Question to the Department for Education:

To ask the Secretary of State for Education, what steps she is taking to support and identify students with dual or multiple exceptionalities.

Effective early identification and intervention is critical to improving outcomes for children and young people with special educational needs and disabilities (SEND).

In an inclusive system, settings should be confident in recognising a full range of needs, including where high ability coexists with additional needs in dual or multiple exceptionalities, and in meeting these through evidence‑based approaches.

Many settings already identify needs effectively. We will build on this by strengthening the evidence base and supporting practitioners to recognise complex profiles, including pupils who may be both gifted and require special educational needs support, ensuring strengths are not overlooked and barriers are addressed early.

We are introducing clearer statutory expectations on schools to identify and meet needs as early as possible, monitor progress closely, and put timely support in place.

To underpin this, we are developing National Inclusion Standards through an independent expert panel, providing practical, evidence‑informed tools for identifying and supporting diverse needs.

In addition, we are investing over £200 million to deliver a landmark inclusion training package, including strengthened Initial Teacher Training and Early Career Framework (ITTECF) content on adaptive teaching and supporting pupils with SEND.