Asked by: Adam Dance (Liberal Democrat - Yeovil)
Question to the Department for Education:
To ask the Secretary of State for Education, what steps she is taking to support research into dyscalculia.
Answered by Catherine McKinnell - Minister of State (Education)
High-quality teaching is the most important in-school factor for improving outcomes for all children, particularly those with special educational needs and disabilities (SEND), and we are committed to ensuring that all pupils receive excellent support from their teachers, including those with dyscalculia.
We have commissioned evidence reviews from University College London to identify the most effective tools, strategies and approaches for teachers and other relevant staff in mainstream settings to identify and support children and young people (age 0-25) with different types of needs, including cognition and learning needs such as dyscalculia.
The ‘What Works in SEND’ programme will soon begin researching educational needs assessment tools used by schools to identify the needs of neurodivergent children.
Asked by: Adam Dance (Liberal Democrat - Yeovil)
Question to the Department for Education:
To ask the Secretary of State for Education, what steps she is taking to improve the (a) identification and (b) support for neurodivergent girls at school.
Answered by Catherine McKinnell - Minister of State (Education)
This government’s ambition is that all children with special educational needs receive the right support to succeed in their education.
We have established a neurodivergence task and finish group, chaired by Professor Karen Guldberg from Birmingham University, to provide an expert view and make recommendations on how to best meet the needs of neurodivergent children and young people within mainstream education settings. Additionally, the Expert Advisory Group (EAG) for inclusion, led by Tom Rees, is providing sector-led advice on inclusive education practice.
The department introduced the Partnerships for Inclusion of Neurodiversity in Schools (PINS) programme in 2024. The programme deploys health and education specialists to build teacher and staff capacity to identify and better meet the needs of neurodivergent children in mainstream primary schools and was delivered in over 1650 (around 10%) of all mainstream primary schools in its first year.
Building on this success, the programme has been extended for the 2025/26 financial year to a further cohort of around 1200 additional mainstream primary schools.
The programme is being evaluated, and learning from delivery of PINS approach is informing policy development around how schools support neurodivergent children.
Asked by: Adam Dance (Liberal Democrat - Yeovil)
Question to the Department for Education:
To ask the Secretary of State for Education, what steps she is taking to support secondary school children with dyscalculia in (a) Yeovil constituency, (b) Somerset and (c) England.
Answered by Catherine McKinnell - Minister of State (Education)
This government’s ambition is to deliver an excellent, inclusive education for every child with a world class curriculum and highly trained, expert teachers. In November 2024, the department established the Neurodivergence Task and Finish Group, who will make recommendations on the best ways to support and meet the needs of neurodivergent children and young people in mainstream education settings. We have also commissioned evidence reviews from University College London, which will highlight 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 Maths Hubs programme, which is funded by the department, is a school-led network aimed at improving the teaching of mathematics for all pupils in publicly-funded schools. It 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. Boolean Maths Hub works with schools, academies and colleges to support the continuous improvement of mathematics education across the west of England, including Somerset.
The National Centre for Excellence in the Teaching of Mathematics offers a Further Education Mastery Specialist Programme for post-16 GCSE mathematics resit and Functional Skills Maths teachers. This programme, delivered through Maths Hubs, aims to develop teachers' expertise in teaching for mastery approaches and enable them to support others in their institutions.
Asked by: Adam Dance (Liberal Democrat - Yeovil)
Question to the Department for Education:
To ask the Secretary of State for Education, what steps she is taking to support primary school children with dyscalculia in (a) Yeovil constituency, (b) Somerset and (c) England.
Answered by Catherine McKinnell - Minister of State (Education)
This government’s ambition is to deliver an excellent, inclusive education for every child with a world class curriculum and highly trained, expert teachers. In November 2024, the department established the Neurodivergence Task and Finish Group, who will make recommendations on the best ways to support and meet the needs of neurodivergent children and young people in mainstream education settings. We have also commissioned evidence reviews from University College London, which will highlight 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 Maths Hubs programme, which is funded by the department, is a school-led network aimed at improving the teaching of mathematics for all pupils in publicly-funded schools. It 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. Boolean Maths Hub works with schools, academies and colleges to support the continuous improvement of mathematics education across the west of England, including Somerset.
The National Centre for Excellence in the Teaching of Mathematics offers a Further Education Mastery Specialist Programme for post-16 GCSE mathematics resit and Functional Skills Maths teachers. This programme, delivered through Maths Hubs, aims to develop teachers' expertise in teaching for mastery approaches and enable them to support others in their institutions.
Asked by: Adam Dance (Liberal Democrat - Yeovil)
Question to the Department for Education:
To ask the Secretary of State for Education, what steps she is taking to support students with dyscalculia in further education settings.
