Question to the Department for Education:

To ask the Secretary of State for Education, if she will take steps to (a) include understanding of the signs for attention deficit hyperactivity disorder in teacher training and (b) encourage earlier identification, assessment and positive intervention in relation to that disorder.

All initial teacher training (ITT) programmes must ensurethat trainees can meet the Teachers’ Standards[1] at the appropriate level.This requires trainees to have a clear understanding of the needs of all pupils, including those with special educational needs (SEN). The standards also require teachers to be able to adapt their teaching to the needs of all pupils, and to have an understanding of the factors that can inhibit learning and how to overcome such barriers. No trainee can be recommended for qualified teacher status (QTS) until they have satisfied the standards in full.

Schools are responsible for determining how best their staff can meet the needs of children with SEN and disabilities within their approaches to school improvement, professional development, and performance.

Following Sir Andrew Carter’s review of the quality of ITT last year, the Government commissioned an independent working group to develop a framework of core ITT content. The group is made up of expert representatives from the sector, including SEN specialists. This will support those who deliver ITT, as well as applicants and trainees, to have a better understanding of the essential elements of good ITT core content, based on the existing Teachers’ Standards. We have also asked the behaviour expert Tom Bennett to develop core content for ITT on effective behaviour management. Both groups are expected to report to Ministers in spring 2016.

The 0-25 years Special Educational Needs and Disability Code of Practice, which came into force in September 2014, and was updated in May 2015, emphasises the importance of schools identifying the underlying causes of behaviour issues, whether or not these require special educational provision. The Code details principles which support a set of aims, including the early identification of children and young people’s needs and early intervention to support them. Schools can determine when to assess; this decision is based on knowledge of their pupils, working closely with other agencies, and working with pupils’ families.

The importance of early assessment is also emphasised in other statutory guidance, including guidance on exclusion, with headteachers being expected to consider the use of multi-agency assessment for pupils who demonstrate persistent disruptive behaviour.

[1] Published on GOV.UK: https://www.gov.uk/government/publications/teachers-standards