Dyscalculia

Baroness Thornton Excerpts

Monday 17th November 2025 Lords Chamber

Asked by

[Baroness Thornton]

To ask His Majesty’s Government whether they recognise dyscalculia as a learning difficulty, and what plans they have to support children who have it.

[The Minister of State, Department for Education, and the Department for Work and Pensions (Baroness Smith of Malvern) (Lab)]

My Lords, we know that some children face real challenges in maths, particularly those with dyscalculia and other special educational needs. That is why we are supporting schools through our national RISE maths hubs, helping teachers deliver effective, inclusive lessons. Our Curriculum and Assessment Review is tackling attainment gaps for pupils with SEND, and in the new year we will publish a White Paper to build a system where every child receives early support so as to thrive.

[Baroness Thornton (Lab)]

I thank my noble friend for that Answer. For the edification of the House, dyscalculia is a specific difficulty in understanding numbers and number processes. It is 130 years since the term dyslexia was coined. In 1978, Baroness Mary Warnock was told by an education civil servant that she should not suggest that there is a special category of learning difficulty called dyslexia. Her report on special educational needs, of course, transformed that view. I rather hoped it would not take quite so long for the Government to properly recognise and integrate SEN support for the 6% of the population with dyscalculia. Does my noble friend the Minister agree that having children and young people struggling with numbers and maths is a huge problem for them as they become adults and seek work, and for future economic growth dependent on technology and innovation? Why would the Government take the risk of not recognising this as a learning difficulty and giving it the proper treatment it deserves?

[Baroness Smith of Malvern (Lab)]

My Lords, I very much recognise what my noble friend says about the challenges that children with dyscalculia have in relation to their maths. Probably where we differ is on whether it is necessary to name those things in order to make sure that children get support: we do not believe that a child should need a diagnosis of a condition to get support. While diagnoses and labels can be useful for some children, whether a child has secured a diagnosis should not determine the support they get. A child with dyscalculia needs more support to master concepts in maths, so the support that we offer will be the same as for others facing difficulties with maths—that is better scaffolding, more effective use of representation and careful sequencing of learning. We are taking action to ensure that children who have difficulties with maths, including those with dyscalculia, will get the support they need.