Answered by Catherine McKinnell - Minister of State (Education)
This government’s ambition is to deliver an excellent, inclusive education for every child with a world class curriculum and highly trained, expert teachers. In November 2024, the department established the Neurodivergence Task and Finish Group, who will make recommendations on the best ways to support and meet the needs of neurodivergent children and young people in mainstream education settings. We have also commissioned evidence reviews from University College London, which will highlight 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 Maths Hubs programme, which is funded by the department, is a school-led network aimed at improving the teaching of mathematics for all pupils in publicly-funded schools. It 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. Boolean Maths Hub works with schools, academies and colleges to support the continuous improvement of mathematics education across the west of England, including Somerset.
The National Centre for Excellence in the Teaching of Mathematics offers a Further Education Mastery Specialist Programme for post-16 GCSE mathematics resit and Functional Skills Maths teachers. This programme, delivered through Maths Hubs, aims to develop teachers' expertise in teaching for mastery approaches and enable them to support others in their institutions.
Asked by: Adam Dance (Liberal Democrat - Yeovil)
Question to the Department for Education:
To ask the Secretary of State for Education, what consideration the Curriculum and Assessment Review will give to the (a) needs of and (b) challenges faced by students with attention deficit hyperactivity disorder.
Answered by Catherine McKinnell - Minister of State (Education)
The Curriculum and Assessment Review, chaired by Professor Becky Francis CBE, is actively considering the needs and challenges faced by all pupils in accessing the national curriculum and making sure that they are all able to achieve high and rising standards.
The review is thoroughly examining the key challenges to attainment faced by children and young people in mainstream education, including those with special educational needs and disabilities, such as dyslexia, dyscalculia and attention deficit hyperactivity disorder.
The Review is committed to ensuring all pupils have access to a broad curriculum and achieve positive outcomes.
This government remains committed to enhancing inclusivity within mainstream schools and the review’s final report and recommendations will be published in autumn, at which point the government will respond.
Asked by: Adam Dance (Liberal Democrat - Yeovil)
Question to the Department for Education:
To ask the Secretary of State for Education, what consideration the Curriculum and Assessment Review will give to the (a) needs of and (b) challenges faced by students with dyslexia.
Answered by Catherine McKinnell - Minister of State (Education)
The Curriculum and Assessment Review, chaired by Professor Becky Francis CBE, is actively considering the needs and challenges faced by all pupils in accessing the national curriculum and making sure that they are all able to achieve high and rising standards.
The review is thoroughly examining the key challenges to attainment faced by children and young people in mainstream education, including those with special educational needs and disabilities, such as dyslexia, dyscalculia and attention deficit hyperactivity disorder.
The Review is committed to ensuring all pupils have access to a broad curriculum and achieve positive outcomes.
This government remains committed to enhancing inclusivity within mainstream schools and the review’s final report and recommendations will be published in autumn, at which point the government will respond.
Asked by: Adam Dance (Liberal Democrat - Yeovil)
Question to the Department for Education:
To ask the Secretary of State for Education, what consideration the Curriculum and Assessment Review will give to the (a) needs of and (b) challenges faced by students with dyscalculia.
Answered by Catherine McKinnell - Minister of State (Education)
The Curriculum and Assessment Review, chaired by Professor Becky Francis CBE, is actively considering the needs and challenges faced by all pupils in accessing the national curriculum and making sure that they are all able to achieve high and rising standards.
The review is thoroughly examining the key challenges to attainment faced by children and young people in mainstream education, including those with special educational needs and disabilities, such as dyslexia, dyscalculia and attention deficit hyperactivity disorder.
The Review is committed to ensuring all pupils have access to a broad curriculum and achieve positive outcomes.
This government remains committed to enhancing inclusivity within mainstream schools and the review’s final report and recommendations will be published in autumn, at which point the government will respond.
Asked by: Adam Dance (Liberal Democrat - Yeovil)
Question to the Department for Education:
To ask the Secretary of State for Education, what assessment she has made of the potential impact of removing public funding for level 7 apprenticeships for people aged 22 and older on people in (a) Yeovil constituency, (b) Somerset and (c) the South West.
Answered by Janet Daby - Parliamentary Under-Secretary (Department for Education)
I refer the hon. Member for Yeovil to the answer of 13 June 2025 to Question 57098.
Asked by: Adam Dance (Liberal Democrat - Yeovil)
Question to the Department for Education:
To ask the Secretary of State for Education, what assessment she has made of the potential merits of regulating the educational guardianship sector.
Answered by Stephen Morgan - Parliamentary Under-Secretary (Department for Education)
All independent and state boarding schools must have regard to the ‘Keeping children safe in education’ guidance and must meet the national minimum standards for boarding schools. Section 22 of those standards sets out the requirements of schools in relation to educational guardians appointed by a school.
Parents of international child students who make private educational guardianship arrangements for their children should ensure that they apply due diligence to any arrangements.