides. If something is not currently covered, it does not mean the NHS does not recognise it. The key factors considered include:

• public demand, for instance through search engine activity;
• suitability for a national audience;
• prevalence of the condition or symptom;
• whether other trusted organisations, for instance charities, are better placed to provide this information; and
• NHS England’s ability to clinically assure and maintain the content over time

NHS England appreciates the importance of providing information for conditions like dyscalculia and will continue to review and assess requests to ensure the NHS website best serves the needs of the public.

Question to the Department for Education:

To ask His Majesty's Government why educational psychologists are not required to learn about dyscalculia as part of their training, but they are required to learn about dyslexia.

Answered by Baroness Smith of Malvern - Minister of State (Department for Work and Pensions)

Educational psychologists play a critical role in the support available to children and young people, including those with special educational needs and disabilities. That is why we are already investing over £21 million to train 400 more educational psychologists over two cohorts, starting their studies in 2024 and 2025. This is in addition to the £10 million currently being invested in the training of over 200 educational psychologists who began their training in September 2023.

The Educational Psychology Funded Training scheme is a three-year doctorate programme delivered by universities on behalf of the department. The courses are approved by the Health and Care Professions Council and accredited by the British Psychological Society, who set programme content requirements. The curriculum includes 'individual differences in Maths difficulties', which we expect would cover conditions such as dyscalculia.

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.

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.

Found: Evidence Session No. 6 Heard in Public Questions 27 – 32 Witness I: Baroness Bull, Member, House of

Found: Lord Lancaster of Kimbolton (Proposal 20) • Numeracy for Life: from early years to later life – Baroness Bull

Found: At about 10.45am Lord Browne of Ladyton – National Resilience (Proposal 20) • At about 10.55am Baroness Bull

Found: Letter dated 10/11/2025 from Baroness Smith of Malvern to Baroness Bull regarding data collected by the